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NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


1

WALLA WALLA COMMUNIT
Y COLLEGE

NURSING EDUCATION








F
UNDAMENTALS
O
F
N
URSING


NURS 100


Fall Quarter
20
1
1






















To request accommodations related to a disability, contact Claudia Angus, Ph.D.,
Coordinator of Disability Support Services,
at 527
-
4262 or email
claudia.angus@wwcc.edu

on the Walla Walla Campus. Clarkston students may contact
Carol Bennett, at 758
-
1718 or email
carol.bennett@wwcc.edu

.




Every effort is made to ensure accuracy in the syllabus at the time of printing. However,
the Walla Walla Community College Nursing Education Program reserves the right to
change any provision or requirement that is necessitated by circumstances arising
during
the course. All changes will be provided in writing

NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


2

COURSE

OUTLINE



Course Identifier:

NURS 100


Title:



Fundamentals of Nursing


Credits:


6


Class Hrs Per Wk:

6


Catalog Description:

Fundamental principles underlying nursing care are presented.

The focus
is upon providing care to middle adult and geriatric clients. The concepts
of critical thinking, caring, and professional behavior are introduced.
Content related to communication, human relationships, health
promotion, maintenance, and restor
ation, medical asepsis, use of the
nursing process and medication administration is presented.


Prerequisites:

Admission to the Nursing program.


Corequisite:

NURS 110 and 196


Teaching Format
:

Lecture/Discussion


Critical Thinking Activities


Small Grou
p Activities


Audio
-
visual


Computer
-
based Learning Activities


Location:

Walla Walla Campus


Room 170
6


Clarkston Campus


Room
2105 and
2107


Course Topics:


Critical Thinking and Nursing Process




Basic Assessment




Caring and Communication




Health
, Wellness and Illness




Mobility and Immobility




Skin Integrity and Wound Healing




Elimination




Chronic Pain, Confusion and Dementia




Self Concept and Anxiety




Grief and Loss




Culture and Spirituality




Environmental Safety and Infection Con
trol




Introduction to Pharmacology and Medication Administration


Evaluation Devices:

Activities




Unit Tests




Comprehensive Final




NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


3

Course Competencies
:


Critical Thinking


1.

Demonstrate critical thinking in the use of the nursing process.

2.

Demonstrate

use of management/leadership principles in the delivery of
client/patient care.

Caring


3.

Perform interventions in a safe and effective manner.

4.

Use therapeutic communication.


Professional Behaviors


5.

Demonstrate professional behaviors.



FACULTY

CONTACT

LIS
T


NOTE: Students are encouraged to contact the faculty member responsible for the content area
or clinical experience that they have a question about. Contact your faculty advisor for academic
concerns and advising.


Walla Walla Campus:

Nursing Office
:

509
-
527
-
4240

Clarkston Campus:

Nursing Office:

509
-
758
-
1702


Director of Nursing Education: Marilyn D. Galusha, RN, MS
N


Walla Walla
-
based Instructors


Office
Number

Email addresses

Kathy Adamski, RN, MN

(Level I Lead Instructor)

527
-
4244

kathleen.adamski@wwcc.edu

Cell: 200
-
0904

Brenda Anderson, RN, M
S
N


527
-
4327

brenda.anderson@wwcc.edu

Cell: 240
-
4084

Patti Becker
, RN, MN

527
-
42
42

patti.becker@wwcc.edu


Clarkston
-
based Instructors




Susan Rammelsberg, RN, MSN

(
Clarkston Lead Instructor)

758
-
17
05

susan.rammelsberg@wwcc.edu


Genevieve Bross, RN, MSN

758
-
1787

genevieve.bross@wwcc.edu


Stephanie Macon
-
Moore, RN, MSN


758
-
1786

stephanie.maconmoore@wwcc.
edu

Karen Molander, RN, BSN

758
-
17
28

karen.molander@wwcc.edu



Office Hours for instructors may be found on the
Angel classroom website for this class.


NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


4

GENERAL

INFORMATION

ABOUT

THE

NURSING

PROGRAM


WHAT’S IT ALL ABOUT ?


You are beginning what should be a most in
teresting, mind expanding, and fascinating
experience.


How much you get out of it depends on how much you choose to put into it.


Others before you have not only been enthused about it but have gone far beyond the minimal
requirements for passing and have

been most successful in their NCLEX Examinations and in
their employment.


You, too, can become the self
-
reliant, decision
-
making, efficient, and yet caring nurse who is so
needed today.


DEFINITIONS OF COMMON TERMS USED IN THE NURSING PROGRAM


Some of th
e terms and abbreviations in the nursing program will be unfamiliar to you. The
following are helpful comments/definitions.


Nursing Theory Classes:

NURS 100, 101, 102
-

these are lecture classes to build your knowledge base in nursing


Practicum

“Clinic
al”
:

NURS 110, 111, 112
-

Practicum is the experience of caring for clients. These experiences will be
scheduled in various long term care facilities, hospitals and community agencies.


Skills Practice Lab:

The Skills Practice Lab is where you will practic
e skills in preparation for client care.


Angel Web
-
Enhance
d Classes

WWCC nursing courses have an online learning site where class handouts, assignments,
announcements, and e
-
mails are posted. Student should check the Angel website daily for
updates.


ATI

(Assessment Technologies Institute)

A portion of nursing student fees goes for standardized computer testing administered through
ATI. Students are supplied with
review modules (textbooks) and with online access to Skills
Modules.


Student Mail Boxes:

T
his is where you look for corrected papers and notes from instructors. Please check your
mailbox on a regular basis.
These boxes and their contents are considered confidential. Retrieve
materials only from your mail box. Return items to the correct box if

they do not belong to
you.


SMS Mailer:

This is the student email system
that may be used by

instructors to communicate information to
the entire class at once or individual students. It is your responsibility to check your student
email frequently for t
hese instructor generated messages.

NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


5


Learning
Objective/Outcome
:

A statement that identifies things you should know or be able to do after you have completed a
learning experience.


Assignments:

All assignments should have your name, mailbox number, and th
e name of the instructor to
whom the assignment is to be submitted. Assignments must submitted to the correct instructor as
instructed on each campus.


Activities:

Plan for daily in
-
class activities. Missed activities may not be made up


Study Groups:

Th
e nursing f
aculty recommend
s

that
you join a study group. Groups may vary in size. Groups
are most effective if they are not larger than 4
-
5 students, meet weekly, and make a commitment
to be a working group
,

not a social group.


Scan
-
Trons:

All exams a
nd some activities are machine scored. Your answers will be recorded on a
s
cantron
s
heet using a #2 lead pencil.. Scantrons may be purchased at the bookstore (be sure to get those
identified as

nursing

). Keep your scantrons in the package. Do not fol
d or bend. You must use
one each time you take a test.


SID Number:

You will need to memorize your Student Identification Number (SID). This number will be used
each time you fill out a scantron.


Group Testing
:

During the first two quarters of the nursi
ng program, students will take a group
-
test following
each unit test. This group test is a way students can learn to critically think about the questions
they have been asked on the unit test. Groups of students will retake the unit test and will have
th
e opportunity to discuss each question together. Each group will then have to decide on an
answer and transfer that answer to a scantron. Group tests impact the student’s grade in a
minimal way. An additional scantron sheet will be required for each grou
p.


ICS:

A scheduled Individual Conference Session (ICS) is planned at the end of each quarter
.

Appointment lists will be posted. You may meet with your clinical instructor for an individual
appointment for assistance in learning and feedback at any time
.


Testing Environment:

The nursing program has strict standards for the environment in which proctored tests are
administered. These standards are to ensure honesty and courtesy to others. When a test is being
administered:



All backpacks and belonging
are placed at the front or sides of the room as instructed



Only #2 pencil(s),
an
eraser, a non
-
programmable calculator (no cell phone or PDA) and
a beverage with a lid (if desired)
may be present
on the desk



No hats with brims, no dark glasses (without med
ical justification),
no talking



After finishing a test, the student exits quietly to avoid disrupting others

NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


6


FUNDAMENTALS

OF

NURSING

NURS

100


Grading Criteria & Distribution of Points:


CONTENT

POINTS


Critical Thinking and Nursing Process (including
basic assessment)

4 classes

12

Caring and Communication

3

Health, Wellness, and Illness

3

Mobility and Immobility

3

Skin Integrity and Wound Healing


3

Elimination

3

Chronic Pain, Confusion and Dementia

3

Self Concept and Anxiety

3

Grief and Loss

3

Culture and Spirituality

3

Environmental Safety and Infection Control

3

Introduction to Pharmacology and Medication Administration

-
2 classes

6

4 Unit tests

(9 questions per three
-
hour class hour)

144

Comprehensive Final
(5 questions per three hou
r class)

80

Total Points available

27
2


(
Most

content will be taught via ITV. Faculty will travel part of the time weather permitting.)


**Students must attain 75% or greater cumulative score on tests to achieve a passing grade in NURS 10
0
.
Activity poi
nts will accumulate as achieved, however, they will not be added to the grade until the end of
the quarter and will be added only if the test score is a minimum of 75%.


Group testing
-

following each of the four (4) unit tests, a small
-
group test will b
e given. If a 90% is
achieved on this group test, the members of the group shall receive 2 additional points. If the group
receives a score of 81
-
89% each member shall receive 1 additional point. Any group scoring 80% or below
shall receive no points.
All points achieved through group testing shall be documented as
bonus

activity
points
.


Course Expectations:




1. Follow all policies as outlined in Nursing
Student
Handbook


2. If absent from class, no points shall be awarded for missed in
-
class learnin
g activities


3. All assignments must be accounted
for
before progression regardless of score achieved.



Testing
: Failure to take a test at the scheduled time will result in an automatic reduction of 5% of the
available score from the earned score.
(
See

the
Nursing Student Handbook

for
a
more detailed description
)
.



Grading Scale



See Nursing Student Handbook






NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


7




Learning

Guides








Helpful Tips:



Read the Learning Guide for
a
class
prior

to coming to that class



“Skim read” the assigned readings

prior

to coming to class so that you
have an understanding of what content will be covered that day



Check to make sure any “pre
-
class” activities are completed



Check to see whether the instructor has asked you to bring a particular
textbook to class that
day



After class, you should go back to the assigned readings and cover the
material more in
-
depth than your original “skim read”.






Readings referred to as “Potter & Perry” are from Fundamentals of
Nursing,
7
th

ed
.



Readings referred to as “
Doenges et al
” are from
Nurse’s Pocket
Guide, 12
th

ed.



Readings referred to as “
Lewis et al
” are from Medical
-
Surgical
Nursing, 8
th

ed.



Readings referred to as “
Adams et al
” are from
Pharmacology for
Nurses, 3
rd

ed.



Readings referred to as “
Leek
” are from
Pharm Phlash!

Pharmacology
Flash Cards, 1
st

ed.

NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


8

N
URSING
P
ROCESS


C
LASS

1

Date/Time: (per campus specific calendar)

TOPIC

OBJECTIVES

ASSIGNMENTS


Critical Thinking














Data Collection



Client Interview



Nursing
Assessment









1.

Describe the art and s
cience of nursing


2.

Describe the concepts/components of critical thinking and clinical decision
making


3.

Describe how journal writing helps develop critical thinking.


4.

Discuss Benner’s model for skill acquisition


5.

Explain how professional standards influ
ence a nurse’s clinical decision
making


6.

Define the use of the nursing process in clinical practice


7.

Explain the relationship between data collection and critical thinking


8.

List common techniques for data collection


9.

Differentiate between subjective and o
bjective data


10.

Describe data collection using client interview/nursing assessment


Potter & Perry

Ch. 15, pp. 215
-
227





Bring
Doenges, Moorehouse,
Murr; “Nurse’s Pocket Guide”
to class










Potter & Perry

Ch. 16, pp 230
-
245




In Class act
ivity





NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


9


N
URSING
P
ROCESS


C
LASS
2

Date/Time: (per campus specific calendar)


TOPIC

OBJECTIVES

ASSIGNMENTS


Vital Signs


Physical Assessment


















1.

Compare vital signs values in health with those observed during illness


2.

Discuss the pu
rpose of obtaining a physical assessment


3.

Compare and contrast a comprehensive physical assessment, a basic
physical assessment, and a focused assessment


4.

Describe a basic head to toe physical assessment including:



Vital Signs (including temperature conver
sion between Fahrenheit and
Celsius)



Modified Head to Toe
-

Systems Approach



Pain Assessment


5.

Identify normal assessment findings in the adult


6.

Describe possible rationale for variations in baseline assessment


7.

Develop a systematic framework for organ
izing assessment data




Potter & Perry

Ch. 32, pp. 502
-
550

Ch. 33,



552
-
569 stop at the paragraph
on skin lesions



573
-
575
-

nails



580


pup楬i



586


汩ls 慮d mucus
membran敳



592


R9P s瑯p on p慲慧r慰h
b敧楮ning wi瑨 p慬a慴楯n



595


SMO s瑡t琠w楴h
p慲慧
r慰h b敧楮ning wi瑨
慵scu汴慴楯n



615
-
618


Abdomen



625
-

631 MS system
(includes muscle strength)



632
-
633 level of
consciousness



637
-
639



Bring
Doenges, Moorehouse,
Murr; “Nurse’s Pocket Guide”
to class


In Class activity




NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


10

N
URSING
P
ROCESS


C
LASS
3

Da
te/Time: (per campus specific calendar)

TOPIC

OBJECTIVES

ASSIGNMENTS


Nursing Diagnosis









Priority Setting


Goals, Expected
Outcomes






1.

Describe rationale for data clustering


2.

Differentiate between a medical diagnosis and a nursing diagnosis


3.

Identify the components of a nursing diagnosis


4.

Identify sources of diagnostic error


5.

Discuss criteria used in priority setting


6.

Differentiate between goals and expected outcomes


7.

List guidelines for writing a client centered outcome statement


Potter &

Perry

Ch. 17, pp. 247
-
259



Potter & Perry,

Ch. 18, pp 261
-

276


Bring
Doenges, Moorehouse,
Murr; “Nurse’s Pocket Guide”
to class


In
-
Class Activities


















NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


11

N
URSING
P
ROCESS
C
LASS
4

Date/Time: (per campus specific calendar)

TOPIC

OBJECTI
VES

ASSIGNMENTS


Planning

Intervening








Evaluating










1.

Describe the skills necessary for implementing nursing care.


2.

Identify types of nursing interventions and when each type is used: nurse
-
initiated, collaborative, physician
-
initiated


3.

Identif
y nursing interventions to meet established expected outcomes


4.

Discuss rationales for selected nursing interventions


5.

Evaluate the client’s progress toward meeting identified goals




Potter & Perry,

Ch. 18, pp, 267
-
276

Ch. 19, pp. 278
-
288

Ch. 20, pp. 290
-
299



Bring
Doenges, Moorehouse,
Murr; “Nurse’s Pocket Guide”
to class



In class activity














NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


12


H
EALTH
&

W
ELLNESS AND
I
LLNESS


Date/Time: (per campus specific calendar)

TOPIC

OBJECTIVES

ASSIGNMENTS


Health
,
Wellness
,
and Illness



















1.

Define health, wellness and illness using WWCC concepts.


2.

Discuss the issues that impact an individual’s view of health, wellness

And illness


3.

Describe the factors that influence health, wellness and illness


4.

Describe the difference between prima
ry, secondary and tertiary
prevention


5.

Differentiate between illness and disease


6.

Differentiate between acute and chronic illness


7.

Describe the nurse’s role in health promotion and disease prevention


8.

Discuss factors affecting adult development and healt
h in older
adults



Developmental tasks of older adults



Physiological changes of aging



Psychosocial changes of aging.

9.

Describe modifications of the health history and physical
examination for older adults.


10.

Identify nursing interventions related to the physi
ological, cognitive,
and psychosocial changes of aging.




*WWCC Nursing Student
Handbook, p
.
9

(
posted online

on
the WWCC
Nursing Student Resource web
page)


Potter & Perry

Ch. 6, pp.68
-
83

Ch
.

14, pp. 191
-
214






NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


13


I
NTRODUCTION TO
P
HARMACOLOGY AND
M
ED
ICATION
A
DMINISTRATION
-

C
LASS
1


Date/Time: (per campus specific calendar)



TOPIC

OBJECTIVES

ASSIGNMENTS


Medication Names











Pharmacokinetics





Drug Actions






Classification


Bring Pharmacology for Nurses and PharmPhlash Ca
rds to class today

1.

Identify medication names and procedure to identify names in Davis’s Drug Guide



2.

Discuss legislation & standards with regard to manufacture and regulation of medications.



Pure Food & Drug Act



FDA



Controlled substance act


3.

Describe the p
hysiologic changes of aging and the implications for medication administration to elderly
clients



4.

Use the pharmacokinetic properties in explaining medication effects for adults and geriatric clients.



Absorption



Distribution



Metabolism/biotransformation



Excretion


5.

Describe the definition of the different drug actions and identify one example of each



Mechanism of action



Therapeutic effects



Side effects



Adverse/toxic effects



Allergic reactions



Idiosyncratic response



Drug tolerance


6.

Identify classifications

of drugs and describe how drugs are classified.



Pharmacologic Class



Therapeutic Class (Use)

[
Read Adams

et al readings

first
]




Adams

et al

Ch. 2, 4, 5

(Information for Canada can
be skipped)



Potter & Perry

Ch.35 pp. 686
-
717







Potter & Perry

p.

688





NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


14



I
NTRODUCTION T
O
P
HARMACOLOGY AND
M
EDICATION
A
DMINISTRATION
-

C
LASS
2


Date/Time:
(per campus specific calendar)



TOPIC

OBJECTIVES

ASSIGNMENTS



Medication Orders


















Six Rights



Learning Needs



Medication Error
s

Bring Pharmacology for Nurses and PharmPhlash Cards to class today

1.

Interpret abbreviations commonly used in medication orders.


2.

Correctly read and interpret all components of a medication label



3.

Identify the essential components of a medication order.


4.

Describe the differences between the types of medication orders.



Standing



PRN



Single or one time



STAT



Now


5.

Identify differences between the systems of medication measurement used in medication
administration


6.

Identify the “six rights” when administering m
edication and interventions to assure the “six
rights” are met




Identify common learning needs related to medication use as a part of health maintenance
for the geriatric client


8.

Describe ways to prevent drug administration errors


9.

Discuss the responsibili
ty of the nurse when a medication error has occurred



Client monitoring



Notification



Incident reports

[
Read
Adams et al readings

first
]




Adams

et al

Chapters 3, 6, 9



Adams

et al

Ch
.

7, p
p
. 72
-
7
4

Pharmacotherapy of Older
Adults




Potter & Perry,

Ch
.

35 p
p
. 686
-
717






NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


15



C
ARING

AND
C
OMMUNICATION

Date/Time:
(per campus specific calendar)

TOPIC

OBJECTIVES

ASSIGNMENTS

Caring



Communication


1.

Define caring using WWCC concepts and describe use of the identified
behaviors in providing care


2.

Explore

the

basic elements, levels and forms of communication
that are
used in a

therapeutic relationships


3.

D
escribe the phases of a therapeutic relationship


4.

Compare and contrast t
herapeutic and non therapeutic communication
techniques


5.

Discuss adaptations of commu
nication techniques for clients with special
needs



Aphasia



Cognitive Impairment



Non English Speaking


6.

Apply the nursing process to caring and communication


7.

Analyze a
n interaction

and identify therapeutic and non therapeutic
communication techniques used






WWCC Nursing Student
Handbook,
p
p
. 6
-
9

Note
: Focus on “Caring”

(posted online on the WWCC
Nursing Student Resource web
page)


Potter & Perry

Ch. 8, pp. 95
-
105

Ch. 24, pp. 339
-
360







NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


16


M
OBILITY
&

I
MMOBILITY

Date/Time:
(per campus specific cale
ndar)




TOPIC

OBJECTIVES

ASSIGNMENTS


Immobility












Assessment


1.

Describe the physiologic effects of immobility



Metabolic



Respiratory



Cardiovascular



Musculoskeletal


2.

Describe measures to reduce the physiologic effects of immobili
ty


3.

Identify the residual effects of Cerebral Vascular Accident (CVA) on
mobility


4.

Identify assessment measures for assessing



Range of Motion (ROM)



Gait



Activity Tolerance


5.

Describe measures to safely provide restorative care to



immobile clients



ROM exe
rcises



Ambulation



Potter & Perry

Ch. 47

pp. 1219
-
1251

pp. 1259
-
1264

pp. 1274
-
1276






Lewis et al

Ch. 58

pp. 1259
-
1462 (CVA)

pp. 1472, Table 58
-
7 (Nursing
Assessment)

pp. 1476
-
1482 (Care of CVA
Patient)












NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


17


S
KIN
I
NTEGRITY
&

W
OUND
C
ARE

Date
/Time:
(per campus specific calendar)



TOPIC

OBJECTIVES

ASSIGNMENTS


Skin Integrity &

Wound Care












1.

Discuss factors that affect skin integrity


2.

Describe factors causing alterations in skin integrity


3.

Classify wounds


4.

Describe
the process of wound healing



Factors that impair healing



Complications of wound healing


5.

Explain the formation of pressure ulcers


6.

Identify risk factors for pressure ulcer development


7.

Classify pressure ulcers as to stage and describe the wound bed


8.

D
iscuss prediction and prevention measures for pressure ulcers



Braden Scale









Potter & Perry

Ch. 48, pp. 1278
-
1341


Note:

focus on the treatment of
pressure ulcers








NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


18


E
NVIRONMENTAL
S
AFETY
/I
NFECTION
C
ONTROL

Date/Time:
(per campus
specific calendar)




TOPIC

OBJECTIVES

ASSIGNMENTS

Environmental
Safety









Risk for Falls
Assessment







Infection Control


1.

Identify the developmental and physical changes that increase safety
risks for older adults


2.

Describe measur
es to provide environmental safety institutions



Fire Safety



Equipment related


Electrical



Procedure related


3.

Describe the procedure for completing a Risk for Falls Assessment Tool
and a Home Hazard Assessment


4.

Identify situations requiring the use of r
estraints and measures to prevent
injury with use of restraints


5.

Describe methods to use as alternatives to the use of restraints


6.

Discuss the course of infection and body defenses against infection


7.

Identify health promotion measures to reduce the risk

for infection


8.

Describe interventions to prevent transmission of infections between
clients



Hand Hygiene



Medical Asepsis



Standard Precautions



Isolation Technique

Potter & Perry

Ch. 38, pp. 811
-
832, 842
-
848
















Potter & Perry

Ch. 34, pp. 641
-
6
70, 680
-
685







NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


19


C
HRONIC
P
AIN
,

C
ONFUSION AND
D
EMENTIA

Date/Time:
(per campus specific calendar)




TOPIC

OBJECTIVES

ASSIGNMENT
S

Chronic Pain






Concepts of Delirium
and Dementia








1.

Describe nursing assessment and nursing managem
ent of the client with
chronic pain


2.

Discuss the effect of chronic pain on the client’s

activities of daily living
(ADL’s)


3.

Differentiate between delirium, dementia and depression


4.

Describe the progression of Alzheimer’s Disease

(AD)


5.

Describe the compone
nts of a mini mental status

exam


6.

Identify nursing interventions to assist the client and family in coping
with chronic confusion



Potter & Perry

Ch. 43, pp. 1055
-
1073

Box 43
-
10

Note:

Focus on
chronic

pain


Potter & Perry

Ch. 14, pp. 201
-
202



Lewi
s
et al

Ch. 60, pp. 1518
-
1536


Bring
Doenges et al Nurse’s Pocket
Guide to class



















NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


20

S
ELF
C
ONCEPT AND
A
NXIETY

Date/Time: (per campus specific calendar)


TOPIC

OBJECTIVES

ASSIGNMENTS


Self Concept












Anxiety


1.

Discu
ss the components of self concept and factors that affect one’s self
esteem



Personal Identity



Role Performance



Body Image


2.

Identify stressors affecting self esteem


3.

Describe assessment of altered self esteem and interventions to increase
self esteem


4.

Ide
ntify common stressors for adult and geriatric clients


5.

Describe behaviors indicative of stress/anxiety


6.

Discuss adaptive and maladaptive means of coping with stress


7.

Describe nursing interventions to increase an individual’s coping
abilities








Pott
er & Perry

Ch. 27, pp. 410
-
425










Potter & Perry

Ch. 31, pp.485
-
501



Visit
http://changingminds.org/



Under Quicklinks/Explanations click
on Coping Mechanisms come
prepared to discuss coping
mechanisms in
class










NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


21

G
RIEF AND
L
OSS


Date/Time:
(per campus specific calendar)



TOPIC

OBJECTIVES

ASSIGNMENTS

Grief and
L
oss

















End of

L
ife




1.

Define concepts of loss, grief and mourning


2.

Discuss types of loss



Tangible



Intangi
ble


3.

Identify stages of grief as outlined by Kubler
-
Ross


4.

Identify factors affecting the grief response



Developmental stage



Support system



Culture


5.

Describe the role of therapeutic communication related to grief and loss


6.

Define end of life care concepts




Hospice



Palliative care



Quality vs quantity of life



Code status


7.

Explore issues related to death



Care of the body



Rituals



Post mortem examinations



Potter and Perry

Ch. 30, pp. 461
-
484














NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


22

C
ULTURE AND
S
PIRITUALITY

Date/Time: (per camp
us specific calendar)


TOPIC

OBJECTIVES

ASSIGNMENTS

Culture & Ethnicity











Spirituality


1.

Describe the difference between cultural competence, cultural awareness
and cultural sensitivity


2.

Describe examples of different health
views of culturally diverse
populations


3.

Identify factors related to communication with culturally diverse clients
and colleagues


4.

Describe nursing interventions to support clients’ cultural needs


5.

Define the concept of spirituality as it relates to nurs
ing and health care


6.

Identify characteristics of spiritual well
-
being


7.

Identify factors associated with spiritual distress


8.

Describe nursing interventions to support clients’ spiritual needs







Potter & Perry

Ch. 9, pp.106
-
120










Potter & Perr
y

Ch 29, pp.443
-
460


NURS 100 Syllabus Fall 2011

Final 9.14.11
v.2


23


E
LIMINATION

Date/Time:
(per campus specific calendar)




TOPIC

OBJECTIVES

ASSIGNMENTS

Anatomy &
Physiology




Assessment





Teaching



Nursing care plan

1.

Describe the normal anatomy & physiology for the urinary
system and
the lower gastrointestinal system


2.

Discuss common factors which influence normal elimination


3.

Compare normal and abnormal assessment data and related
pathophysiology


4.

Describe nursing interventions to correct elimination dysfunction


5.

Describ
e client teaching to promote positive elimination patterns


6.

Develop nursing care plans for clients experiencing elimination
problems


7.

Compare and contrast elimination diversions and associated
management









Potter & Perry

Ch. 45 & 46, pp. 1129
-
1218


Note:

Omit reading “Procedures”
in the assigned readings; these
will be covered in Skills Practice
Lab