House Bill 2504 Summer Sessions 2022 VNSG-1409-1 - Nursing in Health and Illness II Syllabus


Summer Sessions 2022 Course Syllabus Course: VNSG-1409- Section: 1 Nursing in Health and Illness II

Instructor Information

Instructor

Deborah Lawson

E-mail

lawsondg@lamarpa.edu

Phone

(409) 984-6360

Office

Location:	Allied Health - Room: 128
Hours:	Office Hours: As posted and by appointment Building: Allied Health Room #: Reyes AH111, Lawson - AH128, Smith- AH107, Perry-AH107C

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

Introduction to health problems requiring medical and surgical interventions.

Prerequisites

VNSG 1400 Nursing in Health and Illness I
VNSG 1227 Essentials of Medication Administration
VNSG 1231 Pharmacology
VNSG 1204 Foundations of Nursing
VNSG 1261 Clinical LPN Nursing
Co-Requisite: VNSG 1462 Clinical
Students must have a minimum grade of C or better in every course that applies to the Vocational Nursing Certificate plan to graduate.

Learning Outcomes

In accordance with the mission of LSC-PA, VNSG 1409 Nursing in Health and Illness I I assists the student to develop the particular skills, knowledge, and attitudes necessary for success as a vocational nurse. Upon successful completion of the course, the student should be able to:
1.    Compare and contrast normal physiology of body systems to pathologic variations in the patient with common medical-surgical health problems. (PSLO 2) Measured by: discussions, clinical case studies; exams)
2.    Compare and contrast diagnostic evaluation and treatment of the patient with common medical-surgical health problems. (PSLO 2) Measured by: clinical case studies; reading-based discussions; exams)
3.    Incorporate nutrition, drug therapy, and nursing interventions in applying plans of care to meet the needs of the patient experiencing common medical-surgical health problems. (PSLO 2; PSLO 3; PSLO 4) Measured by: case studies; clinical simulations; observed patient interactions; care plans; exams)
4.    Utilize the nursing process in providing safe care for the patient who has common medical-surgical health problems. (PSLO 2; PSLO 4) Measured by: care plans; class and clinical discussions; case studies based on readings)
5.     Identify mental illness, treatment of abnormal patterns of behavior, and related nursing interventions. (PSLO 3) Measured by: exams based on readings; class discussions; clinical interactions; case studies)
6.    Demonstrate competency in safe medication administration and dosage calculations. (PSLO 1; PSLO 3) Measured by: medication competency exam; observed medication administration in skills lab and clinical; discussions)
7.    Describe the underlying theories of nursing skills using principles of safety and asepsis. (PSLO 1; PSLO 3) Measured by: discussions based on readings; skills check-offs; clinical simulations; clinical rotation interactions)
8.    Demonstrate satisfactory performance of nursing skills using evidence- based principles of safety and asepsis. (PSLO 1; PSLO 3; PSLO 4) Measured by: skills check-offs; clinical simulations; clinical rotation interactions; discussions and clinical application of current practice in nursing based on online and in-class journals)
9.    Identify priorities of care according to the patient's conditions. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: class and clinical case study discussions; prioritization exercises and exams; care plan activities; clinical simulations)
10.     Demonstrate an understanding of the legal, ethical, and professional responsibilities inherent in the role of the vocational nurse. (PSLO 1; PSLO 3; PSLO 4) Measured by: exams over readings of nurse practice act, current literature and class discussions; interactions in clinical setting)

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.

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

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.

Williams, Linda, Hopper, Paula, (2019) Understanding Medical-Surgical Nursing (6th ed.).
Philadelphia: F.A. Davis ISBN # 9780803668980
Hopper, Paula, Williams, Linda, (2019) Study Guide for Understanding Medical-Surgical Nursing (6th ed.). Philadelphia: F.A. Davis ISBN #978080366900
Burton, M., Smith, D. Ludwig, L. (2019). Fundamentals of Nursing Care, Concepts, Connections and Skills for Nursing (3rd ed.). Philadelphia: F.A. Davis
ISBN # 9780803669062
Burton, M., Smith, D. Ludwig, L. (2019). Study Guide for Fundamentals of Nursing Care, Concepts, Connections and Skills for Nursing (3rd ed.). Philadelphia: F.A. Davis
ISBN #9780803669079
Linnard-Palmer, Luanne. Coats, Gloria, (2021). Safe Maternity and Pediatric Nursing Care
(2nd ed.). Philadelphia: F. A. Davis ISBN #9780803697348
Linnard-Palmer, Luanne. Coats, Gloria, (2021). Study Guide for Safe Maternity and
Pediatric Nursing Care (2nded.). Philadelphia: F. A. Davis ISBN #9780803697362
Doenges, Marilyn E., Moorhouse, Mary Frances, Murr, Alice C., (2019). Nurses Pocket
Guide-Diagnoses, Prioritized Interventions, and Rationales (15th ed.). Philadelphia:
F.A. Davis ISBN #9780803676442
Van Leeuwen, Anne M., Bladh, Mickey Lynn, (2019). Comprehensive Manual of Laboratory
and Diagnostic Tests (8thed.). Philadelphia: F.A. Davis
Vallerand, April Hazard, Sanoski, Cynthia A., (2019). Davis's Drug Guide for Nurses (16th
ed.). Philadelphia: F.A. Davis
Cuellar, Tina, (2018) HESI Comprehensive review for the NCLEX-PN Exam (5th ed.). St.
Louis, Mo.: Elsevier
Davis Edge

Online HESI Case Studies: Complete PN Collection (1 Year Version)
Swiftriver/ATI Online-Purchase information to follow
NCLEX PN Pass Point: Please note: No other NCLEX PN Review will be accepted. You must
use the NCLEX PN Pass Point access code provided to you for this class.
Pass Point access code for this VNSG 1409 class: 6081A9C8
Mastery of 6 for all students will be required in Passpoint.

Please Note! Any Computer program must be accessed using your Lamar email unless otherwise instructed. It is the students responsibility to ensure that they are enrolled in the proper courses for Pass Point, Davis Edge, Evolve Hesi, and Swift River. Instructors will not allow submissions to be turned in from a previous course.

Lecture Topics
Outline

Date: 06/26/22 due before 11:30pm
Passpoint Assignment--Basic Care, The Nursing Process, Meds and IV, and Basic Assess
Mastery Level 6

Date: 06/27/22 Exam 1 Exam Time: 0730

Date: 07/24/22 due before 11:30pm
Passpoint Assignment--GI, Integumentary, Cancer, and Immunity
Mastery Level 6

Date: 07/25/22 Exam 2 Exam Time: 0730

Date: 08/01/22 due before 11:30pm
Passpoint Assignment Endocrine, Musculoskeletal
Mastery Level 6

Date: 08/04/22 Exam 3 Exam Time: 0730

Date: 08/09/22 Final Exam Exam Time: 0800

Computer assignments are due on an ongoing basis as scheduled.

Major Assignments
Schedule

Week 1: VNSG 1409 Syllabus/Objectives Review, Med Administration Lecture, Dosage Calculation Review, Med Administration Practice, Med Administration Check Off

Week 2: Math Exam #1, IV/IVPB Lecture, IV/IVPB Practice, Review Math Exam #1, IV/IVPB Check Off, Jurisprudence/TPAPN Lecture

Week 3: Injection Lecture, Injection Practice, Math Exam Re-take #2, Injection Check Off, Review Math Exam #2, Care of Surgery Patient-Pre, Intra, Post Lecture, Cancer/Pain Lecture, Nursing Process, Documentation, Case Study Review, Clinical Orientation
Passpoint Assignment: Basic Care, The Nursing Process, Meds and IV, and Basic Assess, Mastery 6 Due 06/26/22

Week 4: VNSG 1409 Exam I, Adult GI & Bowel Lecture, Adult Endocrine Lecture, Math
Exam Re-Take #3, Skill make-up lab

Week 5: July 4th Holiday

Week 6: Adult Skin & Burns Lecture, Adult Musculoskeletal Lecture, Emergency/Trauma/Shock Lecture

Week 7: Adult Fluid & Electrolytes, I&O Lecture
Passpoint Assignment: GI, Integumentary, Cancer, Immunity, Mastery 6 Due 07/24/22

Week 8: VNSG 1409 Exam II, Adult Diabetes
Passpoint Assignment: Endocrine and Musculoskeletal, Mastery 6 Due 08/01/22

Week 9: Adult Immunity & Infection Lecture, Adult Gallbladder, Liver, Pancreas Lecture, VNSG 1409 Exam III, Final Clinical Evaluations

Week 10: VNSG 1409 Final Exam

Final Exam Date

August 9, 2022 - 8:0 AM Through August 9, 2022 - 11:0 AM

Grading Scale

90-100 = A 80-89 = B 75-79 = C 60-74 = 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. Makeup exams will NOT be administered under any circumstance 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 instructors prior to the exam or within twenty-four (24) hours of the exam. A no-call/no-show for an exam will result in a grade of Zero (0). Students who miss an exam for any unvalidated reason shall received a Zero (0) 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 (0) 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 schedule exam date and time without approval of the Nursing Program Director or Coordinator.

5.    Tests will be administered electronically. Students will be provided with the following:
a.    Exam Access Code sheet that also serves as a scratch sheet.
b.    Exception for electronic testing including 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 belonging (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 classroom 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 covering of any kind is allowed, including hats, caps, beanies, or hoods. Exceptions are made for religious/cultural purposes.
c.    No cardigans, coats, jackets, or any other article 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 proper 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 for the exam.

10.    Students are responsible for uploading their exam to the Exam Soft System prior to exiting the examination room. Student will notify proctor of the exam completion and exam upload completion. Proctor will view screen to confirm successful completion of exam upload before students 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 Exam Soft. 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 items 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 Rationale is conducted after each exam to allow students to view incorrect responses and rationales for the exam item. With the exception of final exam. 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 Rationales session.
The following rules also apply:
a.     All belonging 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 require assistance from faculty/proctor after 2 unsuccessful attempts.

15.    During the Exam Review with Rationales sessions: 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 Exam Soft 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 an instructor, 5 points may be deducted from the next unit examination. Students are required to make an appointment prior to the day before examination.

17.    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 assignments submitted after 3 days will be assigned a Zero (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 Passpoint, HESI case study, SwiftRiver, etc. Late submission of those assignments will result in an automatic zero (0) unless previous arrangements between student and instructor is made.

18.    A minimum average of 75%, independent of all other requirements, is necessary to pass the course. Daily activity grade (example: discussion board post, classroom/computer assignments, etc.) will not be included in grade calculations until 75% average on exams if achieved. No grades will be rounded until the final course average; this includes weighted exam average.

19.    There will be 3 Unit exams weighted at 20% each. The average of 3 Unit exams will be 60% of your final grade.

20.    The average of any written/computer assignments will be 5% of the course grade.

21.    A Comprehensive Final Exam given at the end of the semester must be taken and is weighted equivalent to 35% of the final grade.

22.    The following method is used to determine each students grade in the course:

Average with Daily grades
Exam I         20% Grade
Exam II             20% Grade
Exam III 20% Grade
Assignments 5 % Grade
65% Grade

Final Exam 35% Grade
100% Grade
23.    An average of 75% or greater is necessary to pass the course.

Course Policies

Instructor Policies

Attendance Policy

Nursing In Health and Illness II VNSG 1409 and the clinical component of this course may consist of online and 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 and clinical experiences 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 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 2 instructors of any absence. If the student is unable to contact the instructors, the student should call 409-984-6356 or 1800-477-5872 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 completed 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 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.

Academic Honesty

Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.

Facility Policies

No food or tobacco products are allowed in the classroom.
Only students enrolled in the course are allowed in the classroom, except by special instructor permission.
Use of electronic devices is prohibited.

Important Information

ADA Considerations

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.

MyLSCPA

Be sure to check your campus E-mail and Course Homepage using MyLSCPA campus web portal (My.LamarPA.edu). When you've logged in, click the email icon in the upper right-hand corner to check email, or click on the "My Courses" tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLSCPA.

Other

I will not discuss your grades over the phone or by email. If you want to discuss your grades, you must come to my office, in person.

UNIT OBJECTIVES
1. Topic: Strategies of the Vocational Nurse in medication administration to patients of various cultures and ethnicities.
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Demonstrate knowledge of approved abbreviations utilized in medication administration.
b.    Identify brand versus generic names of medications.
c.    Accurately interpret medication labels.
d.    Identify the types and the necessary components of medication orders.
e.    Accurately interpret appropriate military times.
f.    Demonstrate the "7 rights" of medication administration - skill check off
g.    Explain the 8th right of medication administration.
h.    Demonstrate accurate documentation of the administration of medications.
i.    Differentiate the implementation of paper versus electronic medication administration records (MAR).
j.    Identify routes of medication administration including oral, eye, ear, topical, inhaled, nasal, rectal & vaginal.
k.    Explain enteral medication administration.
l.    Discuss the nurses role and responsibilities in medication administration
m.    Discuss methods of educating a patient about prescribed medications
n.    Identify measures to safely administer medication.
o.    Accurately calculate dosages for patient administration.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

2. Topic: Strategies of the Vocational Nurse in administering parenteral medications to patients of various cultures and ethnicities.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Utilize the seven rights of medication administration.
b.    Explain the 8th right of medication administration.
c.    Identify factors to consider when choosing sites of parenteral medication administration.
d.    Identify sites used for subcutaneous, intramuscular, intradermal, and intravenous routes and safe administration.
e.    Compare and contrast physiologic changes in older adults that alter medication administration and effectiveness.
f.    Summarize the equipment required for parenteral medications, including measures required to mix selected drugs from vials and ampules.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

3. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who require the insertion and maintenance of an Intravenous infusion.

Objectives: Upon completion of this learning experience, the student should be able to:

a.     Explain terms related to the initiation of an intravenous infusion.
b.    Discuss the rationale for a patient having an intravenous infusion.
c.    Identify the impact on adult patients of having an intravenous infusion.
d.    Select the equipment needed for the initiation and maintenance of an intravenous infusion.
e.    Explain the procedure for initiating and maintaining an intravenous infusion to the patient and family.
f.    Identify the vocational nurses responsibilities associated with the insertion and maintenance of an intravenous infusion.
g.    Interpret a patients responses to care provided for an intravenous infusion.
h.    Report and document the results of care provided to a patient who has an intravenous infusion.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnic groups who are receiving intravenous therapy.

Objectives: Upon completion of this learning experience, the student should be able to:

a.    Explain the purposes of IV therapy.
b.    Utilize the seven rights of medication administration.
c.    Differentiate between various types of IV infusions.
d.    Categorize common IV fluids by tonicity (hypertonic, isotonic, and hypotonic).
e.    Explain the purpose of total parenteral nutrition.
f.    Summarize the differences between whole blood, packed cells, and plasma expanders.
g.    Explain the difference between an infusion pump and a volumetric controller.
h.    Identify three nursing diagnoses common to patients who require IV therapy.
i.    Identify complications of IV therapy.
j.    Demonstrate the safe nursing management of patients receiving IV therapy, including the ability to calculate and regulate IV fluids.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

5. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have altered fluid, electrolyte, and acid base balance.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Describe the functions and regulatory mechanisms that maintain water and electrolyte balance in the body.
b.    Compare and contrast the causes, effects and care of patients who have fluid volume or electrolyte imbalance.
c.    Outline the incidence and etiology of fluid, electrolyte and acid-base imbalances of patients.

d.    Summarize the pathophysiology and clinical manifestations of patients who have fluid, electrolyte and acid-base imbalances.
e.    Differentiate the medical and nursing management of patients who have fluid, electrolyte, and acid-base imbalances.
f.    Identify goals for discharge planning/rehabilitation of patients who have fluid, electrolyte, and acid-base imbalances.
g.    Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have fluid electrolyte, and acid-base imbalances.
h.    Summarize the safe nursing management of patients who have acid-base imbalances, including the normal range of pH of plasma, and organs that play a major role in acid-base balance.
{DEC I-A, B, II-A-H, III-A-F, IV-A-F}
6. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups experiencing a medical emergency, shock, trauma, or critical illness.

Objectives: Upon completion of this learning experience the student should be able to:
a.    Identify the risk factors, etiologies, and pathophysiology of hypovolemic, cardiogenic, septic, neurogenic, and anaphylactic shock.
b.    Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have various types of shock.
c.    Apply the nursing process as a framework for providing safe individualized care to patients who have various types of shock, including common effects of traumatic injury, their causes, and their initial management.
d.    Identify the laboratory and diagnostic tests used in assessing patients experiencing various types of shock and trauma.
e.    Explain collaborative interventions for patients experiencing trauma and shock, including pharmacology, blood transfusion, and emergency surgery.
f.    Explain the process of organ donation, including legal and ethical considerations.
g.    Relate the nursing educational strategies for patient and family experiencing trauma.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

7. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the perioperative period.
Objectives: Upon completion of this learning experience, the student should be able to:

a.    Identify the various classifications of surgical procedures, including laboratory and diagnostic tests for the preoperative period.
b.    Describe nursing implications for medications prescribed for the surgical patient.
c.    Demonstrate appropriate safe nursing care for the patients in the preoperative, intraoperative, and postoperative phases of surgery.
d.    Relate variations in preoperative care for the adult.
e.    Recognize the principles of pain management specific to acute postoperative pain control.
f.    Compare the differences and similarities between outpatient and inpatient surgery.
g.    Apply the nursing process as a framework for providing safe individualized care for the patients undergoing surgery.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

8. Topic: Strategies of the Vocational Nurse in caring for patients of various cultural and ethnic groups who have altered immunity.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the pathophysiology and manifestations of the inflammatory process.
b.    Interpret the purpose of the laboratory tests used to diagnose inflammation and infection.
c.    Discuss the nurses role in preparing patients for diagnostic tests.
d.    Identify key elements of the chain of infection, including risk factors of common nosocomial infections and nursing implications for each.
e.    Evaluate the effective management of infectious diseases include antimicrobial medication, nursing implications and patient teaching.
f.    Identify several infection prevention and control techniques developed by the Center for Disease Control (CDC) and Occupational Safety and Health Administration (OSHA).
g.    Apply the nursing process to provide safe individualized care for patients who have inflammation and alterations in immunity.
h.    Compare the components and functions of the immune system and the immune response.
i.    Compare natural and acquired immunity with active and passive immunity.
j.    Compare the four types of hypersensitivity reactions.
k.    Summarize the autoimmune disorders and organ/tissue transplant.
l.    Identify recommended immunizations for adult patients include precautions and nursing implications.
m.    Compare and contrast the impaired immune responses of HIV include pathophysiology, opportunistic infections, pharmacologic, and collaborative therapies, nursing responsibilities, and patient teaching.
n.    Identify laboratory and diagnostic tests used to diagnose and monitor immune responses.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

9. Topic: Strategies of the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have musculoskeletal disorders, trauma, and connective tissue disorders.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Summarize the structure and function of bones, joints, muscles, ligaments, and tendons, including manifestations of impairment in the function of the musculoskeletal system.
b.    Relate common musculoskeletal disorders and their manifestations to the anatomy, physiology and assessment of the musculoskeletal system.
c.    Identify nursing implications for medications prescribed for the patient who has musculoskeletal disorders in the preoperative and postoperative phase.
d.    Apply the nursing process as a framework for providing safe individualized care to patients who have musculoskeletal disorders.
e.    Discuss the risks of musculoskeletal trauma and its complications.
f.    Summarize how fractures are classified.
g.    Identify the laboratory and diagnostic tests used to assess the patient who had musculoskeletal trauma.
h.    Explain the unique psychological effects of amputation.
i.    Identify the differences between skin and skeletal traction.
j.    Apply a teaching plan for the patient who experienced musculoskeletal trauma.
k.    Relate the effects of commonly occurring arthritic and connective tissue disorders to the normal joint physiology.
l.    Compare common arthritic and connective tissue disorders.
m.    Discuss laboratory and diagnostic tests used to diagnose arthritic and connective tissue disorders.
n.    Relate nursing implications for medications and treatment prescribed for patients who have arthritic and connective tissue disorders.
o.    Demonstrate safe care to patients experiencing joint replacement and other surgical interventions for arthritic and connective tissue disorders.
p.    Use the nursing process to assess needs, plan and implement safe individualized care, and evaluate responses for a patient with arthritic or a connective tissue disorder.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

10. Topic: Strategies used by the Vocational Nurse in caring for adult patients of various cultural and ethnic groups who have cancer.

Objectives: Upon completion of this learning experience, the student should be able to:

a.    Differentiate benign tumors from malignant neoplasms.
b.    Discuss the theories of carcinogenesis, known carcinogens, and risk factors for cancer.
c.    Compare the mechanisms and characteristics of normal cells with those of malignant cells.
d.    Explain the laboratory and diagnostic tests used to diagnose cancer.
e.    Summarize the role of chemotherapy, surgery, radiation therapy, biotherapy, and bone marrow transplantation in the treatment of cancer include vocational nursing responsibilities and patient/family teaching.
f.    Identify the nursing interventions required for the oncologic emergencies, including educational strategies.
g.    Apply the nursing process as a framework to provide safe individualized care to patients who have cancer.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

11. Topic: Nursing Jurisprudence and TPAPN

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Differentiate the roles and functions of the Texas Board of Nursing (BON) from those of nursing
and health care specialty organizations.
b.    Discuss the Nursing Practice Act (NPA) and BON rules as they apply to LVNs and RNs in Texas.
c.    Describe components and tools that may assist a nurse in determining the scope of practice in
any given circumstance.
d.    Relate how unethical/unprofessional behaviors of a nurse violate the BON rules and subsequent
disciplinary sanction policies.
e.    Compare and contrast the differences in purpose and process between Incident-Based Peer
Review (Rule 217.19) and Safe Harbor Peer Review (Rule 217.20).
{DEC I-A-D, III-A-F}

12. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have disorders of the endocrine system.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Explain the roles of the endocrine system in regulation of body functions.
b.    Identify the major endocrine organs and the function of the hormones secreted.
c.    Differentiate between the common disorders of the pituitary, thyroid, parathyroid, and adrenal glands.
d.    Identify laboratory and diagnostic tests used to diagnose endocrine disorders.
e.    Identify findings that may indicate malfunction of the endocrine system.
f.    Compare and contrast the manifestations of disorders that are the result of hypersecretion and hyposecretion of the thyroid, parathyroid, adrenal, and pituitary glands.
g.    Determine the nursing implications for medications and treatments ordered for the patient who has an endocrine disorder.
h.    Demonstrate the safe nursing care for the patient in the preoperative and postoperative phases of a subtotal thyroidectomy and adrenalectomy.
i.    Utilize the nursing process as a framework for providing safe individualized care to patients who have disorders of the thyroid, parathyroid, adrenal, and pituitary glands.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have who have diabetes.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Distinguish the types of diabetes mellitus, including Type1 and Type 2 diabetes mellitus with related manifestations.
b.    Summarize the actions of insulin and glucagon.
c.    Compare and contrast the manifestations and collaborative care of hypoglycemia, diabetic ketoacidosis, and hyperosmolar nonketotic syndrome.
d.    Identify the laboratory and diagnostic tests used to diagnose and monitor self-management of diabetes mellitus.
e.    Determine the nursing implications for insulin and oral hypoglycemic agents used to treat patients who have diabetes mellitus.
f.    Provide accurate information to patients with diabetes mellitus to facilitate self-management of medications, diet planning, exercise, skin and foot care.
g.    Apply the nursing process as a framework for providing safe individualized care in the management of the health needs of patients who have diabetes mellitus.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

14. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have integumentary disorders.

Objectives: Upon completion of this learning experience, the student should be able to:
a.    Determine the structure and functions of the integumentary system.
b.    Identify the layers and functions of the skin and its associated glands.
c.    Evaluate the assessment findings that may indicate impairment of the integumentary system.
d.    Compare and contrast the skin changes in the older adult, including changes that increase the risk for dry skin, pruritus, skin cancer, and pressure ulcers.
e.    Utilize the nursing process to provide safe individualized care of patients who have integumentary system disorders, infestations of the skin, malignant skin disorders, and pressure ulcers.
f.    Identify laboratory and diagnostic tests used to diagnose various disorders of the integumentary system.
g.    Identify nursing implications for pharmacologic agents used to treat disorders of the integumentary system.
h.    Determine patient and family teaching appropriate for prevention and self-care of disorders of the integumentary system.
i.    Apply the nursing process to provide safe individualized care for patients who have burn injuries.
j.    Summarize the prevalence, incidence and etiology of burn injuries.
k.    Explain types, classification, extent, estimation and stages of treatment for burns.
l.    Identify laboratory and diagnostic tests used to diagnose and monitor burn therapies.
m.    Determine patient and family teaching specific to management of burn injury during all phases of care.
n.    Compare and contrast the advantages and disadvantages of antimicrobial therapy used in burn care.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}

15. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have gastrointestinal disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.    Discuss the structures and functions of the mouth, esophagus, stomach, small intestine, liver, gallbladder, and pancreas.
b.    Identify assessment data pertinent to the gastrointestinal tract (GI), the accessory digestive organs, and nutritional status, including the sources of nutrients and vitamins.
c.    Demonstrate physical assessment techniques used to evaluate digestion and nutritional status.
d.    Identify manifestations of impairment in the GI tract.
e.    Summarize common nutritional, oral, and esophageal disorders.
f.    Compare and contrast the clinical manifestations of disorders of the mouth, esophagus and nutritional disorders.
g.    Identify laboratory and diagnostic tests used to diagnose GI disorders.
h.    Apply the nursing process as a framework for providing safe individualized nursing care to patients with nutritional, oral or esophageal disorders.
i.    Summarize gastric disorders including gastritis, ulcerative diseases, and cancer of the stomach.
j.    Demonstrate safe preoperative and postoperative care for the patient who is experiencing gastric surgery.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

16. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders of the gallbladder, liver and/or pancreas (hepatobiliary system).
Objectives: Upon completion of this learning experience, the student should be able to:
a.    Identify laboratory and diagnostic tests, including patient preparation, used to diagnose disorders of the hepatobiliary system.
b.    Identify nursing implications for dietary and pharmacologic interventions related to the hepatobiliary system.
c.    Demonstrate appropriate nursing care for the patient who has surgery of the hepatobiliary system.
d.    Apply the nursing process as a framework for providing safe individualized care to patients who have disorders of the hepatobiliary system.
e.    Discuss various disorders of intestinal motility and absorption; include dietary and pharmacology management, nursing implications and patient/family teaching.
f.    Identify and discuss inflammatory and infectious disorders of the hepatobiliary system.
g.    Explain structural and obstructive disorders of the hepatobiliary system include nursing management and collaborative care.
h.    Identify laboratory and diagnostic test, including nursing implications for patient preparation, used to diagnose disorders of the hepatobiliary system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}

Updated: May 13, 2022

HB 2504

This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504.

Department

If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.
Allied Health
Chair:	Shirley MacNeill
E-mail:	macneisb@lamarpa.edu
Phone:	(409) 984-6365