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Summer Sessions 2022 Course Syllabus
Course: VNSG-2410- Section: 1 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 patients 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 |
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. |
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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 1. Functions within the Scope of Practice for a Vocational Nurse. PSLO 2. Demonstrates safe, direct patient care with individuals who have predictable health care needs. PSLO 3. Exhibits professional nursing behaviors. PSLO 4. Cooperates with members of the interdisciplinary health care team to provide evidence-based care. |
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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: 212760D Please Note! Any Computer program must accessed using your Lamar email. |
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| Lecture Topics Outline |
Week 1: Review 2410 Syllabus/Objectives, Hematology Lecture, Central Line Lecture, Central Line Practice & Check-off, Math Review, Respiratory Lecture (2410 FUNDAMENTALS PASSPOINT EXAM Due 6/12/22 2410 Fundamentals of Nursing Process Due 6/12/22) Week 2: Clinical Orientation, Facility Orientation, Mental Health Lecture 1, Math Exam 1, Math Exam 2, Fundamental Exam BON Paperwork (Immune and Hematologic Disorders Mastery 7, Foundations of Psychiatric Nursing Mastery 7, Anxiety Disorders Mastery 7, Respiratory Mastery 7 Due 6/19/22) Week 3: Clinical week 1, 2410 Exam 1, Math Exam 3 Week 4: Clinical Week 2, Mental Health Lecture 2, Jurisprudence/TPAPN, Jurisprudence Exam, Begin Cardiac Lecture Week 5: Clinical Week 3, Cardiac Lecture cont., Eye and Ear, Cardiovascular Disorders Mastery 7, Substance Abuse, Eating Disorders, Impulse Control Disorders Mastery 7 Week 6: Clinical Week 4, 2410 Exam II, Neuro Lecture Week 7: Clinical Week 5, Professionalism/Resume, Trach care & Suction Lecture Neurosensory Disorders Mastery 7 Week 8: Hurst Review, Exam 3, Renal Lecture Week 9: Trach Care/ Suction Practice and Check off, Final Skills Check-off Mental Health Lecture #3 Genitourinary Disorders Mastery 7, Psychotic Disorders Mastery 7, Mood, Adjustment and Dementia Disorders Mastery 7 Week 10: 2410 Exam IV, Reach HESI Final Exam, Pinning/Graduation Schedule subject to change at the discretion of the Program Coordinator |
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| Major Assignments Schedule |
Date: 6/15/22 Fundamental Pass Point Exam & Fundamentals of Nursing Process Mastery level 7 Due: 6/12/22 11:59 PM Date: 6/19/22 Hematology, Psychiatric Nursing, Anxiety & Respiratory Pass Points Mastery level 7 Due: 6/19/22 11:59 PM Date: 06/22/22 Exam I Time: 0730 Date: 07/10/22 CV & Substance Abuse Mastery level 7 Due: 7/10/22 11:59 PM Date: 07/13/22 Exam II Time: 0730 Date:07/10/22 Neurological Mastery level 7 Due: 7/24/22 11:59 PM Date: 07/27/22 Exam III Time: 0730 Date: 07/10/22 GU, Psychotic, Psychotic & Mood Adjust & Dementia Mastery level 7 Due: 08/07/22 11:59 PM Date: 08/08/22 Exam IV Time: 1200 Date: 08/10/22 Reach Final exam Time: 1200 Pass Point assignments are due on Sunday night the week of the exams as scheduled. |
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| Final Exam Date | August 10, 2022 - 12:0 PM Through August 10, 2022 - 4:0 PM | ||||||||||
| Grading Scale | 90-100 = A ; 80-89 = B; 75-79 = C' 74-60 = D; Below 60 = F | ||||||||||
| Determination of Final Grade |
1. Examinations are based on course objectives. 2. Course content from the pre-requisite courses will be included on exams as appropriate. 3. ALL unit exams MUST be taken. Make-up exams will NOT be administered under any circumstances other than a College sponsored event or with permission of the Allied Health Department Chair. Students scheduled to miss an exam due to participation in a College sponsored event shall provide appropriate documentation to faculty in advance of the exam and are eligible to complete the missed exam. If a student must miss an exam, s/he must contact the instructor prior to the exam or within twenty-four (24) hours of the exam. A no-call/no-show for an exam will result in a grade of 0. Students who miss an exam for any invalidated reason shall receive a zero on the exam. Students may submit an appeal to this policy by presenting rationale to the Director or Coordinator of appropriate nursing program no later than two (2) business days following the exam. The student is responsible for seeking the exception from the Director or Coordinator of appropriate nursing program. Students who miss an exam due to an excused reason will be provided an exception to the policy and the student will be assigned the grade made on the final exam as the grade for the missed exam. If two exams are missed, the student will be given a zero for the second (2nd) missed exam. An alternative plan may be proposed at the discretion of the Director or Coordinator of appropriate nursing program and/or Chair of the Allied Health Department. The Director or Coordinator of appropriate nursing program will document all exceptions in the students file and notify the course leader if an exception is granted. 4. No exams will be given in advance of the scheduled date and time without approval of the Nursing Program Coordinator or Director. 5. Tests will be administered electronically. Students will be provided with- a. Exam Access Code sheet that also serves as a scratch sheet b. Exceptions for electronic testing include paper dosage tests. 6. Exams will be timed based on question format and course policy. The exam time frame will be provided on the Exam Access Code sheet. Students will only receive credit for answers provided during the allotted time. 7. Computer Lab: a. Students will arrive 5 minutes prior at designated location to sign-in for the exam b. Students arriving 15 minutes late or more will be sent to student success center without additional time for proctored exam c. Allied Health staff member will call student success center to inform them of the student arrival for proctored exam d. All students must wear student ID to access the testing computer lab e. Students will not test without Valid LSCPA Id. f. All belongings (e. g., backpacks, cell phones, electronic devices) will remain in an area outside of the computer lab for the duration of the exam. Students are encouraged to lock valuables in their vehicles during examinations. The Lamar State College Port Arthur Allied Health Department is not responsible for lost or stolen items left in classrooms or hallways. Students are strongly encouraged to take exams as scheduled. No questions may be asked during the exam. Students who arrive late for an exam will not be given additional testing time. Students are prohibited from writing any notes on their scratch sheet of paper until the exam begins. 8. Exam Dress Code: a. Students will be subject to visual inspection by the exam proctor upon arrival to the registration and/or exam room. This includes but is not limited to inspection of the ears, hands/arms, clothing, pockets, etc. b. No head coverings of any kind are allowed, including hats, caps, beanies, or hoods. Exceptions are made for religious / cultural purposes. c. No cardigans, coats, jackets, or any other articles of clothing that may open are allowed in the exam room. Pullovers without pockets are acceptable. d. Scarves and gloves are not allowed in the exam room. 9. During the exam: a. Drinking and eating are not permitted. Hard candies such as peppermints or cough drops are allowed but must be unwrapped prior to the start of the exam. b. Electronic devices (including but not limited to phones, smartwatches, and earbuds) are prohibited during examinations. With the exception of approved earbuds for standardized testing. c. If the exam is interrupted due to technical difficulties additional time will be allotted to the exam. 10. Students are responsible for uploading their exam to the ExamSoft System prior to exiting the examination room. Student will notify proctor of exam completion and exam upload completion. Proctor will view screen to confirm successful completion of exam upload before student leaves testing room. If a student does not upload their exam, he/she will be required to return to the examination room for a manual upload. 11. A preliminary score will be displayed upon uploading the exam to ExamSoft. After uploading their exam, students are to sign out of the testing software. Upon completion of the exam students will submit the Exam Access Code Sheet (scratch sheet of paper) to the exam proctor. Students who chose to review missed items will return to the registration room and wait for Exam Review with Rationale to begin at the designated time. NOTE: DO NOT wait outside of the exam room if any testing is occurring in the computer labs Violation of the testing policy will result in disciplinary action up to and including possible dismissal from the nursing program. Appropriate adjustments are made for students who meet the criteria of the Americans with Disabilities Act. 12. 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 students answer differs from the one originally keyed, the student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit. 13. Exam Review with Rationales is conducted after each exam to allow students to view incorrect responses and rationales for the exam item. With the exception of final exams. This session is time limited. Students will be allotted a specific number of minutes, based upon the length of the exam (for example, students will have 8 minutes to review missed items on a 50-item exam). Students are not required to attend Exam Review with Rationales. If a student chooses not to attend the Exam Review with Rationales session, the student is not eligible for an individual test review session with an assigned instructor. 14. Students will return to the same exam room and same computer for Exam Review with Rationales. Exam Review with Rationales must be conducted on the same computer as the exam. The same policies listed for testing apply to the Exam Review with Rationale Session. The following rules also apply: a. All belongings must remain in the classroom or the students vehicle. b. Students are not allowed to talk amongst themselves during this session. c. Students who arrive late for Exam Review with Rationales will not be given additional review time. d. Students will log into the Review of Rationales using the following steps: 1. Enter the Exam Password 2. Enter the Review Password Note: Students only have 3 attempts to enter the correct Review Password. Students are encouraged to request assistance from faculty/proctor after 2 unsuccessful attempts. 15. During the Exam Review with Rationales session: Disruptive behavior will not be tolerated. If students become disruptive, faculty will end the Exam Review with Rationales Session for all students. Upon completion of the Exam Review the students will sign out of the ExamSoft or Examplify application and quietly leave the testing room. 16. If a student scores less than a 75 on a unit examination, the student is required to make an appointment with an instructor prior to the next examination. At that time, the student and instructor will review the examination and, with the assistance of the instructor, identify strategies to improve performance on subsequent examinations. If a student, who scores less than 75 on a unit examination, fails to review with and instructor, 5 points maybe deducted from the next unit examination. Students are required to make an appointment prior to the day before the exam. 17. The Reach HESI exam is given as the final exam for VNSG 2410. 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. 18. 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 0 on the assignment. The following method will be used to determine each students 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 = 55 % of Grade REACH conversion score (VNSG 2410 Final) = 40 % of Grade 19. Late assignment submissions will incur a late point penalty. In most courses the late penalty will be a deduction of 5 points if turned in 1 day after the assignment due date. Another 5 points will be deducted if the assignment is turned in 2 days after the assignment due date. If the assignment is turned in 3 days late a 10-point penalty will be deducted. Any assignment submitted after 3 days will be assigned a 0 for the assignment. Previous arrangements between the student and instructor for late work may allow for a reduced late point penalty, but all late submissions will have a late penalty deducted. Refer to the individual course syllabus for any variations from the late penalty deductions. NOTE: This does not include pass/fail computer assignments such as pass point, HESI case study, Swift River etc. Late submission of those assignments will result in an automatic zero unless pervious arrangements between student and instructor is made. 20. A minimum average of 75%, independent of all other requirements, is necessary to pass the course. Daily activity grades (example: discussion board post, classroom/computer assignments, etc.) will not be included in grade calculations until 75% average on exams is achieved. No grades will be rounded until the final course average; this includes weighted exam average. |
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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. 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 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. 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. A student who is tardy three (3) times in one class will result in a 5-point deduction from the next exam grade. Tardiness is defined as arriving greater than 15 minutes to class. The following expectations apply to all courses: 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 |
Nursing in Health and Illness VNSG 2410 and the clinical component of this course may consist of online & in class lectures, labs, and assignments. Schedules may be changed at the discretion of the faculty and vocational nursing coordinator. All attendance policies are in effect whether conducted online or in the classroom setting. 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. Students on campus but not in class are considered absent. Students who do not attend scheduled live virtual activities will be counted absent. 3. Late arrival to class is disruptive. Students who consistently arrive after the beginning of the class (3 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. A student who is tardy three (3) times in one class will result in a 5-point deduction from the next exam grade. 4. It is the students responsibility to notify all Level 3 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. In addition to notifying instructors, students must submit a Student Excuse Form, upon the first day of return, each time the student is absent, delayed from attending or must depart early from class, clinical or lab. Failure to complete the Student Excuse Form will result in a declaration of a No Call, No Show for the number of days absent and may result in the student being dismissed from the program. 6. Lab jackets are to be worn at all times while in the skills lab. 7. Simulation/Computer Lab Assignments are mandatory. Failure to attend will result in a Zero for that assignment. The Program Director or Department Chair has the right to initiate the administrative withdrawal of any student whose attendance, conduct, scholastic abilities, attitude or lack of aptitude for Vocational Nursing making it inadvisable for that student to continue in the program. |
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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 |
Lamar State College Port Arthur is determined to prepare you with the knowledge and skills you need to succeed in todays dynamic work environment. Towards this end, the following workplace competencies are included in this course: 1. Acquires and evaluates information through use of the nursing process. 2. Communicates information to and receives input from the health care team to enhance the quality of care provided for the patients assigned to your care. 3. Utilizes critical decision- making skills in setting priorities of care for patients. 4. Participates in the education of patients about various aspects of the disease process and the associated self-care. 5. Works well with patients and family caregivers in a variety of ethnic, social, cultural, developmental or educational backgrounds. 6. Selects the correct items needed to perform nursing procedures. 7. Demonstrates knowledge of own skills and abilities through clinical competency. TEXAS BOARD OF NURSING CHAPTER 213 PRACTICE AND PROCEDURE RULE 213.27 Good Professional Character: 7. (a) Good professional character is the integrated pattern of personal, academic and occupational behaviors which, in the judgment of the Board, indicates that an individual is able to consistently conform his or her conduct to the requirements of the Nursing Practice Act, the Board's rules and regulations, and generally accepted standards of nursing practice including, but not limited to, behaviors indicating honesty, accountability, trustworthiness, reliability, and integrity. 1. Gates Memorial Library located at 317 Stillwell 2. Open computer Lab-Gates Memorial Library 3. Student Success Center building 4. Evolve Website (HESI) School Code: 212760D, Web Site: https://evolve.elsevier.com/ 5. Board of Nursing (BON) School Code: US 27 1 009 00, Web Site: http://www.bon.state.tx.us 6. Pearson Vue Web Site: http://www.vue.com/ 7. National Council of State Boards of Nursing Web Site: http://ncsbn.org/ 8. National Student Nurse Association (NSNA) http://www.nsna.org/ 9. National Council of State Boards of Nursing Learning Extension www.learningext.com 10. Lamar State College Student Handbook https://www.lamarpa.edu/Lamar/media/Lamar/Files/Policies/LSCPA-Student-Handbook.pdf 11. Lamar State College Faculty Handbook https://www.lamarpa.edu/Lamar/media/Lamar/Files/Policies/Faculty-Handbook.pdf 12. Lamar State College 2021-2022 Catalog http://www.lamarpa.edu/Current-Students/College-Catalog 13. Lamar State College Port Arthur, textbook locator: http://www.lamarpa.edu/General/Maps/Bookstore 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 . {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 patients 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 legislatures 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 Nursings (BON) from those of nursing and healthcare specialty associations. e. Discuss the BONs 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 nurses 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 patients 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, Alzheimers 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 Alzheimers disease and the rationale of the most currently accepted theories. b. Describe the pathophysiologic changes in the brain related to Alzheimers disease. c. Classify the progressive symptoms of Alzheimers 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 bodys 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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