Summer Sessions 2023 Course Syllabus
Course: VNSG-2410 (Section: 1, CRN: 60643)
Nursing in Health and Illness III 		LSCPA Logo Image
Instructor Information
Instructor Yecenia Rangel
Email munguiavargasy@lamarpa.edu
Phone (409) 984-6375
Office Allied Health - Room: 107-4
Office Hours Monday through Thursday 07:30a.m.- 5:30p.m., by appointment only.
Additional Contact Information Donna Wolfe, Allied Health Secretary (409) 984-6356 or 1-800-477-5872
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.
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.

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 be accessed using your Lamar email unless otherwise instructed. Anyone repeating MUST join the new class.
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 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 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 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 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 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 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 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 1; PSLO 3; PSLO 4) Measured by: skills checkoffs; 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 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 1; PSLO 3; PSLO 4) Measured by: exams over comprehension of nurse practice act, current literature and class discussions; interactions in clinical setting
11. Identify priorities of care according to the patient’s condition. (PSLO 1; PSLO 2; PSLO 3; PSLO 4) Measured by: class and clinical case study discussions; prioritization exercises and exam objectives; care plan activities; simulations
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.
 
Lecture Topics Outline 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 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}
Major Assignments Schedule Week 1:Review 2410 Syllabus/ Central line lecture, skill presentation/Hematology/Respiratory/PASSPOINT and  FA Davis Advantage as assigned in course.
 
Week 2:Mood and Anxiety disorders/BON application and NCLEX-PN Info. Session PASSPOINT and FA Davis Advantage as assigned in course.
 
Week 3: Monday June 19th-Holiday-2410 Exam I /Emergency Disaster/ PASSPOINT and FA Davis Advantage as assigned in course
 
Week 4: Substance Abuse/violence/human trafficking/Baptist Guest/ Professionalism day/Resume / Cardiac #1 Guest Speaker.
 
Week 5: Tuesday July 4th- Holiday- Cardiac#2/STI/Jurisprudence/TPAPN/ PASSPOINT and  FA Davis Advantage as assigned in course
 
Week 6: 2410 Exam II/Neuro.
 
Week 7: Eye and Ear/Trach care and suction lecture/ skills presentation/ PASSPOINT and  FA Davis Advantage as assigned in course
 
Week 8:  Trach care and suction practice and checkoff/2410 Exam III/Renal/ PASSPOINT and  FA Davis Advantage as assigned in course

 
Week 9: Hurst review/ Final evaluations and Final Skills Check Off/ Personality Disorders and Dementia/ PASSPOINT and  FA Davis Advantage as assigned in course
 
Week 10: 2410 Exam IV/ 2410 Final HESI /Pinning
Final Exam Date August 9, 2023 - 12:0 PM   Through  August 9, 2023 - 3:0 PM
Grading Scale 90-100 = A 80-89 = B 75-79 = C 74-60 = D Below 60 = F
Determination of
Final Grade		 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 may be allowed to make up the exam on
       date and time determined by the Vocational Nursing Coordinator.  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 10 minutes prior at designated location to sign-in for the
 exam
b.        Students arriving 15 minutes late or more  will not be able to take the exam
and will be required to take a make up exam if the Program Coordinator and the Department chair state the tardy is an excused tardy.  
c.       All students must wear student ID to access the testing computer lab
d.       Students will not test without Valid LSCPA Id.
e.       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.  If the student must access cell phone to log into the computer, the student must then immediately place cell phone in area designated by faculty.  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 Exam Soft 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 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 item as
         originally keyed, the student will retain the credit for the item. If a student’s
         answer differs from the one originally keyed, the student is credited for the
         nullified item. In other words, everyone gets credit for the item and no one loses credit.
 

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. However, students who are
          unsuccessful on an exam are required to review at the allotted time as well as
          complete a one-on-one review with an 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 student’s 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 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 and instructor, 5 points maybe deducted from the
         next unit examination. Students are required to make an appointment prior to the
         day before the next exam.

17.   The HESI exam is given as the final exam for VNSG 2410. All unit exams must be
         taken. Completion of the 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 zero (0) on the assignment.

The following method will be used to determine each student grade in the course:


Purchase of Required Resources by Deadlines Pass/Fail Assignment

Daily/Computer Work                                          5% Grade


Exam I                                                                 15 % Grade

Exam II                                                                15 % Grade

Exam III                                                               15 % Grade

Exam IV                                                              15 % Grade

 HESI conversion score (VNSG 2410 Final) = 35 % 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 previous arrangements between student and instructor is made.


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.

Course Policies
Instructor Policies
Only students enrolled in the course are allowed in the classroom, except by special instructor permission.
·   Electronic devices (including but not restricted to cell phones, Media players, smart watches, and laptop computers) shall not be allowed in the testing room during examinations unless specifically allowed by the instructor.
·   Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions.
·   Students should turn their phones to vibrate before they enter the classroom.
·   No cell phones, smart watches, Media players, laptop computers, audio listening devices; such as earphones and headphones, should be visible during class unless specifically allowed by the instructor.
·   Use of tobacco products is prohibited on all LSC-PA properties at any time.
 
Additional classroom policies include:
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.
 
·       Promptness is expected. Students should be on time for all classes and return from breaks promptly. A student who is tardy two (2) 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.
·       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.  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.
 

The following behaviors will result in the student being asked to cease the action, lose five (5) points on the next exam, and/or leave the classroom or labs:
·       Inappropriate and/or disruptive use of cell phones or other electronics
·       Talking or sleeping while the instructor is giving instructions or during class discussions/presentations;
·       Or displaying a rude or negative attitude/behavior to the instructor or other students.
·       Counseling for repetitive tardiness
 
Students are also expected to follow the guidelines and policies in the LSC-PA Vocational Nursing Student Handbook.

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 and/or 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 student’s 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. Note:Students are not to contact
       faculty via cell phones outside of clinical hours.

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.   

Additional Information
Additional Information
TEXAS BOARD OF NURSING CHAPTER 213 PRACTICE AND PROCEDURE
RULE 213.27 Good Professional Character:
 
(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

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