Spring 2019 Course Syllabus
Course: VNSG-1409- Section: 01 Nursing in Health and Illness II |
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Instructor Information | |||||||||
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Instructor | Joanna Gott | ||||||||
gottja@lamarpa.edu | |||||||||
Phone | (409) 984-6357 | ||||||||
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Department |
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Course Information | |||||||||
Description | Introduction to health problems requiring medical and surgical interventions. | ||||||||
Prerequisites |
VNSG 1400 Nursing in Health and Illness I VNSG 1227 Essentials of Medication Administration VNSG 1231 Pharmacology VNSG 1204 Foundations of Nursing VNSG 1261 Clinical LPN Nursing Co-requisite VNSG 1462 Clinical Students must have a minimum grade of C or better in every course that applies to the Vocational Nursing Certificate plan to graduate. |
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Learning Outcomes |
In accordance with the mission of LSC-PA, VNSG 1409 Nursing in Health and Illness I 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. 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: discussions, clinical case studies; exams) 2. Compare and contrast diagnostic evaluation and treatment of the patient with common medical-surgical health problems. (PSLO Alpha; PSLO 2) Measured by: clinical case studies; reading-based discussions; exams) 3. Incorporate nutrition, drug therapy, and nursing interventions in applying plans of care to meet the needs of the patient experiencing common medical-surgical health problems.(PSLO Alpha; PSLO 2; PSLO 3; PSLO 4) Measured by: case studies; clinical simulations; observed patient interactions; care plans; exams) 4. Utilize the nursing process in providing safe care for the patient who has common medical-surgical health problems. (PSLO Alpha; PSLO 2; PSLO 4) Measured by: care plans; class and clinical discussions; case studies based on readings) 5. Identify mental illness, treatment of 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 safe 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 theories of 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 nursing skills using evidence- 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 journals) 9. Identify priorities of care according to the patient’s conditions. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: class and clinical case study discussions; prioritization exercises and exams; care plan activities; clinical simulations) 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 readings of nurse practice act, current literature and class discussions; interactions in clinical setting) |
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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. |
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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. |
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Textbooks |
deWit, C. (2018). Fundamental Concepts and Skills for Nursing (5th ed.). St Louis: Saunders Elsevier. deWit, 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. Online HESI Case Studies: Complete PN Collection (2 Year Version) Pass Point NCLEX® PN Review 5,000: Please note: No other NCLEX® PN Review will be accepted. You must use the NCLEX® PN Review 5,000 access code provided to you. Pass Point access code for this VNSG 1409 class: B8D32BCC Recommended Textbooks: deWit, S., & Kumagai, C. (2017). Student Learning Guide Medical Surgical Nursing (3nd Ed.). St. Louis: Saunders Elsevier. |
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Lecture Topics Outline |
Week 1: Review syllabus & objectives, Med administration lecture, Dosage Calculation review, Medication administration practice, Med admin check-off Week 2: Math Test #1, Computer lab, Injection lecture, Injection practice, Review Math Test #1, Injection check off, Adult Fluid & Electrolytes-I&O, IV & IVPB Lecture Week 3: Math Test #2, Review Math Test #2, IV & IVPB practice, IV & IVPB Check off Week 4: Adult Musculoskeletal, Computer Lab, VNSG 1409 Exam 1, Surgery Patient; Pre op & Post op, Math Test #3, Community Orientation Week 5: Adult Cancer, Make-up Skills lab, Documentation, Nursing Process & Case Study Review, Clinical syllabus, & Clinical orientation Week 6: GI & Bowel Disorders-Part 1 & 2 Week 7: GB, Liver & Pancreas, Computer lab Week 8: Spring Break Week 9: 1409 Exam 2 Week 10: Endocrine, Computer Lab Week 11: Jurisprudence/TPAPN Week 12: Adult Diabetes, Computer Lab Week 13: 1409 Exam 3 Week 14: Adult Immunity & Infection Part 1, Emergency & Disaster Management & Trauma Week 15: Adult Immunity & Infection Part 2, Adult Skin Disorders & Burns Week 16: Exam 4 Week 17: Final Exam |
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Major Assignments Schedule |
Date: 02/13/2019 Exam 1 Time: 0800 Date: 03/18/2019 Exam 2 Time: 0800 Date: 04/15/2019 Exam 3 Time: 0800 Date: 05/06/2019 Exam 4 Time: 0800 Date: 05/13/2019 Final Exam Time: 1200 Pass Point assignments are due on an ongoing basis as scheduled. |
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Final Exam Date | May 13, 2019 - 12:00 PM Through May 13, 2019 - 3:00 PM | ||||||||
Grading Scale | 90-100 = A 80-89 = B 75-79 = C 60-74 = D Below 60 = F | ||||||||
Determination of Final Grade |
90-100 = A 80-89 = B 75-79 = C 60-74 = D Below 60 = F 1. Examinations are based on course objectives. 2. Course content from the pre-requisite courses will be included on exams as appropriate. 3. The Comprehensive Final Exam 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. No make-up unit exams will be administered. The numerical grade attained on the comprehensive Final exam will be substituted for any missed unit exam(s) 8. Test grades will not be available for a minimum of 24 hours post-test. 9. 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. 10. 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. 11. 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. 12. There will be 4 Unit exams weighted at 12.5% each. The average of 4 Unit exams will be 50% of your final grade. 13. The average of any written/computer assignments will be 10% of the course grade. 14. A Comprehensive Final Exam given at the end of the semester must be taken and is weighted equivalent to 40% of the final grade. 15. Assignments such as PassPoint and HESI Case Studies will not be accepted past the appointed deadline. 16. The following method is used to determine each student’s grade in the course: 17. Average with Daily grades Exam I 12.5% Grade Exam II 12.5% Grade Exam III 12.5% Grade Exam III 12.5% Grade Pass Point 10% Grade 60% Grade Final Exam 40% Grade 100% Grade 15. An average of 75% or greater is necessary to pass the course. |
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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. |
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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 |
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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 |
UNIT OBJECTIVES 1. 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. Demonstrate the "7 rights" of medication administration - skill check off g. Explain the 8th right of medication administration. h. Demonstrate 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. o. Accurately calculate dosages for patient administration. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 2. Topic: Strategies of the Vocational Nurse in administering parenteral medications to patients of various cultures and ethnicities. Objectives: Upon completion of this learning experience, the student should be able to: a. Utilize the seven rights of medication administration. b. Explain the 8th right of medication administration. c. Identify factors to consider when choosing sites of parenteral medication administration. d. Identify sites used for subcutaneous, intramuscular, intradermal, and intravenous routes and safe administration. e. Compare and contrast physiologic changes in older adults that alter medication administration and effectiveness. f. Summarize the equipment required for parenteral medications, including measures required to mix selected drugs from vials and ampules. {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 altered fluid, electrolyte, and acid base balance. Objectives: Upon completion of this learning experience, the student should be able to: a. Describe the functions and regulatory mechanisms that maintain water and electrolyte balance in the body. b. Compare and contrast the causes, effects and care of patients who have fluid volume or electrolyte imbalance. c. Outline the incidence and etiology of fluid, electrolyte and acid-base imbalances of patients. d. Summarize the pathophysiology and clinical manifestations of patients who have fluid, electrolyte and acid-base imbalances. e. Differentiate the medical and nursing management of patients who have fluid, electrolyte, and acid-base imbalances. f. Identify goals for discharge planning/rehabilitation of patients who have fluid, electrolyte, and acid-base imbalances. g. Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have fluid electrolyte, and acid-base imbalances. h. Summarize the safe nursing management of patients who have acid-base imbalances, including the normal range of pH of plasma, and organs that play a major role in acid-base balance. {DEC I-A, B, II-A-H, III-A-F, IV-A-F} 4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who require the insertion and maintenance of an Intravenous infusion. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain terms related to the initiation of an intravenous infusion. b. Discuss the rationale for a patient having an intravenous infusion. c. Identify the impact on adult patients of having an intravenous infusion. d. Select the equipment needed for the initiation and maintenance of an intravenous infusion. e. Explain the procedure for initiating and maintaining an intravenous infusion to the patient and family. f. Identify the vocational nurses responsibilities associated with the insertion and maintenance of an intravenous infusion. g. Interpret a patient’s responses to care provided for an intravenous infusion. h. Report and document the results of care provided to a patient who has an intravenous infusion. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 5. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnic groups who are receiving intravenous therapy. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the purposes of IV therapy. b. Utilize the seven rights of medication administration. c. Differentiate between various types of IV infusions. d. Categorize common IV fluids by tonicity (hypertonic, isotonic, and hypotonic). e. Explain the purpose of total parenteral nutrition. f. Summarize the differences between whole blood, packed cells, and plasma expanders. g. Explain the difference between an infusion pump and a volumetric controller. h. Identify three nursing diagnoses common to patients who require IV therapy. i. Identify complications of IV therapy. j. Demonstrate the safe nursing management of patients receiving IV therapy, including the ability to calculate and regulate IV fluids. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 6. Topic: Strategies of the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have musculoskeletal disorders, trauma, and connective tissue disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Summarize the structure and function of bones, joints, muscles, ligaments, and tendons, including manifestations of impairment in the function of the musculoskeletal system. b. Relate common musculoskeletal disorders and their manifestations to the anatomy, physiology and assessment of the musculoskeletal system. c. Identify nursing implications for medications prescribed for the patient who has musculoskeletal disorders in the preoperative and postoperative phase. d. Apply the nursing process as a framework for providing safe individualized care to patients who have musculoskeletal disorders. e. Discuss the risks of musculoskeletal trauma and its complications. f. Summarize how fractures are classified. g. Identify the laboratory and diagnostic tests used to assess the patient who had musculoskeletal trauma. h. Explain the unique psychological effects of amputation. i. Identify the differences between skin and skeletal traction. j. Apply a teaching plan for the patient who experienced musculoskeletal trauma. k. Relate the effects of commonly occurring arthritic and connective tissue disorders to the normal joint physiology. l. Compare common arthritic and connective tissue disorders. m. Discuss laboratory and diagnostic tests used to diagnose arthritic and connective tissue disorders. n. Relate nursing implications for medications and treatment prescribed for patients who have arthritic and connective tissue disorders. o. Demonstrate safe care to patients experiencing joint replacement and other surgical interventions for arthritic and connective tissue disorders. p. Use the nursing process to assess needs, plan and implement safe individualized care, and evaluate responses for a patient with arthritic or a connective tissue disorder. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 7. 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. Demonstrate 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. g. Apply the nursing process as a framework for providing safe individualized care for the patients undergoing surgery. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 8. Topic: Strategies used by the Vocational Nurse in caring for adult patients of various cultural and ethnic groups who have cancer. Objectives: Upon completion of this learning experience, the student should be able to: a. Differentiate benign tumors from malignant neoplasms. b. Discuss the theories of carcinogenesis, known carcinogens, and risk factors for cancer. c. Compare the mechanisms and characteristics of normal cells with those of malignant cells. d. Explain the laboratory and diagnostic tests used to diagnose cancer. e. Summarize the role of chemotherapy, surgery, radiation therapy, biotherapy, and bone marrow transplantation in the treatment of cancer include vocational nursing responsibilities and patient/family teaching. f. Identify the nursing interventions required for the oncologic emergencies, including educational strategies. g. Apply the nursing process as a framework to provide safe individualized care to patients who have cancer. {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 have gastrointestinal disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Discuss the structures and functions of the mouth, esophagus, stomach, small intestine, liver, gallbladder, and pancreas. b. Identify assessment data pertinent to the gastrointestinal tract (GI), the accessory digestive organs, and nutritional status, including the sources of nutrients and vitamins. c. Demonstrate physical assessment techniques used to evaluate digestion and nutritional status. d. Identify manifestations of impairment in the GI tract. e. Summarize common nutritional, oral, and esophageal disorders. f. Compare and contrast the clinical manifestations of disorders of the mouth, esophagus and nutritional disorders. g. Identify laboratory and diagnostic tests used to diagnose GI disorders. h. Apply the nursing process as a framework for providing safe individualized nursing care to patients with nutritional, oral or esophageal disorders. i. Summarize gastric disorders including gastritis, ulcerative diseases, and cancer of the stomach. j. Demonstrate safe preoperative and postoperative care for the patient who is experiencing gastric surgery. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 10. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders of the gallbladder, liver and/or pancreas (hepatobiliary system). Objectives: Upon completion of this learning experience, the student should be able to: a. Identify laboratory and diagnostic tests, including patient preparation, used to diagnose disorders of the hepatobiliary system. b. Identify nursing implications for dietary and pharmacologic interventions related to the hepatobiliary system. c. Demonstrate appropriate nursing care for the patient who has surgery of the hepatobiliary system. d. Apply the nursing process as a framework for providing safe individualized care to patients who have disorders of the hepatobiliary system. e. Discuss various disorders of intestinal motility and absorption; include dietary and pharmacology management, nursing implications and patient/family teaching. f. Identify and discuss inflammatory and infectious disorders of the hepatobiliary system. g. Explain structural and obstructive disorders of the hepatobiliary system include nursing management and collaborative care. h. Identify laboratory and diagnostic test, including nursing implications for patient preparation, used to diagnose disorders of the hepatobiliary system. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 11. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have disorders of the endocrine system. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the roles of the endocrine system in regulation of body functions. b. Identify the major endocrine organs and the function of the hormones secreted. c. Differentiate between the common disorders of the pituitary, thyroid, parathyroid, and adrenal glands. d. Identify laboratory and diagnostic tests used to diagnose endocrine disorders. e. Identify findings that may indicate malfunction of the endocrine system. f. Compare and contrast the manifestations of disorders that are the result of hypersecretion and hyposecretion of the thyroid, parathyroid, adrenal, and pituitary glands. g. Determine the nursing implications for medications and treatments ordered for the patient who has an endocrine disorder. h. Demonstrate the safe nursing care for the patient in the preoperative and postoperative phases of a subtotal thyroidectomy and adrenalectomy. i. Utilize the nursing process as a framework for providing safe individualized care to patients who have disorders of the thyroid, parathyroid, adrenal, and pituitary glands. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 12. Topic: Nursing Jurisprudence and TPAPN 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 subsequent 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). {DEC I-A-D, III-A-F} 13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have diabetes. Objectives: Upon completion of this learning experience, the student should be able to: a. Distinguish the types of diabetes mellitus, including Type1 and Type 2 diabetes mellitus with related manifestations. b. Summarize the actions of insulin and glucagon. c. Compare and contrast the manifestations and collaborative care of hypoglycemia, diabetic ketoacidosis, and hyperosmolar nonketotic syndrome. d. Identify the laboratory and diagnostic tests used to diagnose and monitor self-management of diabetes mellitus. e. Determine the nursing implications for insulin and oral hypoglycemic agents used to treat patients who have diabetes mellitus. f. Provide accurate information to patients with diabetes mellitus to facilitate self-management of medications, diet planning, exercise, skin and foot care. g. Apply the nursing process as a framework for providing safe individualized care in the management of the health needs of patients who have diabetes mellitus. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 14. Topic: Strategies of the Vocational Nurse in caring for patients of various cultural and ethnic groups who have altered immunity. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the pathophysiology and manifestations of the inflammatory process. b. Interpret the purpose of the laboratory tests used to diagnose inflammation and infection. c. Discuss the nurse’s role in preparing patients for diagnostic tests. d. Identify key elements of the chain of infection, including risk factors of common nosocomial infections and nursing implications for each. e. Evaluate the effective management of infectious diseases include antimicrobial medication, nursing implications and patient teaching. f. Identify several infection prevention and control techniques developed by the Center for Disease Control (CDC) and Occupational Safety and Health Administration (OSHA). g. Apply the nursing process to provide safe individualized care for patients who have inflammation and alterations in immunity. h. Compare the components and functions of the immune system and the immune response. i. Compare natural and acquired immunity with active and passive immunity. j. Compare the four types of hypersensitivity reactions. k. Summarize the autoimmune disorders and organ/tissue transplant. l. Identify recommended immunizations for adult patients include precautions and nursing implications. m. Compare and contrast the impaired immune responses of HIV include pathophysiology, opportunistic infections, pharmacologic, and collaborative therapies, nursing responsibilities, and patient teaching. n. Identify laboratory and diagnostic tests used to diagnose and monitor immune responses. {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 groups experiencing a medical emergency, shock, trauma, or critical illness. Objectives: Upon completion of this learning experience the student should be able to: a. Identify the risk factors, etiologies, and pathophysiology of hypovolemic, cardiogenic, septic, neurogenic, and anaphylactic shock. b. Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have various types of shock. c. Apply the nursing process as a framework for providing safe individualized care to patients who have various types of shock, including common effects of traumatic injury, their causes, and their initial management. d. Identify the laboratory and diagnostic tests used in assessing patients experiencing various types of shock and trauma. e. Explain collaborative interventions for patients experiencing trauma and shock, including pharmacology, blood transfusion, and emergency surgery. f. Explain the process of organ donation, including legal and ethical considerations. g. Relate the nursing educational strategies for patient and family experiencing trauma. {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 groups who have integumentary disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Determine the structure and functions of the integumentary system.. b. Identify the layers and functions of the skin and its associated glands. c. Evaluate the assessment findings that may indicate impairment of the integumentary system. d. Compare and contrast the skin changes in the older adult, including changes that increase the risk for dry skin, pruritus, skin cancer, and pressure ulcers. e. Utilize the nursing process to provide safe individualized care of patients who have integumentary system disorders, infestations of the skin, malignant skin disorders, and pressure ulcers. f. Identify laboratory and diagnostic tests used to diagnose various disorders of the integumentary system. g. Identify nursing implications for pharmacologic agents used to treat disorders of the integumentary system. h. Determine patient and family teaching appropriate for prevention and self-care of disorders of the integumentary system. i. Apply the nursing process to provide safe individualized care for patients who have burn injuries. j. Summarize the prevalence, incidence and etiology of burn injuries. k. Explain types, classification, extent, estimation and stages of treatment for burns. l. Identify laboratory and diagnostic tests used to diagnose and monitor burn therapies. m. Determine patient and family teaching specific to management of burn injury during all phases of care. n. Compare and contrast the advantages and disadvantages of antimicrobial therapy used in burn care. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} Updated: December 2018 A Member of the Texas State University System Acknowledgement of Syllabus VNSG 1409-01 Level II Students: The VNSG 1409-01 syllabus has been reviewed in class with the instructors. Students were given an opportunity to ask question for clarification. A copy of the class syllabus is posted online in Black Board and on the LSCPA website. It is the student’s responsibility to print a copy of syllabus from Black Board for guidance during the course. This acknowledgement page must be signed and returned to your Instructor within one week of Class orientation. (January 28, 2019) I have read and understand the VNSG 1409-01 syllabus. Print Student name: ________________________________________________________ Sign your name: ______________________________________________Date________________ |
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HB 2504 | This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504. |