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. Williams, Linda, Hopper, Paula, (2019) Understanding Medical-Surgical Nursing (6th ed.). Philadelphia: F.A. Davis ISBN # 9780803668980 Hopper, Paula, Williams, Linda, (2019) Study Guide for Understanding Medical-Surgical Nursing (6th ed.). Philadelphia: F.A. Davis ISBN #978080366900 Burton, M., Smith, D. Ludwig, L. (2019). Fundamentals of Nursing Care, Concepts, Connections and Skills for Nursing (3rd ed.). Philadelphia: F.A. Davis ISBN # 9780803669062 Burton, M., Smith, D. Ludwig, L. (2019). Study Guide for Fundamentals of Nursing Care, Concepts, Connections and Skills for Nursing (3rd ed.). Philadelphia: F.A. Davis ISBN #9780803669079 Linnard-Palmer, Luanne. Coats, Gloria, (2021). Safe Maternity and Pediatric Nursing Care (2nd ed.). Philadelphia: F. A. Davis ISBN #9780803697348 Linnard-Palmer, Luanne. Coats, Gloria, (2021). Study Guide for Safe Maternity and Pediatric Nursing Care (2nded.). Philadelphia: F. A. Davis ISBN #9780803697362 Doenges, Marilyn E., Moorhouse, Mary Frances, Murr, Alice C., (2019). Nurses Pocket Guide-Diagnoses, Prioritized Interventions, and Rationales (15th ed.). Philadelphia: F.A. Davis ISBN #9780803676442 Van Leeuwen, Anne M., Bladh, Mickey Lynn, (2019). Comprehensive Manual of Laboratory and Diagnostic Tests (8thed.). Philadelphia: F.A. Davis Vallerand, April Hazard, Sanoski, Cynthia A., (2019). Davis?s Drug Guide for Nurses (16th ed.). Philadelphia: F.A. Davis Online HESI Case Studies: Complete PN Collection (2 Year Version) Swiftriver/ATI Online-Purchase information to follow NCLEX? PN Pass Point: Please note: No other NCLEX? PN Review will be accepted. You must use the NCLEX? PN Pass Point access code provided to you for this class. Pass Point access code for this VNSG 1409 class: 6E6B17AB Please Note! Any Computer program must be accessed using your Lamar email unless otherwise instructed Recommended Textbooks Cuellar, Tina, (2018) HESI Comprehensive review for the NCLEX-PN Exam (5th ed.). St. Louis, Mo.: Elsevier Davis Edge

• 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-Prerequisites
• 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.

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)

Week 1: VNSG 1409 Syllabus/Objectives Review, Med Administration Lecture, Dosage Calculation Review, Med Administration Practice, Med Administration Check Off Week 2: Injection Lecture, Math Exam #1, Injection Practice, Review Math Exam #1, Injection Check Off, Adult Fluid & Electrolytes, I&O Lecture, IV/IVPB Lecture Week 3: IV Practice, Math Exam Re-take #2, IV Check Off, IVPB Practice, Review Math Exam #2, IVPB Check Off Week 4: Adult Musculoskeletal, VNSG 1409 Exam I, Care of Surgery Patient; Pre op & Post op, Clinical Orientation Week 5: Adult GI & Bowel Disorders, Adult Cancer, Math Exam Re-take #3, Make-up Skills lab, Nursing Process, Documentation, Case Study Review, Clinical Orientation Week 6: Adult GB, Liver & Pancreas Week 7: VNSG 1409 Exam II Week 8: SPRING BREAK Week 9: Adult Endocrine, Emergency & Disaster Management & Trauma Week 10: Adult Diabetes Week 11: Jurisprudence/TPAPN Week 12: VNSG 1409 Exam III Week 13: Adult Immunity & Infection Week 14: Adult Skin Disorders & Burns Week 15: VNSG 1409 Exam IV, Final Clinical Evaluations Week 16: VNSG 1409 Final Exam

Date: 02/09/22 Exam 1 Time: 0800 campus Date: 02/28/22 Exam 2 Time: 0800 campus Date: 04/11/22 Exam 3 Time: 0800 campus Date: 05/02/22 Exam 4 Time: 0800 campus Date: 05/09/22 Final Exam Time: 0800 campus Computer assignments are due on an ongoing basis as scheduled.

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 70-80 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, they 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 zero. 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 required to make an appointment with an instructor at least 24 hours prior to the day before the next 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. Failure to review may result in a 5 point deduction on the next exam. 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 in writing, with documentation within one week of the review of the exam. Disputed exam items must be submitted by the student along with proposed answer supported by documentation from the current textbook, handouts, and/or lecture reference material. 12. There will be 4 Unit exams weighted at 15% each. The average of 4 Unit exams will be 60% of your final grade. 13. The average of any written/computer assignments will be 5% of the course grade. 14. A Comprehensive Final Exam given at the end of the semester must be taken and is weighted equivalent to 35% of the final grade. 15. Assignments such as Pass Point and HESI Case Studies may be accepted after the appointed deadline (with a deduction of points) at the discretion of the instructor/director. 16. The following method is used to determine each student's grade in the course: Average with Daily grades Exam I 15% Grade Exam II 15% Grade Exam III 15% Grade Exam IV 15% Grade Assignments 5 % Grade 65% Grade Final Exam 35% Grade 100% Grade 17. An average of 75% or greater is necessary to pass the course.

Students and faculty of the Lamar State College-Port Arthur Vocational Nursing Program are expected to assist in maintaining a classroom environment that is conducive to learning. To assure that faculty has the opportunity to teach and students have the opportunity to benefit from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in distracting classroom behavior. If a student is unable to maintain these expectations or stated program requirements, dismissal from the program may occur. The following behaviors may result in the student being asked to cease the action and/or leave the classroom: The following behaviors will result in the student being asked to cease the action, lose five (5) points on the next exam, and/or leave the classroom or labs: 1. Inappropriate and/or disruptive use of cell phones or other electronics 2. Talking or sleeping while the instructor is giving instructions or during class discussions/presentations; 3. Or displaying a rude or negative attitude/behavior to the instructor or other students. 4. Counseling for repetitive tardiness 5. The following expectations apply to all courses: 6. Promptness is expected. Students should be on time for all classes, on campus or virtually, and return from breaks promptly. 7. Students are expected to come to didactic, lab, and clinical experiences prepared and present as sincere, adult learners. Pre-course assignments may be required for admissions into class. 8. I will exhibit appropriate netiquette when attending class, lab or clinical sessions virtually to include at a minimum: I will return phone calls and/or text messages only during scheduled breaks. 9. I agree that on-campus computers will only be used for classroom work. 10. Phone calls and/or text messages should be returned only during scheduled breaks. 11. Cell phones must be on vibrate in the classroom and off and out of reach during testing and test reviews. In the event of an emergency, family can contact students through the AH Secretary, Vocational Nursing Program Coordinator, or Department Chair. 12. On-campus computers will only be used for classroom work. 13. All information shared by other students and instructors will remain confidential and should not be shared with others outside of the classroom or lab environment. 14. Students should not engage in ?side-bar? discussions during classroom, exam reviews, clinical, and lab. 15. Comments should be directed to the faculty in charge of the classroom, clinical, or lab time. 16. All students are expected to actively participate in all discussions, activities, and exercises. 17. Students are expected to be open to new ideas and experiences and to step outside of their comfort zone. 18. A positive attitude is expected and comments should give supportive feedback. 19. The classroom, clinical, and lab environment is a judgment-free zone. 20. Students are responsible for their actions and are responsible for learning as much as possible from the experiences provided. 21. Students are encouraged to seek assistance from peers and faculty when needed to be successful. 22. Student support of each other in the learning environment is encouraged and expected. Supportive relationships with each other will allow a more positive learning environment to enable all to work together as a team and develop professionally. 23. Students are also expected to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook.

Attendance at all scheduled classes and clinical experiences is expected. Research has shown that consistent class and clinical attendance contributes to successful completion of not only the Vocational Nursing Program, but also passing the NCLEX-VN. Regular attendance is an essential function of any job in nursing. Students who regularly miss class or clinical clearly demonstrate their refusal to be accountable to report to work regularly. This class will be a hybrid class and will consist of online and in class lectures, labs and assignments. It is the student responsibility to notify the instructor prior to any absence. If the student is missing a clinical, classroom or lab day, s/he must notify the faculty. Late arrival to class is disruptive. Students who consistently arrive after the scheduled starting time of class (3 or more times) will be counseled and a plan of action determined which could include 5 points taken off the next exam. 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. A student who is absent from course activities for three (3) days or more, without notification to faculty, may be withdrawn from the program by the program director. Students on campus but not in class are considered absent. 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. 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 Mrs. Donna Wolfe at 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. Clinical uniforms are required while in the skills lab. The program coordinator has the right to initiate the administrative withdrawal of any student whose attendance, conduct, scholastic abilities, attitude or lack of aptitude for vocational nursing makes it inadvisable for that student to continue in the program.

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 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} 4. 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} 5. 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} 6. 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} 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 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} 9. 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} 10. 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} 11. 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} 12. 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} 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 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} 15. 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} 16. 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} Updated: December 2021