Summer Sessions 2023 Course Syllabus
Course: VNSG-1463 (Section: 11, CRN: 60640)
Clinical-Licensed Practical-Vocational Nurse Training 		LSCPA Logo Image
Instructor Information
Instructor Mary Perry
Email akersml@lamarpa.edu
Phone (409) 984-6370
Office Allied Health - Room: 107 III
Office Hours Office by Appointment: M, T, Clinical Setting, W & TH 7:30 – 5:00 p.m.  with scheduled lunch breaks.
Additional Contact Information Donna Wolfe, Allied Health Secretary (409) 984-6356 or 1-800-477-5872
Course Information
Description A Health-related work-based learning experience that enables the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional
Required 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.

DAVIS’S DRUG GUIDE FOR NURSES EDITION: 18TH. PUBLISHER: FA Davis ISBN: 9781719640589
Davis's Comprehensive Manual of Laboratory and Diagnostic Tests with Nursing Implications EDITION: 10TH. PUBLISHER: FA Davis ISBN: 9781719646123
NURSES POCKET GUIDE: Diagnoses, Prioritized, Interventions and Rationales EDITION: 16TH. PUBLISHER: FA Davis ISBN: 9781719643078
TABER’S CYCLOPEDIC MEDICAL DICTIONARY EDITION: 24TH PUBLISHER: FA Davis ISBN: 9781719642859
LPN NOTES: NURSE’S CLINICAL POCKET GUIDE By MOSBY. EDITION: 5TH PUBLISHER: FA Davis ISBN: 9780803699748
EBK LIPPINCOTT'S NCLEX-PN PASSPOINT by Lippincott 8220129042077 Pass Point access code for this class: Please Note! Any Computer program must be accessed using your Lamar email unless otherwise instructed. Anyone repeating MUST join the new class. Online HESI Case Studies: Complete PN Collection (1 Year Version) HESI Case study testing packet must be purchased and paid for each semester. The product is good for 2 years. This package includes HESI case Studies as well as the HESI exams that must be taken each level of the VN program SwiftRiver Online Learning must be purchased and paid for each semester
Additional Materials/Resources None
Corequisites/Prerequisites
  • VNSG-1204 Foundations of Nursing
  • VNSG-1234 Pediatrics
  • VNSG-1261 Clinical (LPN Training)
  • VNSG-1261 Clinical - Licensed Practical/Vocational Nurse Training
  • VNSG-1400 Nursing in Health and Illness I
  • VNSG-1409 Nursing in Health and Illness II
  • VNSG-1462 Clinical-Licensed Practical/Vocational Nurse Training
Learning Outcomes In accordance with the mission of LSC-PA, VNSG 1463 Clinical 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. Practice independent nursing actions with guidance from the Registered Nurse. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: clinical rotation assignments and evaluation of delivery of patient care 2. Demonstrate confidence in working as a member of the health care team. (PSLO 3; PSLO 4) Measured by: observed evaluations of student interaction with other healthcare team members 3. Identify the legal aspects and accountability of a Graduate Vocational Nurse. (PSLO 1) Measured by: reading and application of nurse practice act; observations and evaluations of the provision of safe, ethical nursing care in the clinical setting 4. Demonstrate knowledge of the nurses role in quality improvement/assurance process. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: exams based on understanding of the role in providing safe and effective patient care; observed delivery of care and team planning in clinical setting 5. Demonstrate a working knowledge of the code of ethics for the Licensed Vocational Nurse. (PSLO 1) Measured by: discussion based on readings of the code of ethics and standards of care for the vocational nurse 6. Comply with established standards of Vocational Nursing Practice. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: observed clinical interactions with patients, families and other team members in the provision of safe, effective nursing care; standardized exams to evaluate comprehension 7. Identify barriers to communication and adapt to changing needs of the patient. (PSLO 2; PSLO 3) Measured by: classroom discussions and clinical evaluations of patient interactions based on development, cultural influences, personal preferences and current health condition 8. Record information on the patients chart legibly and concisely using appropriate terminology and spelling. (PSLO 1; PSLO 3) Measured by: application of module exercises for medical terminology, documentation practice labs and clinical assignments with instructor feedback 9. Use a systematic approach to provide individualized, safe, goal-directed nursing care. (PSLO 1; PSLO 2) Measured by: clinical observations and evaluation of nursing care; discussions of standards of nursing care 10. Apply knowledge and skills to resolve patient problems in a goal-directed manner. (PSLO 1; PSLO 2) Measured by: evaluation of application of assigned readings; case study scenarios; clinical simulation 11. Evaluate care provided and assist in revising the plan as needed to meet established goals. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: applied feedback from instructor regarding patient plans of care; clinical observation and collaboration with patients, families and interdisciplinary team members 12. Relate pertinent information to colleagues and other members of the health care team, and discuss appropriate nursing actions. (PSLO 1; PSLO 4) Measured by: SBAR reporting in clinical simulation and lab setting; SBAR reporting among student peers, instructors and nursing staff 13. Accurately and completely report and document: a. Patients status including signs, symptoms, and responses b. Nursing care rendered c. Administration of medications and treatments d. Patients response to medications and treatments e. Contacts with other health care team members concerning significant events regarding patients status. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: clinical assignments; safe, ethical patient and healthcare team interactions during clinical simulation, lab scenarios and in the clinical setting 14. Respect the patients right to privacy by protecting confidential information unless obligated or allowed by law to disclose the information. (PSLO 1; PSLO 3) Measured by: clinical evaluation; case scenario discussions; exams 15. Demonstrate effective communication skills. (PSLO 1; PSLO 4) Measured by: SBAR reporting in clinical simulation and lab setting; SBAR reporting among student peers, instructors and nursing staff 16. Conform to the uniform policies outlined in the Vocational Nursing Program Handbook. (PSLO 1) Measured by: professional appearance at clinical each day with required uniform, materials and attitudes as stated in student handbook policies 17. Act as a member of the interdisciplinary health care team working under the supervision of a registered nurse or physician. (PSLO 1; PSLO 3; PSLO 4) Measured by: adherence to the role of a vocational nursing student according to the Nurse Practice Act and healthcare facility policy; assisting other members of the healthcare team to provide safe and competent nursing care 18. Demonstrate knowledge of the nurses role in risk management. (PSLO 1; PSLO 4) Measured by: participation in implementation and evaluation of nursing care plan to provide optimum care to each individual patient 19. Demonstrate the ability to teach self-care management and provide safe basic nursing care to multiple patients with a variety of predictable health outcomes. (PSLO 1; PSLO 2; PSLO 3) Measured by: application of principles learned in theory; clinical evaluation; teaching project and day-to-day interactions with patients and their families 20. Maintain cost effectiveness in the clinical setting. (PSLO 1) Measured by: precise usage of materials required for skill implementation and patient care 21. Maintain professional boundaries of the nurse-patient relationship. (PSLO 1; PSLO 3) Measured by: comprehension and application of standards of professional practice and Good Professional Conduct statement from Board of Nursing; clinical evaluation of professional interactions 22. Provide without discrimination, nursing services regardless of age, disability, economic status, gender, national origin, race, religion, or health problems of the patient served. (PSLO 1; PSLO 3) Measured by: comprehension and application of standards of professional and ethical practice as determined by Board of nursing and Lamar State College Port Arthur Vocational Nursing policies
Program Student Learning Outcomes pon 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. Function within the legal, ethical and regulatory standards of the nursing profession. PSLO 2. Use a systematic problem-solving process in the care of multiple patients who have predictable health care needs to provide safe, individualized, goal-directed nursing care. PSLO 3. Adopt an approach to nursing practice that promotes safety for patients, significant others, self, and members of the healthcare team. PSLO 4. Cooperate with members of the interdisciplinary health care team to provide optimum, evidence-based, safe, care to patients
Lecture Topics Outline  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 75 average on the 4-unit exams is required to be eligible to take the Reach HESI final exam. 
c.       Acknowledge the requirement to take the Reach HESI final exam if eligible
d.       Understand that an optional Reach Exam may be taken at student’s expense on 7/13/16 for practice only, no grade will be given.
{Differentiated Essential Competencies (DEC) I-A,B II-A,B,C,D,E,G,H III-A,B,C,D,E,F IV A,B,C,D,E,F,G}
 
2. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who require the insertion and maintenance of a central venous access device.
Objectives:  Upon completion of this learning experience, the student should be able to:
a.       Explain terms related to the care of a central venous access device.
b.       Discuss the rationale for a central venous access device.
c.       Identify the impact on adult patients in having a central venous access device.
d.       Explain the procedure in safely caring for a central venous access device to the patient and family.
e.       Select the appropriate equipment necessary to safely care for a patient who has a central venous access device.
f.        Distinguish the vocational nurses’ responsibilities associated with the care and maintenance of a central venous access device.
g.       Interpret a patient’s responses to care provided for a central venous access device.
h.       Report and document the results of care provided to a patient who has a central venous access device.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}
 
 
3. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have health problems of the respiratory system.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Explain the anatomy and physiology of the respiratory system.
b.       Outline the incidence and etiology of respiratory disorders in adult patients.
c.       Summarize the pathophysiology and clinical manifestations of disorders affecting the respiratory system in adult patients.
d.       Differentiate the medical and nursing management of respiratory disorders in adult patients.
e.       Relate the psychosocial impact of respiratory disease in adult patients and their families.
f.        Utilize the nursing process in providing safe care for patients who have respiratory disorders.
g.       Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the respiratory system.
h.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the respiratory system.
{DEC I-A, B, II-A-H, III-A-F, IV
 
4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have disorders of the cardiovascular system.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Explain the anatomy and physiology of the cardiovascular system.
b.       Outline the incidence and etiology of cardiovascular disorders in adult patients.
c.       Summarize the pathophysiology and clinical manifestations of disorders affecting the cardiovascular system in adult patients.
d.       Differentiate the medical and nursing management of cardiovascular disorders in adult patients.
e.       Relate the psychosocial impact of cardiovascular disease on adult patients and their families.
f.        Utilize the nursing process in providing safe care for patients who have cardiovascular disorders.
g.       Identify goals for discharge planning/rehabilitation of adult patients who have disorder of the cardiovascular system.
h.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the cardiovascular system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
5. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have disorders of the neurological system.
Objectives: Upon completion of this learning experience, the student should be able to:
Explain the anatomy and physiology of the neurological system.
Outline the incidence and etiology of neurological disorders in adult patients.
Summarize the pathophysiology and clinical manifestations of disorders affecting the neurological system in adult patients.
Differentiate the medical and nursing management of neurological disorders in adult patients.
Explain the psychosocial impact of neurological disease on adult patients and their families.
Utilize the nursing process in providing safe care for patients who have disorders of the neurological system.
Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the neurological system.
Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the neurological system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
6.  Topic: Strategies used by the Vocational Nurse in preparing for transition into the Role of a Graduate
Vocational Nurse in regard to scope of practice.
 Objectives: Upon completion of this learning experience, the student should be able to:
a.       Differentiate the roles and functions of the Texas Board of Nursing (BON) from those of nursing and health care specialty organizations.
b.       Discuss the Nursing Practice Act (NPA) and BON rules as they apply to LVNs and RNs in Texas.
c.       Describe components and tools that may assist a nurse in determining the scope
of practice in any given circumstance.
d.       Relate how unethical/unprofessional behaviors of a nurse violate the BON rules and disciplinary sanction policies.
e.       Compare and contrast the differences in purpose and process between Incident Based Peer Review (Rule 217.19) and Safe Harbor Peer Review (Rule 217.20).
f.        Identify the purpose of the Jurisprudence exam and its use in the licensure of
nurses in the state of Texas.
g.       Discuss the guidelines associated with graduate vocational and graduate nurses and newly license nurses; and with nurses who are transitioning.
h.       Analyze the Interpretive Guideline for LVN Scope of Practice under rule 217.11.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}
 
7. Topic:  Strategies used by the Vocational Nurse in participating and advocating for fellow colleagues
who are involved with the Texas Assistance Program for Nurses (TPAPN) program.
Objectives:  Upon completion of this learning experience, the student should be able to:
a.       Identify the purpose of the TPAPN program.
b.       Explain the requirements for participation in the program.
c.       Describe the expectations for successful completion of the program.
d.       Identify consequences of failure to comply with program requirements.
e.        Discuss intemperate use of drugs or alcohol and mental illness and how these conditions relate to a nurses’ fitness to practice.
f.         Analyze the nurses’ responsibility when taking prescription medications for chronic pain while on duty.
g.       Discuss the course of action when a nurse, who is under the influence of alcohol or drugs or is chemically dependent, is admitted as a patient. 
h.       Identify when it is appropriate to refer nurses to the (TPAPN).
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
8. Topic: Strategies used by the Vocational Nurse in practicing nursing under the legal guidelines set
forth by the Board of Nurse Examiners.
Objectives:  Upon completion of this learning experience, the student should be able to:
a.       Compare and contrast the Nursing Practice Act (NPA) and the rules and regulations.
b.       Discuss the legislature’s role in the NPA and when changes may occur.                                                                            
c.       Discuss the enforcement of the NPA
d.       Differentiate the roles and functions of the Board of Nursing’s (BON) from those of nursing and healthcare specialty associations.
e.       Discuss the BON’s authority with rules and regulations and when changes may occur.
f.        Discuss the behaviors that are bars to licensure.
g.       Discuss when a license may become inactive and when an inactive license may be reactivated.
h.       Summarize the renewal process.
i.         Describe the mandatory continuing education requirements for renewing a nursing license.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
9. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who are receiving treatment for mental health disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Explain the structures, processes and functions of the brain.
b.       Distinguish the neurobiological research and theories which are the basis for psychopharmacologic treatment of anxiety disorders.
c.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety disorders
d.       Discuss the nurse’s role in educating patients and families about current
neurobiological theories and medication management.
e.       Analyze the special needs of patients who have anxiety disorders.
{DEC I-A, B, D, II-A-H, III-A, B, C, D, F}
 
10. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have mood disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Describe biological and psychosocial theories about the etiology of mood disorders.
b.       Compare and contrast the DSM-IV groupings of depressive disorders and bipolar disorders
c.       Summarize the epidemiology and life course of depressive and bipolar disorders in adult patients.
d.       Utilize the nursing process in providing care for patients who have mood disorders.
e.       Describe interventions used by nurses and other mental health professionals for patients who have mood disorders.
f.        Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have mood disorders.
g.       Examine how personal feelings, thoughts, and reactions to patients who have mood disorders may affect the therapeutic relationship and management of patient care.
{DEC I-A, B, D, II-A-H, III-A, B, C, D, F
 
11. Topic: Strategies used by the Vocational Nurse in caring for patients and families of those who have experienced the effects of suicide.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Examine and discuss the scope of suicide by age, gender, ethnicity, socioeconomic status, and familial factors.
b.       Compare and contrast biologic, psychological, and sociologic theories regarding the etiology of suicide.
c.       Distinguish between suicidal ideation, gesture, threat, attempt, and successful suicide, and key elements of assessment of suicide risk.
d.       Describe the responsibilities of mental health professionals in protecting patients from self-harm.
e.       Utilize the nursing process and participate in providing safe care for a patient who has depression and suicidal tendencies.
f.        Discuss the education of the role of parents and significant adults in observing self-destructive clues in youth and in offering guidance and assistance.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}
 
12. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who have anxiety and other related disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Describe anxiety as a response to stress.
b.       Explain the levels of anxiety and the behavioral changes related to each level.
c.       Discuss the use of defense mechanisms by people who have anxiety disorders.
d.       Compare and contrast the DSM-IV groupings of anxiety and other related disorders.
e.       Summarize the epidemiology and life course of anxiety and other related disorders in adult patients.
f.        Utilize the nursing process in providing safe care for patients who have anxiety and other related disorders.
g.       Describe interventions used by nurses and other mental health professionals for patients who have anxiety and other related disorders.
h.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have anxiety and other related disorders.
i.         Examine how personal feelings, thoughts, and reactions to patients who have anxiety disorders may affect the therapeutic relationship and management of patient care.
{DEC I-A-D, II-A-H, III-A-F, IV-A-F}
 
13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
backgrounds who have substance-related disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Identify the major concepts relative to substance abuse.
b.       Compare and contrast the etiologic factors relative to substance abuse.
c.       Describe the effects of alcohol and other drugs on biologic, psychosocial, cultural, cognitive, and spiritual dimensions of patients across the life span.
d.       Identify community resources used in rehabilitating patients who have substance-related disorders.
e.       Discuss disease-related concepts specific to patients who have substance abuse and addiction disorders.
f.        Describe the current treatment modalities and use of the nursing process in managing the care of patients who have substance-related disorders.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
14. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who are Survivors of family violence.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Discuss theories that attempt to explain the cause of violence.
b.       Describe examples of abuse within the family and for each age group throughout
the life cycle.
c.       Explain the cycle of violence.
d.       Identify special assessments for suspected victims of violence.
e.      Discuss conditions that discourage a battered woman from leaving her violent
situation.
f.        Compare and Contrast signs/symptoms of child and elderly abuse and neglect.
g.       Compare the child physical offender with the child sexual offender.
h.       Utilize the nursing process in helping patients recover from the threat of violence
that exists in their lives.
i.         Describe the common characteristics of victims of family violence.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
15. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have schizophrenia or other psychotic disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Explain the various theories and models that evolved over the years to describe the schizophrenic disorders.
b.       Discuss the various assessment tools and data currently available for medical and nursing diagnoses of the schizophrenias.
c.       Participate in the application of the nursing process to patients experiencing the
negative and positive symptoms of schizophrenia.
d.       Differentiate the nursing responsibilities in the care of patients who have schizophrenia from those of other disciplines and compare and contrast the approaches.
e.       Discuss community resources available for patients who have schizophrenia and
their families.
f.        Discuss the course of illness, symptomatology, and nursing interventions for the
subtypes of schizophrenia and other closely related disorders.
g.       Describe the major differences between typical and atypical antipsychotic
medications and their effects on the symptoms of schizophrenia.
h.       Evaluate the effectiveness of the various treatment modalities.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
16. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have personality disorders.
Objectives:        Upon completion of this learning experience, the student should be able to:
a.       Differentiate between personality traits and personality disorders
b.       Discuss the biologic contributions to personality disorders.
c.       Discuss goals and interventions that the Registered Nurse may use in planning care for the different personality disorders including collaborative treatment modalities and outcome criteria relevant to the patient’s diagnosis
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
17. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
groups who experience delirium, dementia, Alzheimer’s and other cognitive disorders.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Describe the various theories of the nature and development of Alzheimer’s disease and the rationale of the most currently accepted
theories.
b.       Describe the pathophysiologic changes in the brain related to Alzheimer’s
disease.
c.       Classify the progressive symptoms of Alzheimer’s disease into three stages (onset/mild, middle/moderate, terminal/severe).
d.       Compare the different types of dementia (reversible/irreversible).
e.       Discuss therapeutic activities for patients experiencing dementia.
f.        Summarize the use of cognitive assessment tools and other diagnostic procedures in identifying neurologic deficits, emotional status, and physical manifestations in adult patients who have cognitive disorders.
g.       Utilize the nursing process in providing safe care for patients who have cognitive
disorders.
            {DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
18. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic
backgrounds who have renal and urologic disorders.
Objectives:  Upon completion of this learning experience, the student should be able to:
a.       Explain the anatomy and physiology of the urinary system.
b.       Outline the incidence and etiology of renal and urologic disorders in adult patients.
c.       Summarize the pathophysiology and clinical manifestations of disorders affecting the renal and urologic system in adult patients.
d.       Differentiate the medical and nursing management of renal and urologic disorders in adult patients.
e.       Relate the psychosocial impact of renal and urologic disease on adult patients and their families.
f.        Utilize the nursing process in providing safe care for patients who have disorders of the renal and urologic systems.
g.       Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the renal and urologic system.
h.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the renal and urologic system.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
19. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic backgrounds who have disorders of the eye or ear.
Objectives: Upon completion of this learning experience, the student should be able to:
a.       Explain the anatomy and physiology of the respiratory system.
b.       Outline the incidence and etiology of disorders of the eye or ear in adult patients.
c.       Summarize the pathophysiology and clinical manifestations of disorders affecting the eye or ear in adult patients.
d.       Differentiate the medical and nursing management of disorders of the eye or ear in adult patients.
e.       Relate the psychosocial impact of disorders of the eye or ear on adult patients and their families.
f.        Identify goals for discharge planning/rehabilitation of adult patients who have a disorder of the eye or ear.
g.       Utilize the nursing process in providing safe care for patients who have disorders of the eye or ear.
h.       Categorize the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the treatment of adult patients who have disorders of the eye or ear.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
 20.  Topic:   Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups who have disorders involving the lymphatic and hematopoietic Systems.
Objectives: Upon completion of this learning experience, the student should be able to:
a.        Explain the anatomy and physiology of the, lymphatic system.
b.       Describe the body’s innate immune response
c.       Discuss the role of the lymphatic system in the immune response
d.       Summarize the pathophysiology and clinical manifestations of disorders affecting lymphatic, and hematopoietic systems in adult patients.
e.       Differentiate the medical and nursing management of peripheral vascular, lymphatic, and hematopoietic disorders in adult patients.
f.        Relate the psychosocial impact of peripheral vascular, lymphatic, and hematopoietic disease on adult patients and their families.
g.       Utilize the nursing process in providing safe care for patients who have disorders of the lymphatic systems.
{DEC I-A-D, II-A-H, III-A-F, IV-A-G}
 
Reviewed and revised: May 2023 
Major Assignments Schedule As Assigned per Course Calendar and Clinical rotation schedule provided by Instructor Medication Competency (Average) Computer Assignments Medical-Surgical Case Study OB Case Study L&D Objectives Post-Partum Objectives Nursery Objectives Mental Health Objectives Resume/Professional Attire Clinical Portfolio Teaching Projects Objectives Not Met in Previous Level Virtual Clinical Assignments
Final Exam Date August 2, 2023 - 1:00 PM   Through  August 2, 2023 - :
Grading Scale 90-100 = A 80-89 = B 75-79 = C 60-74 = D Below 60 = F
Determination of
Final Grade		 Medication Competency  grade
Computer Assignments grade
Medical-Surgical Case Study grade
OB Case Study (HESI) grade
L&D Objectives grade
Post-Partum Objectives grade
Newborn Objectives grade
Mental Health Analysis grade
Resume/Professional Attire grade
Clinical Portfolio grade
Objectives Not Met in Previous Level grade (ex: radiology, physical therapy)
Students must have a 75 average and a satisfactory rating on the clinical evaluation tool to pass the course.
Course Policies
Instructor Policies tudents and faculty of the Lamar State College-Port Arthur Vocational Nursing Program are expected to assist in maintaining a clinical 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 clinical, unless otherwise approved by the instructor, students are prohibited from engaging in distracting clinical behavior. The following expectations apply to all courses: 
Promptness is expected. Students should be on time for the beginning of all clinical sessions and will return promptly from breaks  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 and clinical  Cell phones must be on vibrate off and out of reach during clinical hours. In the event of an emergency, family can contact students through the AH Secretary, Vocational Nursing Program Coordinator, or Department Chair.  Phone calls and/or text messages should be returned only during scheduled breaks.  All information shared by other students and instructor will remain confidential.  Patient information discussed during clinical should not be repeated or discussed outside of the clinical environment or in public areas.  Students should not engage in side-bar discussions during classroom, clinical, and lab sessions.  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 without belittling anyone.  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. Should I be unable to maintain these expectations or stated program requirements, dismissal from the program may occur. The following behaviors may result in the student being asked to cease the action and/or leave clinical: Unauthorized/disruptive use of cell phones or other electronic equipment  Talking while the instructor is giving instructions or during class discussions/presentations Not using proper chain of command with concerns and cares that occur in the facility. The first line of command is your facility instructor. No exceptions.  Displaying an unprofessional, rude, or negative attitude/behavior to the instructor, staff, or other students. These behaviors will result in the loss of 5 points on the next clinical assignment.  Students are also expected to follow LSCPA-VN policies at ALL times according to student handbook and course syllabi. Violation of policies could result in further disciplinary action and/or dismissal from program.
Attendance Policy

Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the Student Handbook for consequences of academic dishonesty. These policies will be strictly enforced. Additional policies for this course are listed below: Plagiarism, cheating, and other forms of scholastic dishonesty are prohibited and are grounds for disciplinary action according to the LSC-PA Student Handbook. Anyone who copies more than six consecutive words from a source and does not document the source has committed plagiarism. Students guilty of academic misconduct either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition, to other possible disciplinary sanctions which may be imposed through the regular LSC-PA procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination or to assign an F in the course. Electronic devices (including but not restricted to cell phones, MP3 players, and laptop computers) shall not be used during examinations or upon review of exams unless the Special populations’ coordinator has determined that such a device is a reasonable accommodation for a disability. Under any other circumstances, the use of an electronic device during an examination shall be considered academic dishonesty, and will result in appropriate sanctions as outlined in the Course Syllabus, in the Faculty Handbook (Section IX-1) and in the Student Handbook (“Academic Dishonesty”) 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.
Additional Information None.
Institutional Policies
MyLSCPA Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through MyLSCPA.
Academic Honesty Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty.
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.
COVID 19 Information The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been diagnosed with COVID 19 to report their condition directly to their local health department. Students should also contact their course faculty to report their quarantine status. In addition, this policy requires all students to wear face coverings when directly exposed to COVID 19 in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website.
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.
HB 2504 This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504.
Mandatory Reporting of Child Abuse and Neglect As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see LSCPA's Policy and Procedure Manual.
Title IX and Sexual Misconduct LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website.
Clery Act Crime Reporting For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website.
Grievance / Complaint / Concern 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.
Department Information
Allied Health
Chair:Shirley MacNeill
Email:macneisb@lamarpa.edu
Phone:(409) 984-6365