Spring 2022 Course Syllabus Course: RNSG-1300- Section: 1 Health Assessment Across the Lifespan

Instructor Information
Instructor	Diane Hare
E-mail	haredl@lamarpa.edu
Phone	(409) 984-6358
Office	Location: Allied Health - Room: 127 Hours: As posted and by appointment Building: Allied Health Rm# 127
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	Development of skills and techniques required for a comprehensive nursing health assessment of patients across the lifespan. Includes assessment of patients' health promotion and maintenance, illness and injury prevention and restoration, and application of the nursing process within a legal/ethical framework. This course lends itself to either a blocked or integrated approach.
Prerequisites	Prerequisites    BIOL 2401 and BIOL 2401 Human Anatomy and physiology.
Learning Outcomes	In accordance with the mission of Lamar State College - Port Arthur, this course encourages the student to develop the particular skills, knowledge, and attitudes needed for success in the field of Associate Degree Nursing. Upon completion of RNSG 1300, the student will have the opportunity to: 1. Demonstrate techniques utilized in the health assessment of individuals across the lifespan. (PSLO 1, PSLO 2, PSLO 3) 2. Perform systematic physical assessment using appropriate equipment and techniques for all body systems. (PSLO 1, PSLO 2, PSLO 3) 3. Utilize cognitive and psychomotor skills in assessing clients' physiologic health and psychosocial status. (PSLO 1, PSLO 2, PSLO 3, PSLO 4) 4. Document findings utilizing appropriate terminology and legal/ethical format. (PSLO 1, PSLO 3, PSLO 4) 5. Identify legal and ethical standards related to health assessment. (PSLO1, PSLO 4) 6. Identifies all main ideas, supporting details, and vocabulary in reading material; demonstrates a full understanding of the reading. (PSLO Alpha, PSLO3)
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	Upon completion of the Upward Mobility Nursing Program graduates will be able to: PSLO Alpha: Reading Skills Demonstrates comprehension of content-area reading materials. PSLO 1: Integrates professional caring into practice decisions within the scope of practice for a registered nurse. PSLO 2: Demonstrates safe, competent, holistic care for a diverse group of individuals who have complex health care needs PSLO 3: Accept responsibility and accountability for the effectiveness of ones own nursing practice and professional growth. PSLO 4: Communicate effectively with clients, peers and other members of the interdisciplinary heath care team to provide evidence-based care.
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. Textbooks    All course textbooks/programs are included in the Seahawk Book Bundle Required: Lippincott CoursePoint Enhanced For registration and purchase of CoursePoint Enhanced for Weber: Health Assessment 7th ed.     Registration directions:     Go to link: https://lippincottdirect.lww.com/NursingEducation-LamarStateCollegePortArthur-Spring2022     Fill out information on opening page, then click Find My Products     Select material under your classes click Add to Cart     Approximate cost $120.00 (If you use financial aid, when you log into the website, clink the Financial Aid Assistance link)     If you experience difficulties purchasing your bundle online call Customer Service at 800-638-3030     This bundle includes ebook of the required text: Weber, J., & Kelly, J. (2022). Health assessment in nursing (7th ed). Lippincott Williams & Williams. ISBN 9781975161156 Support:     Contact Lippincott with any questions or technical issues regarding CoursePoint Enhanced before contacting your instructor.     Support is available at: http://the point.lww.com/ContactUS or call support at 1-800-486-1128 Shadow Health Digital Clinical Experience Shadow Health provides a clinical simulation designed to improve your assessment skills in a safe learning environment. You will examine digital patients throughout the course that are accessible online 24/7. A. Information for your Required Materials section Shadow Health. (2017). Digital Clinical Experience (Version 5.0) [Software]. (ISBN: 978-0-9897888-1-6) Available from http://www.shadowhealth.com For registration and purchase     Registration directions: http://link.shadowhealth.com/How-to-Register     If you already have a Shadow Health account, you do not need to register for an additional student account. To add a course to your existing account, log in and follow these instructions: http://link.shadowhealth.com/How-to-Add-a-Course     Course Pin January2022-4486-0711-1675-4349     Register for Section 1 - campus     Approximate cost -$99.00     Register for a Shadow Health student introduction webinar: http://link.shadowhealth.com/Student- Orientation-Webinar Login page: http://app.shadowhealth.com Technical requirements     Review requirements: http://link.shadowhealth.com/Minimum-System-Specifications     Tablets and mobile devices are not currently supported.     To use Speech-to-Text, you must complete assignments in Google Chrome. Shadow Health Support:     Contact Shadow Health with any questions or technical issues regarding Shadow Health before contacting your instructor.     Support is available at http://support.shadowhealth.com. GENERAL TECHNICAL NOTE:     Students must have access to a PC laptop or desktop with: o    Windows 8.1 or higher; or MacOS 10.15 or later o    Browsers: Google Chrome (required for Speech to Text feature); Mozilla Firefox; Microsoft Edge (Windows only); Safari (macOS only) o    All software should be up to date. Older software may not work properly with the Shadow Health DCE assignments. o    Computer hardware less than three years old with working webcam and microphone. Recommended 4GB RAM     Students must have access to High Speed Internet Connection:     Network: Minimum 3 Mbps download connection (5 or more is recommended) (Check your network speed)     The Shadow Health Digital Clinical Experience performs best when directly connected to the internet. Due to the number of variables introduced when connecting to the DCE using VPN (Virtual Private Network) internet connections, users may experience extended assignment load times.     Wireless or Wireless Mobile Broadband connections may be used during course browsing     Students cannot complete a course using only a mobile device or the Blackboard Mobile App     Students must have access to Microsoft Office 2010 or higher.     Students must have access and use of a scanner Accessibility Shadow Healths Digital Clinical Experiences require the use of a computer monitor, keyboard, and mouse or touchpad. It is our goal to support alternative input modalities to improve accessibility for all users. However, if you are currently unable to use the DCE due to a visual or motor impairment, please contact the Shadow Health Learner Support team. Tina Jones presents auditory and visual information representative of a human patient. To address auditory accessibility, when Tina Jones speaks, her speech is presented as both audio and text displayed at the bottom of the screen, except in instances where the textual representation would distinguish physical findings (e.g. textual descriptions of breathing sounds). If you require a transcription of these instances due to an auditory impairment, please contact the Shadow Health Learner Support team at support@shadowhealth.com. The normal and abnormal sounds within the concept labs are medically accurate, and are produced at a frequency lower than what most laptop speakers are capable of delivering. To hear these sounds, we strongly recommend that you use a pair of external speakers or headphones to hear the bass frequencies. Unsupported Platforms The following devices and operating systems are not supported on the Shadow Health platform: iOS devices (iPhones and iPads) Android devices (phones and tablets) Chromebooks Linux/GNU based operating systems
Lecture Topics Outline	Lecture Topics Outline    Week 1 01/20/2022     Course Orientation     Course Point Enhanced Orientation     Shadow Health Orientation     Shadow Health DCE orientation     Shadow Health Conversation lab     PrepU Quizzes Mastery level 5 Week 2 01/27/2022     Nurses role in Health Assessment - Chapter 1     Collecting Subjective Data - Chapter 2     Collecting Objective Data - Chapter 3     Validating and Documenting Data Chapter 4     Thinking Critically to Analyze Data and Make Informed Nursing Judgments Chapter 5     PrepU Quizzes Mastery level 5 Week 3 02/03/2022     Assessing Mental Status and Substance Abuse Chapter 6     Assessing Psychosocial, Cognitive and Moral Development Chapter 7     Assessing General Status and Vital Signs - Chapter 8     Assessing Pain: the 5th Vital Sign Chapter 9     Assessing for Violence Chapter 10     Shadow Health - Health History Assessment     PrepU Quizzes Mastery Level 5 Week 4 02/10/2022     Assessing Culture Chapter 11     Assessing Spirituality Chapter 12     Assessing Nutritional Status Chapter 13     Assessing Skin, Hair, and Nails Chapter 14     Shadow Health Skin, Hair and Nails Assignment     PrepU Quizzes Mastery Level 5 Week 5 02/17/2022     Assessing Head and Neck Chapter 15     Assessing Eyes Chapter 16     Assessing Ears Chapter 17     Assessing Mouth, Throat, Nose and Sinus Chapter 18     Shadow Health HEENT Assignment     PrepU Quizzes Mastery Level 5 Week 6 02/24/2022     Exam 1 Thursday, February 24th at 0800 (Covers weeks 1 5) Week 7 03/03/2022     Assessing Thorax and Lungs Chapter 19     Assessing Breasts and Lymphatic System Chapter 20     Shadow Health Respiratory Assignment     Shadow Health - Respiratory Concept Lab     PrepU Quizzes Mastery Level 5 Week 8 03/10/2022     Assessing Heart and Neck Vessels Chapter 21     Assessing Peripheral Vascular System Chapter 22     Shadow Health Cardiovascular Assignment     Shadow Health Cardiovascular Concept Lab     PrepU Quizzes Mastery Level 5 Week 9 03/17/2022     Spring Break Week 10 03/24/2022     Assessing Abdomen Chapter 23     Shadow Health Abdomen Assignment     Shadow Health Abdomen Concept Lab     Assessing Musculoskeletal System Chapter 24     Shadow Health Musculoskeletal Assignment     PrepU Quizzes Mastery Level 5     Week 11 03/31/2022     Assessing Neurological System - Chapter 25     Shadow Health Neurological Assignment     PrepU Quizzes Mastery Level 5 Week 12 04/07/2022 Exam II Thursday, April 7th at 0800 (Covers weeks 7 -11) Week 13 04/14/2022     Assessing Male Genitalia and Rectum Chapter 26     Assessing Female Genitalia and Rectum Chapter 27     Assessing Childbearing Women Chapter 29     Assessing Newborns and Infants - Chapter 30     Assessing Children and Adolescents - Chapter 31     Shadow Health - Focused Exam Cough     Shadow Health - Focused Exam Chest Pain     PrepU Quizzes Mastery Level 5 Week 14 04/21/2022     Assessing Older Adults Chapter 32     Assessing Families Chapter 33     Assessing Communities Chapter 34     Pulling It All Together Chapter 28     Shadow Health - Discharge     Shadow Health Focused Exam Abdominal Pain     Shadow Health Comprehensive Assessment (Due at the end of week 15)     PrepU Quizzes Mastery Level 5     Mandatory Integrated Physical Assessment Practice Week 15 04/28/2022     Integrated Physical Assessment Check-offs     Submit Integrated Physical Assessment Documents     Complete any remaining Mastery Level assignment Shadow Health Comprehensive Assessment (began in week 14) Week 16 05/05/2022     Final Exam May 5th at 0800 (Comprehensive Exam)     Complete any remaining Mastery Level assignment     Complete any remaining Shadow Health assignments
Major Assignments Schedule	Major Assignments Schedule    Exam I Thursday February 24, 2022 at 0800 Exam II Thursday April 7, 2022 at 0800 Final Exam Thursday May 5, 2022 at 0800. Integrated Physical Assessment: The integrated physical assessment is the culminating assignment for the course and involves completion of a cephalocaudal physical assessment at the end of the course. The integrated physical assessment is a mandatory assignment and counts as 20% of your course grade. Written notes, study guides, and materials should not be used during the integrated physical assessment. You will be evaluated based on the integrated physical assessment form criteria. No student written assignment is required to complete the integrated physical assessment. You are expected to complete the assessment in 75 minutes. You are required to earn a C or better for the integrated physical assessment. Any grade below a C (75%) is considered failing. Failure of this assignment results in failure of the entire course regardless of the grades for other assignments. You will sign up for a time to complete your assessment with your course faculty. Faculty will complete the required documents and provide to you to submit the documents within the course in Week 14.
Final Exam Date	April 28, 2022 - 8:0 AM   Through  April 28, 2022 - 11:0 AM
Grading Scale	Grading Scale 90-100 = A 80-89 = B 75-79 = C 74-60 = D 59 or Below = F
Determination of Final Grade	Determination of Final Grade    A final course grade of 75% is necessary for the student to pass this course. The final course grade is calculated as follows: Exam 1 = 20%, Exam 2 = 20%, Lab grade = 15%, Integrated Physical Assessment = 20% and Final Exam = 25%. Lab grade (15% of final course grade) Includes: 1. Required Mastery Level met on all PrepU assignments (mandatory Pass/Fail assignment). 2. Required Shadow Health Assignments 3. Lab attendance/participation PrepU assignments. Complete all PrepU Mastery Level assignments with required Mastery level of five (5) or higher (achievement =100%; below Mastery Level= 0%). Average of PrepU assignments = 50% of lab grade Shadow Health Assessment Assignments: These are mandatory assignments and the average counts as 50% of your lab grade. 1. Digital Clinical Experience (DCE) orientation and conversation labs are completion assignments that are required. 2. Health History and System assignments: The amount of time spent on each assignment should be a minimum of 45 minutes. For the first 3 weeks of the semester, students are allowed more than one attempt and must turn in an attempt of their choice. After three weeks, the first attempt will be the grade for the assignment. The assignment grade will be based upon your Digital Clinical Experience (DCE) Score average. 3. Focused Exams (3) and Concept Lab assignments are mandatory assignments. Students are allowed more than one attempt and must turn in an attempt of their choice. 4. Comprehensive Assessment assignment: The amount of time spent on assignment should be a minimum of 60 minutes. Students are allowed more than one attempt and the attempts will be averaged to achieve your assignment grade. The assignment grade will be based upon your Digital Clinical Experience (DCE) Score average. Lab Attendance Student attendance and participation in lab is mandatory to be successful in the course. Integrated Physical Assessment: The integrated physical assessment is the culminating assignment for the course and involves completion of a cephalocaudal physical assessment at the end of the course. The integrated physical assessment is a mandatory assignment and counts as 20% of your course grade. Written notes, study guides, and materials should not be used during the integrated physical assessment. You will be evaluated based on the integrated physical assessment form criteria. No student written assignment is required to complete the integrated physical assessment. You are expected to complete the assessment in 75 minutes. You are required to earn a C or better for the integrated physical assessment. Any grade below a C (75%) is considered failing. Failure of this assignment results in failure of the entire course regardless of the grades for other assignments. You will sign up for a time to complete your assessment with your course faculty. Faculty will complete the required documents and provide to you to submit the documents within the course in Week 14. Point deductions: Late points, up to ten points per day, will be deducted if any graded assignment is submitted after the date and time due No Exceptions. Exams: All exams must be taken. Students will be allocated a specific amount of time for each exam Students unable to take a scheduled exam due to an extreme emergency must notify the instructor prior to the exam. All exams will be taken on Blackboard or if a makeup exam is required it will be taken in the Student Success Center. Makeup exams must be taken within 48 hours of the scheduled exam. If unable to take makeup exam within the 48 hours, the numerical grade attained on the Final exam will be substituted for missed exam. Examinations are based on course objectives. Course content from the biological and behavioral sciences as well as previous nursing knowledge may be included on exams, as appropriate. Evaluation of Examinations: After each exam, the faculty uses psychometric principles to evaluate the examination. Items missed by 50% or more of the course 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, a student will retain the credit for the item. If a students answer differs from the one originally keyed, a student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit.
Course Policies
Instructor 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.
Attendance Policy	Research has shown a cause and effect relationship between attendance and college success. Policies for this course are described below:     Students cannot meet the objectives of the course without completing course assignments. Students put at risk their success in the course if they miss any assignment deadlines.     It is the students responsibility to notify the instructor if they are unable to meet an assignment deadline. A student who is absent rom course activities for more than three (3) days may be dropped from the program by the Program Director.
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	No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. 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	Exam I Chapter 1, Nurses Role in Health Assessment: Collecting and Analyzing Data     At the completion of this chapter, the student will:     Explain how assessment is applicable to every situation the nurse encounters     Differentiate between a holistic nursing assessment and a physical medical assessment     Describe how assessment fits into the total nursing process     List and describe the steps of the nursing process: subjective data collection, objective data     collection, validation of data, documentation of data and analysis of data     Describe the steps of the analysis phase of the nursing process     Compare and contrast the four basic types of nursing assessment:     Explain how the nurses role in assessment has changed over the past century     Discuss what will be the nurses role in assessment in the next 25 years     Chapter 2, Collecting Subjective Data: The Interview and Health History     At the completion of this chapter, the student will:     Describe the three phases of the interview     Describe the use of nonverbal communication during the interview.     Describe the use of effective verbal communication during client interview.     Discuss types of verbal communication that should be avoided in client interviews     Describe how communication should be varied to communicate with elderly clients     Discuss how ethnicity can affect communication     Describe appropriate ways to modify communication with clients who have emotional conditions     Identify the major categories of a complete health history.     Describe key source of biographical data     Describe types of biographical data     Use the COLDSPA format to collect information about health concerns     Construct the use of a genogram to identify patterns within family history     Identify information to be obtained in a review of body systems     Describe the relationship of the lifestyle and health practices profile to health status     Analyze data from the subjective data collected in the client interview to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 3, Collecting Objective Data: The Physical Examination     At the completion of this chapter, the student will: Describe ways to prepare the physical environment and make it conducive to physical                 examination     Explain the general principles that the nurse should keep in mind while conducting a physical examination     Explain ways to prepare the client for a physical examination     Describe the various positions used to perform the physical examination     Demonstrate the correct method used for inspection during the physical examination     Explain the purpose and differences between light, deep and bimanual palpation     Demonstrate correct direct, indirect and blunt percussive techniques used during the physical examination     Explain the correct use of the stethoscope and the purpose of the bell and the diaphragm     Discuss the various pieces of equipment used to perform a physical examination Chapter 4, Validating and Documenting Data At the completion of this chapter, the student will:     Define validation of data     Describe the steps of the validation process     Describe conditions or situations that require data to be rechecked and validated.     Describe the purposes of documenting assessment data.     Describe the general guidelines and rules for documenting data     Describe various types of standardized assessment forms for documenting data.     Document assessment findings, using a variety of assessment forms     Discuss the significance of documentation as specified by your state nurse practice act and TJC standards Chapter 5, Thinking Critically to Analyze Data and Make Informed Nursing Judgments     At the completion of this chapter, the student will:     Describe how critical thinking relates to diagnostic reasoning     Determine own ability to think critically     Describe seven essential critical thinking characteristics     List the six essential components of the diagnostic phase of the nursing process     Define and give examples of health promotion, risk, and actual nursing diagnoses     Define and give examples of collaborative problems     Discuss the common pitfalls of diagnostic reasoning     Explain ways to increase the accuracy of your diagnostic reasoning skills Chapter 6, Assessing Mental Status and Substance Abuse     At the completion of this chapter, the student will:     Discuss the concepts of mental health, mental disorders, and factors that affect both     Discuss risk factors for mental health disorders and substance abuse across cultures and ways to reduce ones risk     Prepare and interview a client for an accurate history of the client mental status and risk for substance abuse     Perform an accurate mental health and risk for substance abuse assessment     Correctly use the SLUMS examination tool to assess the clients mental status     Correctly use the Glasgow Coma Scale     Explain when and how to use the CAGE Self-Assessment Tool to assess alcohol dependence     Correctly use the Confusion Assessment Method to assess for confusion     Use the Depression Questionnaire to assess for depression     Describe the seven warning s signs of Alzheimers disease     Correctly use the modified SAD Persons Suicide Riske tool to assess for suicide risk     Differentiate between normal and abnormal findings of a mental health status and substance abuse assessment     Analyze data from the interview and physical assessment of mental status and substance abuse risk to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 7, Assessing Psychosocial, Cognitive, and Moral Development     At the completion of this chapter, the student will:     Describe major theories of development: Freud, Erickson, Piaget and Kohlberg     Correctly interview a client for an accurate nursing history of psychosocial, cognitive and moral development     Assess a clients psychosocial, cognitive and moral development using both subjective and objective data collection     Differentiate between normal and abnormal findings of psychosocial, cognitive and moral development     Describe findings frequently seen when assessing the older clients psychosocial, cognitive and moral development     Analyze data from the interview and objective assessment of psychosocial, cognitive and moral development to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 8, Assessing General Status and Vital Signs     At the completion of this chapter, the student will:     Prepare the client for a survey of general health status     Interview a client for an accurate general survey of their health     Perform an accurate general survey     Assess accurate vital sign measurements     Assess for the presence of pain as a fifth vital sign.     Describe findings frequently seen when assessing the older clients general status and vital signs     Differentiate between normal and abnormal general survey and vital sign findings     Analyze data from the interview and a clients general survey and vital signs to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 9, Assessing Pain: The 5th Vital Sign     At the completion of this chapter, the student will:     Identify pain as the fifth vital sign     Explain the pathophysiology of pain     Classify pain into acute and chronic pain     Name the different physiologic responses to pain     Interview a client experiencing pain, collecting subjective and objective data     Perform a physical assessment of a client who is experiencing pain     Analyze data from the client interview and physical assessment of a client experiencing pain to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 10, Assessing Violence At the completion of this chapter, the student will:     Describe how to prepare a physically and emotionally safe environment for a client who has experienced domestic violence     Correctly use the domestic violence screening tools in the textbook to identify the victims of violence across the lifespan     Describe how to teach clients at risk for violence ho to develop a safety plan     Discuss the significance of accurate and objective documentation of physical findings for clients who have experienced abuse     Accurately document abusive physical findings using injury maps     Analyze data from the client interview and physical assessment of a client at risk for violence and of a client suspected to have suffered abuse to formulate valid nursing diagnoses, collaborative problems and/or referrals             Chapter 11, Assessing Culture     At the completion of this chapter, the student will:     Explain how culture, genetics and environment interact to affect health status     Define culture and describe its basic characteristics     Discuss the role of cultural competence of the caregiver in nursing assessment     Describe how the assessment interview needs to be modified to consider cultural variations     Recognize culture-based syndromes and the cultural groups most likely to accept them as disease     Recognize own tendency to stereotype     Recognize own level of ethnocentrism     Recognize own level of cultural competence     Describe the parts of a cultural assessment     Complete a cultural health assessment on a person of a different culture     Analyze data from the client interview and physical assessment of cultural effects on illness to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 12, Assessing Spirituality and Religious Practices     At the completion of this chapter, the student will:     Describe the difference between spirituality and religion     Explain how understanding spirituality can assist the nurse in identifying the clients coping responses and support systems     Explain how spiritual beliefs can influence ones decision making relative to health care     Discuss why it is important that nurses be aware of their own spiritual beliefs and biases as they relate to health care     Analyze data from the client interview and physical assessment of the clients spiritual status to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 13, Assessing Nutritional Status     At the completion of this chapter, the student will:     Discuss various factors contributing to healthy nutrition, malnutrition, and overnutrition     Interview a client for an accurate nutritional and hydration history     Correctly identify clients across cultures at risk for nutritional and hydration excesses or deficits across the lifespan     Assess a clients overall appearance including body build, muscle mass and fat distribution.     Gather the equipment necessary to perform anthropometric measurements     Accurately measure height, weight, waist circumference, mid-arm circumference, triceps skin-fold thickness and mid-arm muscle circumference.     Calculate a clients body mass index     Describe findings frequently seen when assessing the nutritional status of older clients     Discuss physical assessment findings that may indicate changes in hydration status     Describe cultural variations seen in a nutritional assessment     Analyze data from the nutrition interview and physical assessment to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 14, Assessing Skin, Hair, and Nails     At the completion of this chapter, the student will:     Describe the structures and functions of the skin, nail and hair     Discuss risk factors for skin cancer and methicillin-resistant Staphylococcus aureus across cultures and ways to reduce ones risks     Interview a client for an accurate nursing history of the skin, nails and hair     Perform a physical assessment of the skin, nails and hair using the correct techniques     Teach a client how to perform a self-assessment of the skin, hair and nails     Differentiate between normal and abnormal findings of the skin, hair, and nails     Describe findings frequently seen when assessing the older clients skin, hair and nails     Analyze data from the interview and physical assessment of the skin, hair and nails to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 15, Assessing Head and Neck     At the completion of this chapter, the student will:     Describe the structures and functions of the head and neck     Discuss risk factors for head and neck disorders across cultures and ways to reduce ones risk     Interview a client for an accurate nursing history of his/her head and neck     Use the Headache Impact Test with a client to determine how his/her headaches affect his/her activities of daily living     Performa a physical assessment of the head and neck vessels using correct techniques     Differentiate between normal and abnormal findings of the head and neck     Describe findings frequently seen when assessing older adults     Analyze data from the interview and physical assessment of the head and neck to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 16, Assessing Eyes     At the completion of this chapter, the student will:     Describe the structures and function of the eye     Discuss the risk factors for cataracts and ways to reduce those risks     Interview a client for an accurate nursing history of the eyes and vision     Perform a physical assessment of the eyes and visual acuity correctly using inspection, visual testing and the ophthalmoscope.     Differentiate between normal and abnormal findings of the eyes and visual acuity     Describe findings seen when assessing the older clients eyes and visual acuity     Analyze data from the interview and physical assessment of the eyes and visual acuity to formulate valid nursing diagnoses, collaborative problems and /or referrals Chapter 17, Assessing Ears     At the completion of this chapter, the student will:     Describe the functions and the structures of the ear     Discuss risk factors for hearing loss across cultures and ways to reduce ones risks     Interview a client for an accurate nursing history of the ears and hearing     Perform a physical assessment of the ears and hearing ability using the correct techniques     Correctly use the otoscope to inspect the auditory canal and the tympanic membrane     Differentiate between normal and abnormal findings of the ear and hearing     Describe findings frequently seen when assessing the older clients ears and hearing     Analyze data from the interview and physical assessment of the ears and hearing to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 18, Assessing Mouth, Throat, Nose, and Sinuses At the completion of this chapter, the student will:     Describe the structure and functions of the mouth, throat, nose and sinuses     Discuss risk factors for oral cancer across cultures and ways to reduce ones risk     Interview a client for an accurate nursing history of the mouth, throat, nose and sinuses     Perform an accurate assessment of the mouth, throat, nose and sinuses     Differentiate between normal and abnormal findings of the mouth, throat, nose and sinuses     Describe cultural variations seen with assessment findings of the mouth, throat, nose and sinuses     Describe findings frequently seen when assessing the older clients mouth, throat, nose and sinuses     Analyze data from the interview and physical assessment of the nose, mouth, throat, and sinuses to formulate valid nursing diagnoses, collaborative problems, and/or referral Exam 2 Chapter 19, Assessing Thorax and Lungs     At the completion of this chapter, the student will:     Describe the structures and functions of the thorax and lungs.     Identify the thoracic landmarks in relation to underlying structures of the thorax.     Discuss risk factors for lung cancer across cultures and ways to reduce ones risk.     Describe teaching opportunities to reduce risks and promote health of the thorax and lungs.     Interview a client for an accurate nursing history of the thorax and lungs     Perform a physical assessment of the thorax and lungs using the correct techniques of inspection, auscultation, palpation and percussion.     Differentiate between normal and abnormal findings of the thorax and lungs.     Describe findings frequently seen when assessing the older clients thorax and lungs.     Analyze data from the interview and physical assessment of the thorax and lungs to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 20, Assessing Breasts and Lymphatic System     At the completion of this chapter, the student will:     Describe the structure and functions of the breast and major axillary lymph nodes.     Discuss risk factors for breast cancer across cultures and ways to reduce ones risks     Interview a client for an accurate nursing history of the breast and axillary lymph region     Perform a physical assessment of the breast and lymphatic tissues using the correct techniques of i i inspection, auscultation, palpation and percussion     Differentiate between normal and abnormal findings of the breasts and lymphatic system     Explain how to teach clients how to perform breast self-examinations     Describe findings frequently seen when assessing the older clients breast and axillary lymph nodes     Analyze data from the interview and physical assessment of the breasts and axillary lymph nodes to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 21, Assessing Heart and Neck Vessels     At the completion of this chapter, the student will:     Describe the structures and functions of the heart and neck vessels     Discuss risk factors for coronary artery disease across cultures and ways to reduce ones risks     Interview a client for an accurate nursing history of the heart and neck vessels     Perform a physical assessment of the heart and neck vessels using the correct techniques of inspection, auscultation, palpation, and percussion     Differentiate between normal and abnormal findings of the heart and neck vessels     Describe findings frequently seen when assessing the older clients heart and neck vessels     Analyze data from the interview and physical assessment of the heart and neck vessels to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 22, Assessing Peripheral Vascular System     At the completion of this chapter, the student will:     Describe the structure and functions of the blood vessel, including capillaries, and lymphatic circulation.     Discuss risk factors for peripheral vascular disease across cultures and ways to reduce ones risk     Interview a client for an accurate nursing history of the peripheral vascular system.     Perform an accurate peripheral vascular assessment     Differentiate between normal and abnormal findings of the peripheral vascular system     Describe findings frequently seen when assessing the older clients peripheral vascular system     Analyze data from the interview and physical assessment of the peripheral vascular system to formulate valid nursing diagnoses, collaborative problems, and or/ referrals Chapter 23, Assessing Abdomen     At the completion of this chapter, the student will:     Describe the structures and function of the abdomen     Identify the organs located in each of the quadrants and the nine regions of the abdomen     Discuss the incidence of peptic ulcer disease and ways to reduce ones risks     Describe teaching opportunities to reduce risks of peptic ulcer disease and to promote health     Obtain an accurate nursing history of the clients abdomen and functions     Perform a physical assessment of the abdomen using the correct techniques of inspection, auscultation, palpation and percussion     Differentiate between normal and abnormal findings of the abdomen     Describe findings frequently seen when assessing the older clients abdomen     Analyze data for the interview and physical assessment of the abdomen to formulate valid nursing diagnoses, collaborative problems, and/ or referrals Chapter 24, Assessing Musculoskeletal System     At the completion of this chapter, the student will:     Describe the structure and functions of the bones, skeletal muscles and joints     Discuss the incidence of osteoporosis across cultures and ways to reduce ones risk     Describe teaching opportunities to reduce risks for osteoporosis and promote joint health     Obtain an accurate nursing history of the clients muscles, joints and bones     Perform a physical assessment of the musculoskeletal system using the correct techniques of inspection, auscultation, palpation and percussion     Differentiate between normal and abnormal findings of the musculoskeletal system     Describe expected aging changes of the musculoskeletal system     Describe findings frequently seen when assessing the older clients musculoskeletal system     Analyze data from the interview and physical assessment of the musculoskeletal system to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 25, Assessing Neurologic System     At the completion of this chapter, the student will:     Describe the structures and functions of the central and peripheral nervous systems     Discuss risk factors for stroke across cultures and ways to reduce ones risks     Describe teaching opportunities to reduce a clients risk of stroke and to promote health     Obtain an accurate nursing history of a clients neurologic system     Perform a physical assessment of the nervous system using the correct techniques of inspection, auscultation, palpation and percussion     Differentiate between normal and abnormal findings of the nervous system     Describe findings frequently seen when assessing the older clients nervous system     Analyze data from the interview and physical assessment of the nervous system to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 26, Assessing Male Genitalia and Rectum     At the completion of this chapter, the student will:     Describe the structures and functions of the male genitalia     Discuss risk factors for HIV/AIDS and ways to reduce these risk factors     Describe teaching opportunities to reduce risks of HIV/AIDS and promote health     Discuss the incidence of prostate cancer across cultures and ways to promote health     Discuss the incidence of testicular cancer across cultures and ways to promote health     Obtain an accurate nursing history of the male clients genitalia, anus, rectum and prostate     Perform a physical assessment of the male genitalia, anus, rectum and prostate using the correct techniques of inspection, auscultation, and palpation     Differentiate between normal and abnormal findings of the male genitalia, anus, rectum and prostate     Describe findings frequently seen when assessing the older clients male genitalia, anus, rectum and prostate     Analyze data from the interview and physical assessment of the male genitalia, anus, rectum and prostate to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 27, Assess Female Genitalia and Rectum     At the completion of this chapter, the student will:     Describe the structure and functions of the female genitalia, anus and rectum     Discuss the incidence across cultures and risk factors for cervical cancer and ways to reduce these risks     Describe teaching opportunities to reduce risks of cervical cancer and to promote health     Discuss the incidence across cultures and risk factors for colorectal cancer and ways to reduce these risks     Obtain an accurate nursing history of the female clients genitalia, anus and rectum and related functions     Perform a physical assessment of the female clients genitalia, anus, and rectum using the correct techniques of inspection and palpation     Differentiate between normal and abnormal findings of the female clients genitalia, anus and rectum     Describe findings frequently seen when assessing the older female clients genitalia, anus, and rectum     Analyze data from the interview and physical assessment of the female genitalia, anus, rectum and prostate to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 28, Pulling it all Together     At the completion of this chapter, the student will:     Explain how to prepare yourself and the client for a holistic nursing interview and head-to-toe integrated physical assessment     List all the equipment needed for a total physical examination     Describe parts of the physical examination that can be integrated within the assessment of each of the body systems     Correctly interview a client for an accurate holistic nursing history     Correctly perform a total head-to-toe integrated physical examination, identifying normal and abnormal findings     Analyze data from a holistic nursing interview and head-to-toe integrated physical assessment to formulate valid nursing diagnoses, collaborative problems, and/or referrals Chapter 29, Assessing Childbearing Women     At the completion of this chapter, the student will:     Explain the dynamic cardiovascular changes that occur during pregnancy     Describe the skin changes that occur during pregnancy     Measure the progressional growth of the uterus during pregnancy     Discuss common concerns and complaints experienced by the pregnant client     Obtain an accurate nursing history by conducting a prenatal interview     Demonstrate how to correctly perform Leopolds maneuvers     Analyze data from the interview and physical assessment of a childbearing woman to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 30 Assessing Newborns and Infants     At the completion of this chapter, the student will:     Evaluate the growth and development patterns of infants     Describe the components needed in the assessment of general appearance of the infant and differentiate between the norms, variation of normal and abnormal general appearances     Demonstrate the proper method for assessing vital signs and temperature in newborns. Discuss the normal ranges of each measurement     Explain technique used for measuring the head circumferences and why it is measured     Explain how skin, hair and nails are assess in newborns and infants and discuss the possible norm, variation, and abnormalities that may be noted     Explain how head, neck and cervical lymph nodes are assessed in the newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how eyes are assessed in the newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how ears are assessed in the newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how mouth, throat, nose and sinuses are assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how thorax are assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how breasts are assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how the heart is assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how the abdomen is assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how male and female genitalia are assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how the anus and rectum are assessed in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how to assess the musculoskeletal system in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain how to assess the neurologic system in newborns and infants and discuss possible norms, variation, and abnormalities that may be noted     Explain the common infantile reflexes     Explain how to document and interpret assessment findings     Discuss various nursing diagnoses and collaborative problems commonly seen with assessment of infants and children     Analyze data from the client interview and physical assessment of a newborn to formulate valid nursing diagnoses, collaborative problems and/or referrals Chapter 31, Assessing Children and Adolescents     At the completion of this chapter, the student will:     Briefly describe how children differ in structure and function from adults and discuss how these differences affect physical assessment.         Differentiate the interviewing techniques used for parents, toddlers, preschoolers, school-aged children, and adolescents     Explain how play techniques can be used for distraction purpose during assessment     Explain the components of the pediatric history.     Evaluate the growth and development patterns of toddlers     Evaluate the growth and development patterns of preschoolers     Evaluate the growth and development patterns of school-aged children.     Evaluate the growth and development patterns of adolescents.     Describe the components needed in the assessment of the general appearance and differentiate between norms, variations of normal, and abnormal general appearances.     Demonstrate the proper method for assessing vital signs and temperature in children and adolescents. Discuss the normal ranges for each measurement for children and adolescents.     Explain technique used to measure head circumference in toddlers younger than 2 years.     Explain how skin, hair, and nails are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how head, neck, and cervical lymph nodes are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how eyes are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how ears are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how thorax and lungs nodes are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how heart is assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how breasts are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted. Explain the Tanner stages of female breast development and the method of teaching breast self-examination to adolescents.     Explain how abdomen is assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how male genitalia are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted. Explain the Tanner stages of male pubic hair and genital development and the method of teaching testicular self-examination to male adolescents.     Explain how female genitalia are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted. Explain the Tanner stages of female pubic hair development.      Explain how the anus and rectum are assessed in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how to assess the musculoskeletal system in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how to assess the neurologic system in children and adolescents and discuss the possible norms, variations, and abnormalities that may be noted.     Explain how to document and interpret assessment findings.      Discuss various nursing diagnoses and collaborative problems commonly seen with assessment of children and adolescents.     Analyze data from the client interview and physical assessment of a child or adolescent to formulate valid nursing diagnoses, collaborative problems, and/or referrals. Chapter 32, Assessing Older Adults     At the completion of this chapter, the student will:     Describe the common structural changes brought on by aging in the various body systems.     Recognize the unique presentation of disease and illness in the very old     Effectively interview the frail elderly client by modifying interview techniques used for the adult client.     Effectively examine the frail elderly client by modifying the physical examination techniques used for the adult client.     Describe assessment abnormalities in the frail elderly client that may be the result of adverse drug effects.     Explain how to incorporate assessment of functional status when collecting subjective and objective data on the frail elderly client to accurately evaluate findings.     Analyze data from the client interview and physical assessment of an elderly client to formulate valid nursing diagnoses, collaborative problems, and/or referrals. Chapter 33 Assessing Families     At the completion of this chapter, the student will:     Define family     List the three essential components of a family assessment (structure, development, and function) and the major elements of each component.     Determine a family?s life cycle stage and the related tasks     Construct a genogram for a three-generational family     Construct a family attachment diagram     Construct a family ecomap.      Discuss theoretical concepts of family function, including systems theory, Bowen?s family system theory, and communication theory.     Use Bowen?s theory to determine the level of self-differentiation of a family and its members and to detect triangles within a family.     Describe the importance of communication to family function     Discuss various nursing diagnoses and collaborative problems commonly seen with assessment of the family.     Analyze data from the client interview and physical assessment of a family or adolescent to formulate valid nursing diagnoses, collaborative problems, and/or referrals. Chapter 33 Assessing Families     At the completion of this chapter, the student will:     Discuss how the history of a community may affect its current health status.     Describe the types of demographic information necessary to complete a community assessment and the sources of this information.     Discuss the ways in which cultural and religious values affect health behaviors and attitudes.     Describe factors that make up the physical environment of the community.     Describe types of primary care facilities and providers that should be available in a community.     Discuss the types of programs/services that public health/home agencies can provide.     Describe the types of agencies needed to provide necessary services within a community.     Describe types of long-term care options that may be available in a community.     Discuss how economic factors can affect the health of a community.     Discuss forms of transportation that may be available in a community and how lack of adequate transportation may impact health.     Assess education-related factors in a community and discuss the relationship between education and health.     Describe the relationship of governmental officials and leaders to the overall welfare of the community.     Identify formal and informal means of communication that may exist within a community.     Describe ways in which recreation affects the health of individuals in a community.     Complete a community assessment.     Analyze data from the client interview and physical assessment of a community to formulate valid nursing diagnoses, collaborative problems, and/or referrals.                             Reviewed and Revised 07/06/2021
HB 2504	This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504.
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.