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Summer Sessions 2021 Course Syllabus
Course: VNSG-2410- Section: 11 Nursing in Health and Illness III |
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| Instructor Information | |||||||||||
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| Instructor | Lois Holmes | ||||||||||
| holmesll@lamarpa.edu | |||||||||||
| Phone | (409) 984-6359 | ||||||||||
| Office |
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| 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 | Continuation of Nursing in Health and Illness II. Further study of medical-surgical health problems of the patient including concepts such as mental illness. Incorporates knowledge necessary to make the transition from student to graduate vocational nurse. | ||||||||||
| Prerequisites |
VNSG 1409 Nursing in Health and Illness II VNSG 1234 Pediatrics VNSG 1462 Clinical LPN Nursing To graduate from the VN program, it is required that you must complete either Microcomputers (BCIS1305) or Introduction to Computers (ITSC 1401) prior to graduation. Students must have a minimum grade of C or better in every course that applies to the Vocational Nursing Certificate plan to graduate. |
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| Learning Outcomes |
In accordance with the mission of LSC-PA, VNSG 2410 Nursing in Health and Illness III assists the student to develop the particular skills, knowledge, and attitudes necessary for success as a vocational nurse. Upon successful completion of the course, the student should be able to: 1. Compare and contrast normal physiology of body systems to pathologic variations in the patient with common medical-surgical health problems. (PSLO Alpha; PSLO 2)) Measured by: reading-based discussions; exams based on readings; clinical case studies 2. Compare and contrast diagnostic evaluation and treatment of the patient with common medical-surgical health problems. (PSLO Alpha; PSLO 2) Measured by: reading-based discussions; exams; clinical case studies 3. Incorporate nutrition, drug therapy, and nursing interventions in safely implementing plans of care to meet the needs of the patient experiencing common medical-surgical health problems. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3) Measured by: reading-based scenarios; care plan activities; case studies; case studies; clinical simulations 4. Utilize the nursing process in safely caring for the patient with common medical-surgical health problems. (PSLO Alpha’ PSLO 2; PSLO 4) Measured by: care plan activities; class and clinical discussion; case studies based on readings 5. Identify mental illness, treatment of common abnormal patterns of behavior, and related nursing interventions. (PSLO Alpha; PSLO 3) Measured by: exams based on readings; class discussions; clinical interactions; case studies 6. Demonstrate competency in medication administration and dosage calculations.(PSLO 1; PSLO 3) Measured by: medication competency exam; observed medication administration in skills lab and clinical; discussions 7. Describe the underlying principles of selected nursing skills using principles of safety and asepsis. (PSLO Alpha; PSLO 1; PSLO 3) Measured by: discussions; based on readings; skills checkoffs; clinical simulations; clinical rotation interactions 8. Demonstrate satisfactory performance of selected nursing skills using evidenced-based principles of safety and asepsis. (PSLO Alpha; PSLO 1; PSLO 3; PSLO 4) Measured by: skills check-offs; clinical simulations; clinical rotation interactions; discussions and clinical application of current practice in nursing based on online and in-class readings 9. Utilize learned skills and knowledge for transition from student to graduate vocational nurse. (PSLO Alpha; PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: standardized and unit exams based on readings and discussions; clinical skills checkoffs in lab and clinical setting; patient, family and healthcare team interactions; clinical observations and evaluations; case studies 10. Demonstrate an understanding of the legal, ethical, and professional responsibilities inherent in the role of the vocational nurse. (PSLO Alpha; PSLO 1; PSLO 3; PSLO 4) Measured by: exams over comprehension of nurse practice act, current literature and class discussions; interactions in clinical setting 11. Identify priorities of care according to the patient’s condition. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: class and clinical case study discussions; prioritization exercises and exam objectives; care plan activities; simulations |
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| Core Objectives |
Reading: Demonstrates the ability to analyze and interpret a variety of printed materials. Writing: Produces clear, correct, and coherent prose adapted to purpose, occasion, and audience. Speaking: Communicates orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Listening: Demonstrates the ability to analyze and interpret various forms of spoken language. Critical Thinking 1: Applies qualitative and/or quantitative skills analytically and creatively to subject matter. Critical Thinking 2: Demonstrates the ability to evaluate arguments and construct alternative strategies. Computer Literacy 1: Uses computer-based technology to communicate, solve problems, and acquire information. Computer Literacy 2: Demonstrates an understanding of the limits, problems, and possibilities associated with the use of technology. Intercultural Competence 1: Demonstrates awareness of similarities and differences between cultural groups. Intercultural Competence 2: Demonstrates the ability to recognize global interconnectedness. Intercultural Competence 3: Demonstrates a general knowledge of cultural evolution. |
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| Program Student Learning Outcomes |
Upon completion of the Vocational Nursing Program graduates will, under the supervision of a professional licensed nurse and/or licensed physician, function in non-complex settings and should be able to: PSLO Alpha: Reading Skills – Demonstrates comprehension of content-area reading materials. PSLO 1. Function within the legal, ethical and regulatory standards of the nursing profession. PSLO 2. Use a systematic problem-solving process in the care of multiple patients who have predictable health care needs to provide safe, individualized, goal directed nursing care. PSLO 3. Adopt an approach to nursing practice that promotes safety for patients, significant others, self, and members of the healthcare team. PSLO 4. Cooperate with members of the interdisciplinary health care team to provide optimum, evidence-based, safe, care to patients. |
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| Textbooks |
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.
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 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 Gorman, L. M., & Anwar, R. (2018). Neeb's mental health nursing (5th ed.). F.A. Davis.ISBN #978-1-8036-6913-0 Linnard-Palmer, Luanne. Coats, Gloria, (2017). Safe Maternity and Pediatric Nursing Care (1st ed.). Philadelphia: F. A. Davis ISBN #9780803624948 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 Drug Guide for Nurses (16th ed.). Philadelphia: F.A. Davis Online HESI Case Studies: Complete PN Collection (2 Year Version) Swiftriver 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 2410 class: 9CED9B10 Please Note! Any Computer program must accessed using your Lamar email. |
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| Lecture Topics Outline |
Week 1: Review 2410 Syllabus/Objectives, Central Line Lecture, Central Line Practice & Check-off, Hematology Lecture, Math Review, Math Exam 1, BON Paperwork, Respiratory Lecture Week 2: Clinical Orientation, Facility Orientation, Mental Health Lecture 1, Math Exam 2, Fundamental Exam Week 3: Clinical week 2, 2410 Exam 1, Math Exam 3 Week 4: Clinical Week 3, Mental Health Lecture 2, Jurisprudence/TPAPN, Jurisprudence Exam Week 5: Clinical Week 4, Cardiac Lecture Week 6: Clinical Week 5, 2410 Exam II, Eye and Ear Week 7: Hurst Review, Neuro Lecture, Trach Care & Suction Lecture Week 8: Exam 3, Mental Health Lecture #3 Week 9: Trach Care & Suction Practice and Check off, Final Skills Check-off, Renal Week 10: 2410 Exam IV, Reach HESI Final Exam, Professionalism Day, Pinning/Graduation Schedule subject to change at the discretion of the Program Coordinator |
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| Major Assignments Schedule |
Date: 06/24/21 Exam I Time: 0800 Date: 07/15/21 Exam II Time: 0800 Date: 07/29/21 Exam III Time: 0800 Date: 08/09/21 Exam IV Time: 0800 Date: 08/11/21 Reach Final exam Time: 0800 Pass Point assignments are due on an ongoing basis as scheduled. |
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| Final Exam Date | August 11, 2021 - 8:0 AM Through August 11, 2021 - 12:0 PM | ||||||||||
| Grading Scale | 90-100 = A 80-89 = B 75-79 = C 74-60 = D Below 60 = F | ||||||||||
| Determination of Final Grade |
The following method will be used to determine each student’s grade in the course: Purchase of Required Resources by Deadlines Pass/Fail Assign Daily/Computer Work 5% Grade Exam I 13.75% Grade Exam II 13.75% Grade Exam III 13.75% Grade Exam IV 13.75% Grade = 60% of Grade REACH conversion score (VNSG 2410 Final) = 40% of Grade The Reach HESI exam is given as the final exam for VNSG 2410. Daily Activity Grade will not be included in grade calculation until 75% weighted exam average is achieved. No grades will be rounded until the Final Course average; this includes the Weighted Exam Average. A student must have a 72 average on the 4-unit exams in order to take final exam. All unit exams must be taken. Completion of the Reach HESI Exam with a prediction score of 900 or greater indicates that the student has a high probability of passing the NCLEX-PN. Registration and Payment of Fees for Required resources are considered as a Pass or Fail Assignment. If the student does not register and pay for these at the scheduled time, the student will receive a Failure for VNSG 2410 course and thus be dropped from the class and VNSG 1463 clinical co-requisite course. |
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| Course Policies | |||||||||||
| Instructor Policies |
No food products are allowed in the classroom. Effective, June 1, 2012, Lamar State College Port Arthur (LSC-PA) is a no smoking campus. Use of tobacco products is prohibited on all LSC-PA properties at any time Only students enrolled in the course are allowed in the classroom, except by special instructor permission. · Electronic devices (including but not restricted to cell phones, ’smart’ watches, Media players, and laptop computers) shall not be used during examinations unless specifically allowed by the instructor. Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions. · Students should turn their phones to vibrate before they enter the classroom. No cell phones, smart watches, Media players, laptop computers, audio listening devices; such as earphones, Bluetooth and headphones, should be visible during class and/or exams unless specifically allowed by the instructor. 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. Students are also expected to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook. If a student is unable to maintain these expectations or stated program requirements, dismissal from the program may occur. Additional classroom policies Students and faculty of the Lamar State College-Port Arthur Vocational Nursing Program are expected to assist in maintaining a classroom environment that is conducive to learning. To assure that faculty have the opportunity to teach and students have the opportunity to benefit from time spent in class, unless otherwise approved by the instructor, students are prohibited from engaging in distracting classroom behavior. If a student is unable to maintain these expectations or stated program requirements, dismissal from the program may occur. The following behaviors will result in the student being asked to cease the action, lose five (5) points on the next exam, and/or leave the classroom or labs: Inappropriate and/or disruptive use of cell phones or other electronics Talking or sleeping while the instructor is giving instructions or during class discussions/presentations; Or displaying a rude or negative attitude/behavior to the instructor or other students. Counseling for repetitive tardiness The following expectations apply to all courses: Promptness is expected. Students should be on time for all classes on campus or virtually and return from breaks promptly. Students attending classroom, lab, or clinical sessions virtually should exhibit appropriate netiquette to include at a minimum: Adhere to the same standards of behavior online that you follow in real life; Respect faculty and peers time by being on time to scheduled exams, sessions and activities; and Present yourself in a professional manner. Students are expected to attend all online course sessions that occur during scheduled course times. These sessions will be scheduled in advance and may have activities during the live session that result in a grade. Promptness is expected. Students should be on time for all classes and return from breaks promptly. 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. Phone calls and/or text messages should be returned only during scheduled breaks. 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. On-campus computers will only be used for classroom work. · 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. Students should not engage in ‘side-bar’ discussions during classroom, exam reviews, clinical, and lab. Comments should be directed to the faculty in charge of the classroom, clinical, or lab time. All students are expected to actively participate in all discussions, activities, and exercises. Students are expected to be open to new ideas and experiences and to step outside of their comfort zone. A positive attitude is expected and comments should give supportive feedback. · The classroom, clinical, and lab environment is a judgment-free zone. Students are responsible for their actions and are responsible for learning as much as possible from the experiences provided. Students are encouraged to seek assistance from peers and faculty when needed to be successful. 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. Students are also expected to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook. |
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| Attendance Policy |
Research has shown a cause and effect relationship between attendance and college success. Policies for this course are described below: 1. Because poor attendance is a leading reason for termination from a job in all areas of employment, attendance at all scheduled classes is expected. 2. A student who is absent from course activities for more than three (3) days without notification to the faculty may be dropped from the program by the Program Director. 3. Late arrival to class is disruptive. Students who consistently arrive after the beginning of the class (2 or more times) will be counseled and a plan of corrective action determined. Class will begin promptly at the scheduled time. Students who arrive fifteen (15) minutes after the beginning of class should not enter the classroom and should wait until break to enter. 4. It is the student’s responsibility to notify the instructor of any absence. If the student is unable to contact the instructor(s), the student should call 409-984- 6356 or 1-800-477-5872 ext. 6356. The student should also email the faculty or call the faculty office and leave a voicemail. 5. It is the student’s responsibility to submit a completed ‘student excuse form’ upon return to class following an absence, tardy, or leaving class early. Failure to do so will result in a declaration of ‘no call, no show’ and may result in the student being dismissed from the program. 6. Lab jackets are always to be worn while in the skills lab. 7. Simulation/Computer Lab Assignments are mandatory. Failure to attend will result in a Zero for that assignment. sessions will be scheduled in advance and may have activities during the live session that result in a grade. Students who do not attend are counted as absent and will not have the opportunity to make up any missed assignment during the live class session. 8. Students who do not attend scheduled live virtual activities will be counted as absent. |
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| Academic Honesty | Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty. | ||||||||||
| Facility Policies |
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| Important Information | |||||||||||
| ADA Considerations | The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241. | ||||||||||
| 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 |
Unit Topics and Objectives 1. Topic: Strategies used by the Vocational Nurse in understanding the responsibilities of 2410 Syllabus. Objectives: Upon completion of this learning experience, the student should be able to: a. Understand the grading system for 2410 – 60% exams and 40% Reach HESI final exam. b. All unit exams must be taken. Understand that a 72 average on the 4-unit exams is required to be eligible to take the Reach HESI final exam. c. Acknowledge the requirement to take the Reach HESI final exam if eligible d. Understand that an optional Reach Exam may be taken at student’s expense on 7/13/16 for practice only, no grade will be given. {Differentiated Essential Competencies (DEC) I-A,B II-A,B,C,D,E,G,H III-A,B,C,D,E,F IV A,B,C,D,E,F,G} 2. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who require the insertion and maintenance of a central venous access device. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain terms related to the care of a central venous access device. b. Discuss the rationale for a central venous access device. c. Identify the impact on adult patients in having a central venous access device. d. Explain the procedure in safely caring for a central venous access device to the patient and family. e. Select the appropriate equipment necessary to safely care for a patient who has a central venous access device. f. Distinguish the vocational nurses’ responsibilities associated with the care and maintenance of a central venous access device. g. Interpret a patient’s responses to care provided for a central venous access device. h. Report and document the results of care provided to a patient who has a central venous access device. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 3. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have health problems of the respiratory system. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the anatomy and physiology of the respiratory system. b. Outline the incidence and etiology of respiratory disorders in adult patients. c. Summarize the pathophysiology and clinical manifestations of disorders affecting the respiratory system in adult patients. d. Differentiate the medical and nursing management of respiratory disorders in adult patients. e. Relate the psychosocial impact of respiratory disease in adult patients and their families. f. Utilize the nursing process in providing safe care for patients who have respiratory disorders. g. Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the respiratory system. h. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the respiratory system. {DEC I-A, B, II-A-H, III-A-F, IV 4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders of the cardiovascular system. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the anatomy and physiology of the cardiovascular system. b. Outline the incidence and etiology of cardiovascular disorders in adult patients. c. Summarize the pathophysiology and clinical manifestations of disorders affecting the cardiovascular system in adult patients. d. Differentiate the medical and nursing management of cardiovascular disorders in adult patients. e. Relate the psychosocial impact of cardiovascular disease on adult patients and their families. f. Utilize the nursing process in providing safe care for patients who have cardiovascular disorders. g. Identify goals for discharge planning/rehabilitation of adult patients who have disorder of the cardiovascular system. h. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the cardiovascular system. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 5. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders of the neurological system. Objectives: Upon completion of this learning experience, the student should be able to: Explain the anatomy and physiology of the neurological system. Outline the incidence and etiology of neurological disorders in adult patients. Summarize the pathophysiology and clinical manifestations of disorders affecting the neurological system in adult patients. Differentiate the medical and nursing management of neurological disorders in adult patients. Explain the psychosocial impact of neurological disease on adult patients and their families. Utilize the nursing process in providing safe care for patients who have disorders of the neurological system. Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the neurological system. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the neurological system. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 6. Topic: Strategies used by the Vocational Nurse in preparing for transition into the Role of a Graduate Vocational Nurse in regard to scope of practice. Objectives: Upon completion of this learning experience, the student should be able to: a. Differentiate the roles and functions of the Texas Board of Nursing (BON) from those of nursing and health care specialty organizations. b. Discuss the Nursing Practice Act (NPA) and BON rules as they apply to LVNs and RNs in Texas. c. Describe components and tools that may assist a nurse in determining the scope of practice in any given circumstance. d. Relate how unethical/unprofessional behaviors of a nurse violate the BON rules and disciplinary sanction policies. e. Compare and contrast the differences in purpose and process between Incident Based Peer Review (Rule 217.19) and Safe Harbor Peer Review (Rule 217.20). f. Identify the purpose of the Jurisprudence exam and its use in the licensure of nurses in the state of Texas. g. Discuss the guidelines associated with graduate vocational and graduate nurses and newly license nurses; and with nurses who are transitioning. h. Analyze the Interpretive Guideline for LVN Scope of Practice under rule 217.11. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 7. Topic: Strategies used by the Vocational Nurse in participating and advocating for fellow colleagues who are involved with the Texas Assistance Program for Nurses (TPAPN) program. Objectives: Upon completion of this learning experience, the student should be able to: a. Identify the purpose of the TPAPN program. b. Explain the requirements for participation in the program. c. Describe the expectations for successful completion of the program. d. Identify consequences of failure to comply with program requirements. e. Discuss intemperate use of drugs or alcohol and mental illness and how these conditions relate to a nurses’ fitness to practice. f. Analyze the nurses’ responsibility when taking prescription medications for chronic pain while on duty. g. Discuss the course of action when a nurse, who is under the influence of alcohol or drugs or is chemically dependent, is admitted as a patient. h. Identify when it is appropriate to refer nurses to the (TPAPN). {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 8. Topic: Strategies used by the Vocational Nurse in practicing nursing under the legal guidelines set forth by the Board of Nurse Examiners. Objectives: Upon completion of this learning experience, the student should be able to: a. Compare and contrast the Nursing Practice Act (NPA) and the rules and regulations. b. Discuss the legislature’s role in the NPA and when changes may occur. c. Discuss the enforcement of the NPA d. Differentiate the roles and functions of the Board of Nursing’s (BON) from those of nursing and healthcare specialty associations. e. Discuss the BON’s authority with rules and regulations and when changes may occur. f. Discuss the behaviors that are bars to licensure. g. Discuss when a license may become inactive and when an inactive license may be reactivated. h. Summarize the renewal process. i. Describe the mandatory continuing education requirements for renewing a nursing license. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 9. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who are receiving treatment for mental health disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the structures, processes and functions of the brain. b. Distinguish the neurobiological research and theories which are the basis for psychopharmacologic treatment of anxiety disorders. c. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety disorders d. Discuss the nurse’s role in educating patients and families about current neurobiological theories and medication management. e. Analyze the special needs of patients who have anxiety disorders. {DEC I-A, B, D, II-A-H, III-A, B, C, D, F} 10. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have mood disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Describe biological and psychosocial theories about the etiology of mood disorders. b. Compare and contrast the DSM-IV groupings of depressive disorders and bipolar disorders c. Summarize the epidemiology and life course of depressive and bipolar disorders in adult patients. d. Utilize the nursing process in providing care for patients who have mood disorders. e. Describe interventions used by nurses and other mental health professionals for patients who have mood disorders. f. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have mood disorders. g. Examine how personal feelings, thoughts, and reactions to patients who have mood disorders may affect the therapeutic relationship and management of patient care. {DEC I-A, B, D, II-A-H, III-A, B, C, D, F 11. Topic: Strategies used by the Vocational Nurse in caring for patients and families of those who have experienced the effects of suicide. Objectives: Upon completion of this learning experience, the student should be able to: a. Examine and discuss the scope of suicide by age, gender, ethnicity, socioeconomic status, and familial factors. b. Compare and contrast biologic, psychological, and sociologic theories regarding the etiology of suicide. c. Distinguish between suicidal ideation, gesture, threat, attempt, and successful suicide, and key elements of assessment of suicide risk. d. Describe the responsibilities of mental health professionals in protecting patients from self-harm. e. Utilize the nursing process and participate in providing safe care for a patient who has depression and suicidal tendencies. f. Discuss the education of the role of parents and significant adults in observing self-destructive clues in youth and in offering guidance and assistance. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 12. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have anxiety and other related disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Describe anxiety as a response to stress. b. Explain the levels of anxiety and the behavioral changes related to each level. c. Discuss the use of defense mechanisms by people who have anxiety disorders. d. Compare and contrast the DSM-IV groupings of anxiety and other related disorders. e. Summarize the epidemiology and life course of anxiety and other related disorders in adult patients. f. Utilize the nursing process in providing safe care for patients who have anxiety and other related disorders. g. Describe interventions used by nurses and other mental health professionals for patients who have anxiety and other related disorders. h. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety and other related disorders. i. Examine how personal feelings, thoughts, and reactions to patients who have anxiety disorders may affect the therapeutic relationship and management of patient care. {DEC I-A-D, II-A-H, III-A-F, IV-A-F} 13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have substance-related disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Identify the major concepts relative to substance abuse. b. Compare and contrast the etiologic factors relative to substance abuse. c. Describe the effects of alcohol and other drugs on biologic, psychosocial, cultural, cognitive, and spiritual dimensions of patients across the life span. d. Identify community resources used in rehabilitating patients who have substance-related disorders. e. Discuss disease-related concepts specific to patients who have substance abuse and addiction disorders. f. Describe the current treatment modalities and use of the nursing process in managing the care of patients who have substance-related disorders. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 14. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who are Survivors of family violence. Objectives: Upon completion of this learning experience, the student should be able to: a. Discuss theories that attempt to explain the cause of violence. b. Describe examples of abuse within the family and for each age group throughout the life cycle. c. Explain the cycle of violence. d. Identify special assessments for suspected victims of violence. e. Discuss conditions that discourage a battered woman from leaving her violent situation. f. Compare and Contrast signs/symptoms of child and elderly abuse and neglect. g. Compare the child physical offender with the child sexual offender. h. Utilize the nursing process in helping patients recover from the threat of violence that exists in their lives. i. Describe the common characteristics of victims of family violence. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 15. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have schizophrenia or other psychotic disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the various theories and models that evolved over the years to describe the schizophrenic disorders. b. Discuss the various assessment tools and data currently available for medical and nursing diagnoses of the schizophrenias. c. Participate in the application of the nursing process to patients experiencing the negative and positive symptoms of schizophrenia. d. Differentiate the nursing responsibilities in the care of patients who have schizophrenia from those of other disciplines and compare and contrast the approaches. e. Discuss community resources available for patients who have schizophrenia and their families. f. Discuss the course of illness, symptomatology, and nursing interventions for the subtypes of schizophrenia and other closely related disorders. g. Describe the major differences between typical and atypical antipsychotic medications and their effects on the symptoms of schizophrenia. h. Evaluate the effectiveness of the various treatment modalities. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 16. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have personality disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Differentiate between personality traits and personality disorders b. Discuss the biologic contributions to personality disorders. c. Discuss goals and interventions that the Registered Nurse may use in planning care for the different personality disorders including collaborative treatment modalities and outcome criteria relevant to the patient’s diagnosis {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 17. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who experience delirium, dementia, Alzheimer’s and other cognitive disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Describe the various theories of the nature and development of Alzheimer’s disease and the rationale of the most currently accepted theories. b. Describe the pathophysiologic changes in the brain related to Alzheimer’s disease. c. Classify the progressive symptoms of Alzheimer’s disease into three stages (onset/mild, middle/moderate, terminal/severe). d. Compare the different types of dementia (reversible/irreversible). e. Discuss therapeutic activities for patients experiencing dementia. f. Summarize the use of cognitive assessment tools and other diagnostic procedures in identifying neurologic deficits, emotional status, and physical manifestations in adult patients who have cognitive disorders. g. Utilize the nursing process in providing safe care for patients who have cognitive disorders. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 18. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have renal and urologic disorders. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the anatomy and physiology of the urinary system. b. Outline the incidence and etiology of renal and urologic disorders in adult patients. c. Summarize the pathophysiology and clinical manifestations of disorders affecting the renal and urologic system in adult patients. d. Differentiate the medical and nursing management of renal and urologic disorders in adult patients. e. Relate the psychosocial impact of renal and urologic disease on adult patients and their families. f. Utilize the nursing process in providing safe care for patients who have disorders of the renal and urologic systems. g. Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the renal and urologic system. h. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the renal and urologic system. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 19. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have disorders of the eye or ear. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the anatomy and physiology of the respiratory system. b. Outline the incidence and etiology of disorders of the eye or ear in adult patients. c. Summarize the pathophysiology and clinical manifestations of disorders affecting the eye or ear in adult patients. d. Differentiate the medical and nursing management of disorders of the eye or ear in adult patients. e. Relate the psychosocial impact of disorders of the eye or ear on adult patients and their families. f. Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the eye or ear. g. Utilize the nursing process in providing safe care for patients who have disorders of the eye or ear. h. Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the eye or ear. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} 20. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders involving the lymphatic and hematopoietic Systems. Objectives: Upon completion of this learning experience, the student should be able to: a. Explain the anatomy and physiology of the, lymphatic system. b. Describe the body’s innate immune response c. Discuss the role of the lymphatic system in the immune response d. Summarize the pathophysiology and clinical manifestations of disorders affecting lymphatic, and hematopoietic systems in adult patients. e. Differentiate the medical and nursing management of peripheral vascular, lymphatic, and hematopoietic disorders in adult patients. f. Relate the psychosocial impact of peripheral vascular, lymphatic, and hematopoietic disease on adult patients and their families. g. Utilize the nursing process in providing safe care for patients who have disorders of the lymphatic systems. {DEC I-A-D, II-A-H, III-A-F, IV-A-G} |
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| HB 2504 | This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504. | ||||||||||
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