Fall 2020 Course Syllabus
Course: VNSG-1400- Section: 11
Nursing in Health and Illness I 		LSCPA Logo Image
Instructor Information
Instructor Lois Holmes
E-mailholmesll@lamarpa.edu
Phone(409) 984-6359
Office
Location:Allied Health - Room: 107-3
Hours:As posted and by appointment
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.
COVID 19 Information The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been exposed to COVID 19 or diagnosed with COVID 19 to report their condition on the COVID 19 Notification Form (available via a link on the Student Code of Conduct COVID19 webpage). This information will be provided to the Dean of Student Services. In addition, this policy requires all students to wear face coverings in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website.
Course Information
Description Introduction to general principles of growth and development, primary health care needs of the patient across the life span, and therapeutic nursing interventions.
Prerequisites BIO 2301, 2101 & BIO 2302, 2102 Human Anatomy and Physiology
NURA 1301 Nurse Aide for Health Care Organizations I             
NURA 1160 Clinical (VN 1410)
To graduate from the VN program it is required that you must complete either, Business Computer Information Systems (BCIS 1305), or Introduction to Computers (ITSC 1401) prior to graduation.    
Students must have a minimum grade of C or better in every course that applies to the VN Program Certificate plan to graduate.
Mandatory Co-requisite: VNSG 1261 Clinical
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 scope of practice for a Vocational Nurse.
PSLO 2.    Demonstrates safe, direct patient care with individuals who have predictable healthcare needs.
PSLO 3.    Exhibits professional nursing behaviors.
PSLO 4.    Cooperates with members of the interdisciplinary healthcare team to provide evidence-based care.
Core Objectives Communication skills: Students will demonstrate effective written, oral and visual communication.
Critical Thinking Skills: Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.
Empirical and Quantitative Skills: Students will demonstrate applications of scientific and mathematical concepts.
Teamwork: Students will demonstrate the ability to work effectively with others to support a shared purpose or goal and consider different points of view.
Social Responsibility: Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities.
Personal Responsibility: Students will demonstrate the ability to connect choices, actions and consequences to ethical decision-making.
Program Student Learning Outcomes In accordance with the mission of LSC-PA, VNSG 1400 Nursing in Health and Illness I 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. Recognize the uniqueness of the gerontological patient related to physical, mental, and emotional changes associated with the aging process. (PSLO Alpha; PSLO 2) Measured by: exams, discussions based on readings; clinical rotations
2.    Describe the psychosocial, growth and development, and physiological needs of patients across the life span. (PSLO Alpha; PSLO 2) Measured by: case discussions and reading assignments; clinical case studies    
3.    Identify common, overt, actual and/or potential primary health care needs of the patient. (PSLO Alpha; PSLO 2) Measured by: exams; case studies; care plans
4.     Identify the basic interventions to support the patient and family during life stages including death and dying. (PSLO 1; PSLO 2; PSLO 3) Measured by: exams; clinical simulations; clinical rotation interactions    
5.    Identify nursing interventions related to the effects of pharmacological agents on patients. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3) Measured by: exams; care plans; case scenarios; class and clinical discussions/interactions; simulations    
6. Demonstrate competency in dosage calculations. (PSLO 1; PSLO 3) Measured by: exams; clinical medication administration evaluation
7. Describe the underlying theories of nursing skills using principles of safety and asepsis. (PSLO Alpha; PSLO 1; PSLO 3) Measured by: clinical simulations; lab skills check-offs; clinical skills evaluations; discussions based on readings
8. Demonstrate satisfactory performance of nursing skills using evidenced-based principles of safety and asepsis. (PSLO 1; PSLO 2; PSLO 3) Measured by: lab skills check-offs; clinical skills evaluations; discussions of most-current practices    
9. Develop an understanding of the legal, ethical & professional responsibilities inherent in the role of vocational nurse. (PSLO Alpha; PSLO 1; PSLO 3) Measured by: exams, discussions based on readings of nurse practice act and nurse literature
Textbooks Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.

Burton, M., Smith, D. Ludwig, L. (2019). Fundamentals of Nursing Care, Concepts, Connections and Skills for Nursing (3rd ed.). Philadelphia: F.A Davis
ISBN # 978-0-8036-6906-2
Gorman, L. Anwar, R. (2019) Mental Health Nursing (5th Edition) Philadelphia: F. A. Davis ISBN # 978-0-8036-6913-0
NCLEX PN Pass Point: Please note: No other NCLEX? PN Review will be accepted. You must use the NCLEX PN Passpoint access code provided to you for this
Pass Point access code for this VNSG 1400 class:
Online HESI Case Studies: Complete PN Collection (2 Year Version)
Lecture Topics
Outline		 Week 1: Orientation day one: Campus Closed Due To Hurricane Laura
Week 2: Campus Closed Due to Hurricane Laura
Week 3: Infection Control, Safety, Sensory, Physical Assessment, Vital signs, Patient Education, Admission, Discharge, Transfer
Week 4: Exam I; Bowel, NG tube
Week 5: Fluids, Electrolytes Foley
Week 6: Documentation/Delegation/Priority, Exam II; Skin, Wound Care, Pain/Comfort/Sleep
Week 7: Exam III, Oxygen/Dx Testing/Specimen
Week 8: Clinical Orientation, Loss & Grief, Hospice, Transplant, Medication Administration
Week 9: Exam IV
Week 10: Self Concept/Sexuality/Assertiveness
Week 11: Pre-op/Post-op
Week 12: Activity/Immobility
Week 13: HESI Fundamentals
Week 14: Thanksgiving Week
Week 15: Exam V, Clinical Evaluations, Final Exam
Week 16: Finals Week
Major Assignments
Schedule		 Date: 09/18/20 Exam I Time: By Appointment
Date: 10/02/20 Exam II Time: By Appointment
Date: 10/09/20 Exam III Time: By Appointment
Date: 10/23/20 Exam IV Time: By Appointment
Date: 11/20/20 HESI Time: By Appointment
Date: 11/30/20 Exam V Time: By Appointment
Date: 12/04/20 Final Exam Time: By Appointment
Final Exam Date December 4, 2020 - 8:00 AM   Through  December 4, 2020 - 11:00 AM
Grading Scale 90-100 = A 80-89 = B 75-79 = C 60-74 = D Below 60 = F
Determination of
Final Grade		 Determination of Final Grade    
1. Examinations are based on course objectives.
2. Course content from pre-requisite courses will be included on exams, as
appropriate.
3. No hat or hoodies may be worn during exams. No hats/caps/hoodies/smart
watches/personal possessions other than keys, earbuds, scantron and a pencil
may be brought in to the exam.
4. No make-up unit exams are given. The numerical grade attained on the
Comprehensive Final exam is substituted for any missed unit exam(s);
providing the student has followed proper protocol in reporting absence.
5. 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.
6. Test grades will not be available for a minimum of 24 hours post test.
7. 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. When an item is nullified, the key
is changed so that all answers are credited as correct. That is, if a student
answered the item as originally keyed, the student will retain the credit for the
item. If a students 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.
8.     If a student scores less than a 75 on a unit examination, the student is required to make an appointment with an instructor prior to the day before the next examination. At that time, the student and instructor will review the examination and, with the assistance of the instructor, identify strategies to improve performance on subsequent examinations. Failure to complete this review will result in 5 points off the next scheduled exam.
9. Any challenge to exam questions must be presented in writing, with
documentation, within one (1) week 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.
10. A Comprehensive Final Exam must be taken and is weighted equivalent to two
(2) unit exams.
11. Any assignment or exam submitted without a students name will not receive
credit.

The following method will be used to determine each students grade in
the course:
Exam I         12.5%
Exam II         12.5%
Exam III         12.5%
Exam IV         12.5%
Exam V 12.5%
HESI 12.5%
Classroom/Computer Assignments 5%
FINAL 20%

Total 100%

12. Students must have a 70% average or greater on the first 3 exams in VNSG 1400 to be eligible to participate in VNSG 1261 clinical.
13. A minimum average of 75% in VNSG 1400 independent of all other requirements is necessary to pass the course.
14. A mandatory comprehensive standardized examination (REACH) is administered at the end of the semester prior to the final exam and counts as 10% of the VNSG 1400 Grade. The standardized Exam MUST be taken.

Course Policies
Instructor Policies Additional classroom policies include:
Students and faculty of the Lamar State College-Port Arthur Vocational Nursing Program are expected to assist in maintaining a classroom environment that is conducive to learning. To assure that faculty have the opportunity to teach and students have the opportunity to benefit from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in distracting classroom behavior:
1.    I understand that promptness is expected. I will be on time for the beginning of all classes and will return from breaks promptly.
2.    I understand that I am expected to come to theory and lab experiences prepared and present myself as a sincere, adult learner.
3.    I will return phone calls and/or text messages only during scheduled breaks.
4.    I will keep cell phones on vibrate in classroom and off and out of reach during testing and test reviews. In the event of an emergency, your family should contact you through AH Secretary, VN Coordinator, or Department Chair.
5.    I agree that on-campus computers will only be used for classroom work.
6.    I agree that all information shared by other students and instructors will remain confidential.
7.    I will not repeat or discuss what is shared with anyone.
8.    I agree that I will not engage in side-bar discussions.
9.    I agree that I will direct my comments to the front of the room.
10.    I agree to participate in all discussions, activities, and exercises.
11.    I agree to be open to new ideas and experiences.
12.    I agree to take risks and step outside of my comfort zone.
13.    I agree to maintain a positive attitude.
14.    I agree to give supportive feedback and make corrections without belittling anyone.
15.    I agree to suspend judgment and be responsible for my actions.
16.    I agree to be responsible for learning as much as I can from this experience.
17.    I agree to ask for what I need from my instructors.
18.    I agree to get better acquainted with my fellow students so we can all identify ways to support one another, work together as a team and develop professionally.
19.    I agree to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook.
Should I be unable to maintain these expectations or stated program requirements, dismissal from the program may occur.

The following behaviors will result in the student being asked to cease the action and/or leave the classroom:
    Inappropriate and/or disruptive use of cell phones or other electronics devices in classroom
    talking or sleeping while the instructor is giving instructions or during class discussions/presentations
    displaying a rude or negative attitude/behavior to the instructor or other students
If any of these behaviors result in the student being asked to leave the room, the student will receive a counseling note and may result in a loss of 5 points on the next exam.
Attendance Policy This class will be a hybrid class and will consist of online & in class lectures, labs, and assignments. Schedules may be changed at the discretion of the faculty and vocational nursing coordinator. 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 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 or delay from scheduled activities PRIOR TO scheduled class sessions. 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. In addition to notifying an instructor, students must submit a Student Excuse Form, upon the first day of return, each time the student is absent, delayed from attending or must depart early from class, clinical or lab. Failure to complete the Student Excuse Form will result in a declaration of a ‘No Call, No Show’ for the number of days absent and may result in the student being dismissed from the program.
6. Lab jackets are required for attendance and participation in the skills lab.
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.
MyLSCPA Be sure to check your campus E-mail and Course Homepage using MyLSCPA 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 MyLSCPA.
Other COURSE OBJECTIVES

1. Topic: Orientation to the Vocational Nursing Program.

Objective: Upon completion of this learning experience, the student should be able to:

a. List sources of college and program policies.
b. Discuss content of the course syllabus.
c. Seek opportunities to ask questions concerning class content and/or assignments.
d. Distinguish how the philosophy of Lamar State College - Port Arthur Vocational Nursing Program addresses beliefs regarding individuals, health, society, and nursing.
e.    Explain the purpose of the Academic Code of Honor.
[Differentiated essential competencies (DEC): I A]

2. Topic: Strategies used by the vocational nurse in prevention, and caring for patients of various cultures and ethnicities who have various infectious diseases.
Objective: Upon completion of this learning experience, the student should be able to    
a.    Explain the concepts of medical and surgical asepsis.
b.    Discuss nosocomial infections, contributing factors, and common organisms.
c.    Identify signs of localized and systemic infections and the events in an inflammatory process.
d.    Discuss the chain of infection and the characteristics of each link in the chain of infection.
e.    Identify factors influencing a microorganism?s capability to produce an infectious process.
f.    Discuss the body defenses against infection including the anatomic and physiologic barriers which protect the body against microorganisms.
g.    Differentiate active from passive immunity.
h.    Discuss factors increasing susceptibility for acquiring an infection.
i.    Identify relevant nursing diagnoses and contributing factors for patients at risk for infection and who have an infection.
j.    Discuss the use of the nursing process to reduce risk for infections.
k.    Identify measures that break each link in the chain of infection.
l.    Compare and contrast isolation precaution systems.
m.    Discuss isolation practices and describe the steps to take in the event of a blood-borne pathogen exposure.
n.    Discuss sterile technique including the principles and practices of surgical asepsis.
o.    Correctly implement aseptic practices, including hand hygiene, donning and removing a face mask, gowning, donning and removing sterile gloves, bagging articles, managing equipment used for patients in isolation, and establishing and maintaining a sterile field.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]




3. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have different sensory deficits.
Objective: Upon completion of this learning experience, the student should be able to
a.    Differentiate among the processes of reception, perception, and reaction to sensory stimuli.
b.    Discuss common causes and effects of sensory alterations.
c.    Discuss common sensory changes which occur with aging.
d.    Describe behaviors indicating sensory alterations.
e.    Discuss the nursing process in providing safe care for patients who have sensory alterations.
f.    Discuss ways to maintain a safe environment for patients who have sensory alterations.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

4. Topic: Strategies used by the vocational nurse in keeping patients of various cultures and ethnicities safe in different aspects of home and hospital care.
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe how unmet basic physiological needs can threaten safety.
b.    Discuss factors which affect people?s ability to protect themselves from injury and safety measures across the lifespan.
c.    Identify common potential hazards in the home.
d.    Discuss strategies to maintain safety in the health care setting, home, and community.
e.    Describe categories of safety risks in a health care agency.
f.    Describe the use and legal implications of restraints.
g.    Discuss the use of the nursing process in providing safe care to patients in a variety of healthcare settings.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

5. Topic: Strategies used by the vocational nurse to assess patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Identify the purposes of the physical health examination.
b.    Discuss preparation of the patient, physically and psychologically, before and during the examination.
c.    Describe environmental preparations prior to the examination.
d.    Explain various methods used during a physical assessment.
e.    Discuss normal and abnormal findings for each body system and explain the significance of selected physical findings.
f.    Discuss appropriate documentation of normal and abnormal findings of physical assessment.
g.    Identify expected outcomes of health assessment.
h.    Explain the steps in assessment procedures.
i.    Describe the suggested sequence in conducting an orderly physical health assessment.
j.    Discuss assessment techniques appropriate for patients of different ages.
k.    Identify data to collect from the nursing history prior to an examination.
l.    Demonstrate correct technique of a head to toe physical assessment.
m.    Demonstrate interview techniques used to enhance communication during health assessment.
n.    Discuss self-screening exams commonly performed by patients.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

6. Topic: Strategies used by the vocational nurse in obtaining and identifying vital signs of patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Identify the variations in normal body temperature, pulse, respirations which occur from infancy to old age.
b.    Describe factors influencing the body?s heat production.
c.    Identify ways the body loses heat.
d.    Discuss methods of assessing body temperature, advantages and disadvantages of methods, and any appropriate safety precautions.
e.    Describe clinical signs of, and appropriate nursing care for alterations in body temperature.
f.    Describe nursing interventions which promote heat loss and heat conservation.
g.    Identify the most commonly used sites to assess the pulse and the reason for their use.
h.    Identify the characteristics which should be included when assessing pulses.
i.    Explain how to measure apical pulse and apical-radial pulse.
j.    Identify the characteristics which should be included in a respiratory assessment.
k.    Describe various methods and sites used to measure blood pressure.
l.    Identify initial Blood Pressure measurements for adults and follow-up recommendations.
m.    Discuss factors which may cause variations in vital signs.
n.    Explain variations in technique used to assess vital signs across the life span.
o.    Discuss appropriate documentation terms for variations in vital signs.
p.    Demonstrate proper assessment of vital signs.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

7. Topic: Strategies used by the vocational nurse to assist in admission, discharge and transfer of patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe various types of admissions.
b.    Discuss the Vocational Nurse?s role in discharge planning.
c.    Explain appropriate information to orient a patient upon admission to a health care facility.
d.    Describe the different types of transfers and give examples of each.
e.    Describe the various types of discharges and give examples of each.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]
8. Topic: Strategies used by the vocational nurse to facilitate education for patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to
a.    Discuss the purpose of patient teaching
b.    List and differentiate between conditions and factors that can affect learning.
c.    Identify adjustments to the teaching plan needed in teaching the very young patient or the elderly patient.
d.    Discuss types of resources available to assist in patient teaching.
e.    Describe ways in which teaching can be continued following hospital discharge

9. Topic: Strategies used by the vocational nurse to facilitate appropriate diet therapy for patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Explain essential aspects of energy balance.
b.    Discuss factors influencing nutrition.
c.    Identify developmental nutritional considerations.
d.    Discuss essential components and purposes of nutritional screening and nutritional assessment.
e.    Identify risk factors and clinical signs of malnutrition.
f.    Discuss the nursing process related to the promotion of optimal nutrition for patients who have nutritional problems.
g.    Discuss reasons that an ill patient needs good nutrition.
h.    Describe safe nursing care related to a patient who has or needs a nasogastric tube.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

10. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have gastrointestinal problems and various ostomies.
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe the functions of the lower intestinal tract.
b.    Identify factors which influence fecal elimination and patterns of defecation.
c.    Distinguish normal from abnormal characteristics of feces.
d.    Describe methods used to assess the gastrointestinal tract.
e.    Discuss common fecal elimination problems and the causes and effects of each.
f.    Identify measures which maintain normal fecal elimination patterns.
g.    Discuss bowel diversion ostomies and describe nursing responsibilities and essentials of stoma care.
h.    Discuss the nursing process related to providing safe care for patients who have bowel elimination problems.
i.    Explain techniques for stool collection and occult blood testing.
j.    Describe diagnostic measures to assess bowel function and abnormalities.
k.    Discuss common medications used for bowel elimination and appropriate patient instructions.
l.    Describe the different types of enemas, proper administration, and measures for bowel training.
m.    Discuss the nursing process related to providing safe care for patients who have ostomies.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

11. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have fluid and electrolyte deficiencies.
Objective: Upon completion of this learning experience, the student should be able to
a.    Identify factors affecting normal body fluids.
b.    Discuss ways to measure and document patient?s intake and output.
c.    Discuss the regulation of acid-base balance in the body.
d.    Explain factors affecting normal fluid, electrolyte, and acid-base balance.
e.    Discuss the causes and effects of fluid, electrolyte, and acid-base imbalances.
f.    Identify assessment data related to a patient?s fluid, electrolyte, and acid-base imbalance.
g.    Relate the nursing process to providing safe care to patients who have fluid, electrolyte, and acid-base imbalances.
h.    Describe procedures for initiating and maintaining fluid balance.
i.    Discuss the procedure for initiating a blood transfusion and the complications of blood therapy.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

12. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnicities who have urinary elimination disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.    Outline the process of urination, from urine formation through micturition, including factors that influence urinary production and elimination.
b.    Describe nursing assessment of urinary function including subjective and objective data.
c.    Identify abnormal and normal characteristics of urine.
d.    Explain how to collect urine specimens and conduct selected tests.
e.    Identify diagnostic measures to assess kidney function and urinary tract abnormalities including nursing implications and nursing assessment, including subjective and objective data.
f.    Determine measures to promote normal urinary elimination and to prevent urinary infection, including measures related to age-related changes.
g.    Summarize the nursing assessment skills and nursing interventions to evaluate and promote excretion, sexual health, and regulatory well-being.
[ 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]





13. Topic: Strategies used by the vocational nurse in documenting safe nursing care provided to patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Discuss reasons for keeping patient records.
b.    Explain how different forms in the patient record are used to document steps of the nursing process.
c.    Discuss the different methods used in documentation.
d.    Compare documentation needed for patients in a variety of health care settings.
e.    Identify guidelines for documentation which meet legal and ethical standards.
f.    Identify abbreviations and symbols used in documentation.
g.    Discuss approved measures used to maintain compliance with the Health Insurance Portability and Accountability Act (HIPPA).
h.    Demonstrate proper documentation for physical assessment, provider orders, nursing interventions, discharge information, and other forms of written communication.
i.    Relate the ISBAR-R (Introduction, Situation, Background, Assessment, Recommendation, and Read-back) technique in communication between members of the health care team about a patient?s condition.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

14. Topic: Strategies used by the Vocational Nurse in reporting safe nursing care provided to patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to
a.    Explain the information a nurse should include when giving a report to another health care provider.
b.    Describe guidelines for reporting nursing care and patient status in a variety of health care settings.
c.    Describe methods for multi-disciplinary communication within the health care team.
d.    Identify data needed prior to reporting the change of condition of a patient to the primary health care provider.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

15. Topic: Strategies used by the Vocational Nurse related to the assignment and delegation process.

Objective: Upon completion of this learning experience, the student should be able to
a. Describe the assignment of tasks versus the delegation of duties according to the Texas Nursing Practice Act.
b.    Identify the five rights of the delegation process
c.    Relate the nursing process as a guide for assigning and delegation.
d.    Identify the conditions required by the Nursing Practice Act prior to a Vocational Nurse assuming the charge nurse role.
e.    Identify specific institutional policies, regulations and routines that the Vocational Nurse needs to understand before assuming a charge nurse position.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

16. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have skin diseases and/or need wound care.
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe factors affecting skin integrity.
b.    Discuss types of wounds.
c.    Identify patients at risk for developing pressure ulcers.
d.    Describe the stages of pressure ulcer development.
e.    Differentiate primary, secondary, and tertiary wound healing.
f.    Describe the phases of wound healing.
g.    Identify the major types of wound exudate.
h.    Discuss complications of wound healing.
i.    Describe factors which impair or promote wound healing.
j.    Identify assessment data pertinent to skin integrity, pressure sites, and wounds.
k.    Discuss measures to prevent pressure ulcer formation.
l.    Describe nursing strategies to treat pressure ulcers, promote wound healing, and prevent complications of wound healing.
m.    Identify purposes and precautions taken with commonly used dressing materials and binders.
n.    Demonstrate essential steps for obtaining wound specimens, cleaning and irrigating a wound, caring for various drains, applying packing and various types of dressings, securing dressings, removing sutures and staples, and various wrapping techniques.
o.    Explain the use of heat and cold therapies
p.    Demonstrate interventions to support and immobilize wounds.
q.    Discuss the nursing process related to safe care for patients who have impaired skin integrity.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

17. Topic: Strategies used by the vocational nurse in caring for patients of various cultures and ethnicities who have the need for oxygenation.
Objective: Upon completion of this learning experience, the student should be able to
a.    Discuss common responses to alterations in respiratory and circulatory status.
b.    Describe safe nursing interventions to promote measures to support cardiopulmonary function and oxygenation.
c.    Explain the use of therapeutic measures such as artificial airways, oxygen therapy, inhalation therapy, and chest percussion and drainage to promote cardiopulmonary function.
d.    Describe different types of oxygen delivery systems and related nursing interventions.
e.    Discuss the steps of the nursing process in relation to a patient?s oxygenation status.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

18. Topic: Strategies used by the vocational nurse in preparation, education and assessment of patients of various cultures and ethnicities scheduled for diagnostic tests and procedures
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe nursing responsibilities when assisting with diverse types of patient examinations.
b.    Explain the nursing interventions for patients before and after diagnostic procedures.
c.    Discuss learning needs of patients undergoing various diagnostic tests or procedures.
d.    Identify the appropriate positions for examinations, tests, and procedures.
e.    List common types of instruments and supplies which are used during specific diagnostic testing.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

19. Topic: Strategies used by the vocational nurse in caring for and promoting sleep and rest for patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Explain the functions, physiology, and regulation of mechanisms of sleep.
b.    Discuss the normal stages and characteristics of sleep across the lifespan.
c.    Describe variations in sleep patterns throughout the life span.
d.    Discuss factors which promote and disrupt normal sleep.
e.    Discuss common sleep disorders.
f.    Identify the components of a sleep pattern assessment.
g.    Discuss safe nursing care related to patients who have sleep problems.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

20. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the promotion of comfort.
Objective: Upon completion of this learning experience, the student should be able to:
a.    Discuss common misconceptions about pain.
b.    Identify components of the pain experience.
c.    Discuss the three phases of behavioral responses to pain.
d.    Apply the nursing process to providing safe care to patients experiencing pain.
e.    Describe guidelines for selecting and individualizing pain therapies.
f.    Describe applications for use of no pharmacological pain therapies.
g.    Discuss nursing implications for administering analgesics.
h.    Describe interventions for the relief of acute pain versus chronic pain.
i.    Describe the sequence of treatments recommended in pain management.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]



21. Topic: Strategies of the Vocational Nurse in medication administration to patients of various cultures and ethnicities.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Demonstrate knowledge of approved abbreviations utilized in medication administration.
b.    Identify brand versus generic names of medications.
c.    Accurately interpret medication labels.
d.    Identify the types and the necessary components of medication orders.
e.    Accurately interpret appropriate military times.
f.    Explain the "7 rights" of medication administration
g.    Explain the 8th right of medication administration.
h.    Discuss accurate documentation of the administration of medications.
i.    Differentiate the implementation of paper versus electronic medication administration records (MAR).
j.    Identify routes of medication administration including oral, eye, ear, topical, inhaled, nasal, rectal & vaginal.
k.    Explain enteral medication administration.
l.    Discuss the nurse?s role and responsibilities in medication administration
m.    Discuss methods of educating a patient about prescribed medications
n.    Identify measures to safely administer medication.
[DEC I-A-D, II-A-H, III-A-F, IV-A-F]

22. Topic: Strategies used by the vocational nurse in administering end of life care to patients of various cultures and ethnicities.

Objective: Upon completion of this learning experience, the student should be able to

a. Describe types and sources of loss and grief.
b. Identify stages of grieving.
c. Identify clinical signs of grief.
d. Discuss factors affecting a grief response.
e. Identify measures which facilitate the grieving process.
f. Discuss the nurse?s role in assisting patient?s with problems related to loss, death, and grief.
g.    Discuss the purpose of hospice.
h.    Identify admission criteria for hospice care.
i.    Identify the resources available within hospice
j.    Discuss the role of the transplant organization and coordinator.
k.    Discuss the criteria for donating organs and tissues for transplant.
l.    Discuss the financial aspects of transplanting organs.
m.    Discuss the nursing role related to organ donation and transplants.
n. Describe essential aspects of the Patient Self-Determination Act.
o. Identify the nurse?s legal responsibilities regarding patient death and death issues.
p. Describe guidelines for meeting the needs of the dying patient.
q.    Describe nursing measures for care of a body after death.
r.    Describe the role of the nurse in working with families or caregivers of dying patients.
s.    Discuss death-related religious and cultural practices.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]
23. Topic: Strategies used by the Vocational Nurse in addressing self-concept and sexuality in caring for clients of various cultural and ethnic groups.

Objective: Upon completion of this learning experience, the student should be able to:
a. Discuss factors which influence identity, body image and role performance in relationship to self-concept.
b. Identify stressors which affect self-concept, self-esteem, and sexuality.
c. Describe the components of self-concepts as each relates to Erickson?s developmental stages.
d. Discuss ways in which a nurse?s self-concept and nursing actions affect a client?s self-concept and self-esteem.
e. Discuss a nurse?s role in maintaining or enhancing a patient?s sexual health.
f. Apply the nursing process to promote a client?s self-concept and sexual health.
g.    Discuss sexually inappropriate behavior (SIB) and the nurses role in handling
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]

24. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the perioperative period.

Objectives: Upon completion of this learning experience, the student should be able to:

a.    Identify the various classifications of surgical procedures, including laboratory and diagnostic tests for the preoperative period.
b.    Describe nursing implications for medications prescribed for the surgical patient.
c.    Discuss appropriate safe nursing care for the patients in the preoperative, intraoperative, and postoperative phases of surgery.
d.    Relate variations in preoperative care for the adult.
e.    Recognize the principles of pain management specific to acute postoperative pain control.
f.    Compare the differences and similarities between outpatient and inpatient surgery.
[DEC I-A-D, II-A-H, III-A-F, IV-A-G]

25. Topic: Strategies used by the vocational nurse in promoting mobility in patients of various cultures and ethnicities.
Objective: Upon completion of this learning experience, the student should be able to
a.    Describe the basic elements of normal movement.
b.    Differentiate isotonic, isometric, isokinetic, aerobic, and anaerobic exercise.
c.    Discuss the benefits of exercise on body systems.
d.    Identify factors influencing a person?s body alignment, joint mobility, and activity.
e.    Discuss the nursing process related to providing safe care to patients who have activity and exercise problems.
f.    Discuss the benefits and hazards of bed rest.
g.    Describe physical changes associated with immobility.
[DEC I A&B, II A, B, C, D, E, & F, III A, B, C, D, E, & F, IV A, B, C, D, & E]
HB 2504 This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504.