Course Number: Nursing 101
Course Title: Fundamentals of Nursing
Credit Distribution: 7 credits (Simulation lab and Clinical components)
Prerequisites: Admission into the nursing program
Course Dates: Monday, September 8, 2014- Monday, December 22, 2014
Course Description
This course is an introduction to the professional and scientific foundations of nursing. The course content will cover the historical foundations of nursing, its development as a profession, the concepts of client needs, safety, communication, education, critical thinking, ethical-legal issues, cultural diversity, and the program's philosophy of nursing. In addition, this course introduces the student to the nursing process as well as evidence-based nursing practice, basic medical and nursing terminology and an introduction to basic medication administration and dosage and APA writing and citations. Throughout the course, skills relative to the practice of nursing will be taught and practiced in a simulation laboratory/clinical setting.
Course Faculty
Name: Patrice Sobecki, MSN
Office Hours: By Appointment
Telephone: 914-674-7785
Email: Via Course Blackboard
Student Learning Outcomes
By the end of the program students will:
Student Learning Outcome I
Describe the historical background of the nursing profession, definitions of nursing, and current trends affecting the nursing profession.
Individual Learning Outcomes
1. Understand the effects of nursing standards of practice, nursing organizations, and nurse practice acts on nursing practice (cognitive)
2. Examine how current healthcare trends have an effect on both the population and the nursing profession (cognitive)
Student Learning Outcome II
The student, as a provider of care, will demonstrate skills in proper use of components of the nursing process to promote the well-being of the patient; and safely and supportively performing basic nursing procedures, using critical thinking, applied theories, principles, evidence-based nursing and concepts
Individual Learning Outcomes
1. Explain the relationship between medical assessments and nursing assessments (cognitive)
2. Differentiate between a collaborative problem, a nursing diagnosis, and a medical diagnosis (cognitive)
3. Explain the use of the nursing process as a problem solving technique (cognitive)
4. Construct nursing diagnoses using the NANDA guidelines (cognitive)
5. Prioritize a patient’s health issues and nursing interventions (cognitive)
6. Describe the rational for standardized nursing outcomes (NOC) and nursing interventions (NIC) (cognitive)
7. Develop a nursing care plan that contains complete, accurate, factual, and relevant patient assessment, diagnosis, and outcome planning (cognitive)
Student Learning Outcome III
Demonstrate accurate physical assessment techniques
Individual Learning Outcomes
1. Demonstrate proper assessment of temperature, respirations, pulse and blood pressure (psychomotor)
2. Conduct a physical assessment in a thorough and systematic way (psychomotor)
3. Document health assessment findings in a concise, descriptive, and legally appropriate manner (cognitive)
Student Learning Outcome IV
Practice principle of medical and surgical asepsis, using universal precautions, when implementing care
Individual Learning Outcomes
1. Explain the stages of infection, and the nursing interventions used to break the infection cycle (cognitive)
2. Describe strategies for implementing CDC guidelines for standard and transmission-based precautions when caring for patients (cognitive)
3. Demonstrate interventions that reduce the risk for healthcare-associated infections (psychomotor)
4. Use appropriate isolation techniques (psychomotor)
Student Learning Outcomes V
Demonstrate knowledge, proper preparation, administration, and monitoring of medications and their side effects.
Individual Learning Outcomes
1.Describe drug names, drug classification, drug action, side effects and interactions, type of preparation and method of administration (cognitive)
2. Calculate drug dosages, using the various systems of equivalents (cognitive)
3. Demonstrate safe delivery of medications by oral, topical, parental, and inhalation routes (psychomotor)
4. Develop teaching plans to meet the specific educational needs of the patient symptoms that should be reported to their physician (cognitive)
Student Learning Outcomes VI
Summarize the ethical and legal standards and the cultural factors as they relate to nursing care
Individual Learning Outcomes
1. Identify the guidelines and standards for the practice of nursing (cognitive)
2. Discuss patient rights and responsibilities (cognitive)
3. Discuss the Nurse Practice Act (cognitive) (cognitive)
4. Identify cultural factors, both racial and religious, as they relate to nursing care (cognitive)
5. Identify ethical and legal factors that affect both the patient and the nursing profession (cognitive, affective)
Student Learning Outcomes VII
Demonstration of effective communication skills in therapeutic interactions, patient teaching, and inter-professional information sharing
Individual Learning Outcomes
1. Listen and effectively, communicate ideas through written, spoken and visual means; including proper use of American Psychological Association (APA) formatting, citations, and references (cognitive, affective)
2. Explain the importance of establishing and maintaining communication between the patient, family, and members of the healthcare team (cognitive)
3. Explain the process of reporting and documenting patient information (cognitive)
4. Identify strategies which promote professional communication among healthcare team members (cognitive)
Teaching/Learning Strategies
The teaching/ learning methods used to introduce course content and concepts are lecture, readings, audio-visual materials, Internet resources, simulation laboratory, and clinical experiences
Required Texts
Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamentals of nursing: The art and science of nursing care (7th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Kübler-Ross, E. (2009). On death and dying: What the dying have to teach doctors, nurses, clergy and their own families (40th anniversary ed.). Abingdon, Oxon: Routledge.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Strongly Recommended Text
Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2010). Study guide for fundamentals of nursing: The art and science of nursing care (7th ed.). Philadelphia, PA: Lippicott Williams & Wilkins.
Evaluation:
Assignment 1- Read an article, write a two page paper stating the issue, its 5%
implication to nursing, and possible solutions to the issue.
Reference one additional article.
Covers content on nursing history, definitions and aims of nursing,
guidelines for nursing practice, and current trends in nursing
(Student Learning Outcomes I)
Assignment 2- Complete health-style self-test p 48-49 in textbook 5%
Covers content on health and wellness
(Student Learning Outcomes VI)
Assignment 3- Group case study 5%
Covers content on concepts of health and wellness, concepts
of Illness and disease, factors affecting health and illness,
health promotion and illness prevention, theory and models of
health promotion, and nursing care to promote health and prevent illness
(Student Learning Outcomes II)
Assignment 4- Complete concept map 5%
Covers content on the nursing process including assessment,
diagnosis, outcome identification and planning and concept mapping
(Student Learning Outcome II)
Assignment 5- Patient care plan 5%
Covers content on implementing interventions, intervention strategies,
and evaluating patient outcomes (Student Learning Outcomes IV)
Assignment 6- Complete individual case study 5%
Covers content on vital signs, health assessment and required
Documentation (Student Learning OutcomesII)
Assignment 7- Two page paper on research article related to age, gender,
cultural or economic issue affecting patient hygiene 5%
Covers content on the nursing process related to skin care and personal
hygiene including NANDA nursing diagnoses, skin care problems, and
nursing strategies to promote personal hygiene for age-related changes
(Student Learning Outcomes VI)
Assignment 8- Create care plan based on case study related to infection 5%
Covers content on Basic principles of medical asepsis in patient care, antibiotic- resistant organisms, infection control precautions and barrier techniques, and preventing healthcare-associated infections (Student Learning Outcomes IV)
Assignment 9- Document nursing care on patient with alteration in 5%
respiratory status
Covers content on anatomy and physiology of the respiratory system,
factors affecting respiratory function, respiratory variations in the life
cycle, assessing respirations, medications that affect respirations, the
nursing process for oxygenation, diagnostic procedures used to asess
respiratory function, and medications used to improve respiratory function
(Student Learning Outcomes II, III, VII)
Assignment 10- Write a two page reflection on scenario from
p. 1547 in textbook 5%
Covers content on the five emotional stages of death and dying
by Kübler-Ross, discussion of cultural, ethical, spiritual and legal issues
of dying and death, factors that affect grief and dying, and the nursing
process related to death and dying
(Student Learning Outcomes VI)
Assignment 11- Final paper- Choose from one of the case scenarios provided. 15%
Write a patient history, brief description of patient problem and nursing care plan.
include treatment modalities, medications, and patient teaching at discharge.
Must be 3-5 pages plus references.
(Student Learning Outcomes I-VII)
Test 1- Covers chapters 1, 3, 12-16 (50 questions) 15%
Test 2- Covers chapters 24, 25, 41 & 42 (50 questions) 15%
Take home quiz on chapter 40 (15 questions) 5%
Requirements for all assignments
1. All papers must be typed and double spaced. APA style and format is required. Correct spelling and grammar are expected
2. All assignments must be posted by deadline in the Blackboard assignment dropbox unless permission for extension has been received from instructor.
3. Per program policies, violation of academic integrity will result in disciplinary action (See Academic Policies in Student Handbook).
Course Outline
Week | Date | Topic | Readings/Assignments/Activities |
Class 1 | 9/8 | Introduction to Nursing
History of nursing
Definitions and aims of nursing
Guidelines for nursing practice
Current trends in nursing
APA- Formatting your papers, citations and references (Bring laptop)
| Chapter One
Introduction, overview, and expectations of course
YouTube video on History of Nursing http://www.youtube.com/watch?v=uNIuYDWfDrs
ANA Professional Standards: Class discussion and implications of standards 1)Nursing: Scope & Standards of Practice 2)Guide to the Code of Ethics for Nurses: Interpretation and Application 3) Nursing’s Social Policy Statement.
APA PowerPoint- Formatting papers, in-text citations, references
*Assignment* Read one of the articles listed below. Post on Blackboard: 1) State the issue 2) It’s implication to nursing 3) Possible solutions to the issue Reference one additional article related to the issue. Article The global nursing shortage: An overview of issues and actions
Caring for the elderly: Changing perceptions and attitudes
Many faces: Addressing diversity in health care
|
Class 2 | 9/15 | Health and Illness Concepts of health and wellness
Concepts of Illness and disease
Factors affecting health and illness
Health promotion and illness prevention
Theory and models of health promotion
Nursing care to promote health and prevent illness | Chapter Three PowerPoint on definitions and terms related to wellness and illness, the stages of illness, and factors affecting health and illness
Discussion on major health risk factors and nursing activities that promote health
PowerPoint on Health promotion theories and models- followed by a Jeopardy game
*Assignment* Complete Health-style self-test- textbook, p48 Case study- completed in groups of 3-4- Due 9/20
|
Class 3 | 9/22 | The Nursing Process
Assessment
Diagnosis
Outcome identification and planning
Concept mapping
| Chapters 12, 13, 14
Types of nursing assessments Nursing diagoses- NANDA-Approved Common errors in writing nursing diagnoses and recommended corrections Data Collection including lab values YouTube on taking a medical history http://www.youtube.com/watch?v=IViQKF9qFaw ANA Standards of Practice- Outcome identification and planning Concept mapping-Fundamentals of Nursing p 210-216 Role playing- Students will pair up and do a physical assessment (scenarios provided) *Assignment* Completed concept map due 9/27 |
Class 4 | 9/29 | The Nursing Process- continued
Implementing interventions
Intervention strategies
Evaluating patient outcomes
| Chapters 15 & 16
ANA Standards of Practice: Implementation
Nursing Interventions Classification (NIC) (Bulechek, Butcher, McCloskey, & Wagner, 2012)
Identifying Evaluation criteria and Standards ANA Standards of Practice: Evaluations
Types of Outcomes
Class brainstorming from assessment through to outcomes on chalkboard
APA PowerPoint- Formatting papers, in-text citations, references
*Assignment* Completed Care Plan due 10/4
|
Class 5 | 10/6 | Health Assessment/Vital Signs/ Documenting Care
Factors affecting body temperature
Normal body temperature
Alterations in body temperature
Assessing body temperature
Normal pulse rate and quality
Factors affecting pulse rate
Assessing pulse rate
Normal respirations, depth and rhythm
Factors affecting respirations
Assessing respirations
Normal blood pressure
Factors affecting blood pressure
Alterations in blood pressure
Assessing blood pressure
Types of health assessments
Components of a health history
Comprehensive physical assessment
Assessing blood pressure
Documenting vital signs and physical assessment |
*Test on Chapters 1,3,12-16*
Chapter 24 & 25
Fundamentals in Nursing Video library Video- #1 Vital signs Video #2- Introduction to health assessment in nursing
Return demonstrations of vital signs and physical assessment
Vital signs and Assessment skills to be practiced in simulation lab with partner
PowerPoint on documentation
*Assignment* Complete case study and state missing information needed for accurate assessment- Documentation submitted on Blackboard.
|
Class 6 | 10/13 | Self-Concept/ Stress & Adaptation
Stressors that affect self-concept
Assessing alterations in self-concept | Chapters 41&42 PowerPoint on the developmental changes affecting self-concept
Class discussion/brainstorming on stressors that affect self-concept
chart in Fundamentals of Nursing, p1502 (Taylor, Lillis, LeMone, & Lynn, 2011)
Powerpoint on stress & adaptation, including Selye’s (1976) general adaptation syndrome (GAS),homeostatic regulators of the body and common defense mechanisms
Case study involving alteration in homeostasis related to stress in groups of 3-4. Role-play scenario for class complete with situation, assessment, diagnosis, outcomes, interventions and evaluation.
|
Class 7 | 10/20 | Hygiene
Nursing process related to skin care and personal hygiene including NANDA nursing diagnoses
Skin care problems
Nursing strategies to promote personal hygiene for age-related changes
| *Test on chapters 24, 25, 41 & 42
Chapter 31
Class discussions on factors that affect personal hygiene
Fundamentals in Nursing Video library Video- #8 Hygiene
Stations set up in lab to practice hygiene care- Must complete each station paired with a partner.
*Assignment* Find a research article related to age, gender, cultural or economic issues that affect hygiene. Write a two page paper on the issue and nursing interventions that would improve the issue. Due by 10/25. Be ready to give a 5-10 minute report for next class
|
Class 8 | 10/27 | Skin Integrity and Wound Care
Review of anatomy and physiology of skin
Types of wounds, wound classification, phases of wound healing, and pressure ulcer staging
Nursing process for wounds
Demonstration of wound care and dressing changes | Chapter 32
Brief review of skin anatomy and physiology (Izzo, 2007) http://www.youtube.com/watch?v=d-IJhAWrsm0
Fundamentals in Nursing Video library Video- #9 Skin Integrity and Wound Care
PowerPoint on types of wounds, wound classification, phases of wound healing, and pressure ulcer staging
Group brainstorming on the nursing process for wounds
Wound care and dressing changes- physical demonstration
Practice wound care in lab with partner
*Assignment* Practice vital signs and wound care in lab with partner
|
Class 9 | 11/3 | Asepsis and Infection Control
Basic principles of medical asepsis in patient care
Antibiotic- resistant organisms Infection control precautions and barrier techniques Preventing healthcare-associated infections
| Chapter 27
PowerPoint on the infectious cycle, stages of infection, and the body’s defense against infection
youtube video-WHAT YOU NEED TO KNOW ABOUT INFECTIOUS DISEASE (nationalacademies, 2011) Science behind the news: Drug-resistant bacteria (National Science Foundation & NBC Learn, n.d.) CDC guidelines for standard and transmission-based precautions Practicing principles of asepsis and isolation precautions- Lab
*Assignment* Care plan from case study- Due 11/08
|
Class 10 | 11/10 | Oxygenation
Brief overview of anatomy and physiology of the respiratory system
Factors affecting respiratory function
Respiratory variations in the life cycle
Assessing respiration
Medications that affect respirations
The nursing process for oxygenation
Diagnostic procedures used to assess respiratory function
Medications used to improve respiratory function | Chapter 39
Taylor’s concept in animation- CD Oxygen transport
Powerpoint on factors affecting respiratory function and respiratory variations in the life cycle
Taylor’s concept in animation- CD Breath sounds
Class brainstorming on the nursing process for oxygenation
Lab/Clinical Practice assessing breath sounds, suctioning & pulse oximeter
*Assignment* Document a nursing note on clinical assignment of patient with alteration in respiratory status |
Class 11 | 11/17 | Fluid & Electrolytes Homeostatic mechanisms that maintain the normal limits of body fluid
Understanding Electrolytes
Disturbances in fluid, electrolyte, and acid-base balance
Documenting fluid, electrolyte, and acid-base balance
The nursing process for fluid, electrolyte, and acid-base balance
| Chapter 40
Fluids and electrolytes http://www.youtube.com/watch?v=SDDaqoOKnrA
Interactive powerpoint on documenting intake and output and the nursing process related to fluid, electrolyte, and acid-base balance
*Assignment* Take home quiz on fluid, electrolytes, acid-base-May use textbook |
Class 12 | 11/24 | Comfort
Types of pain: duration, source and mode of transmission
Responses to pain: behavioral, physiological and affective
The pain process
Factors that affect pain
Assessment of and barriers to the assessment and treatment of pain
Pain assessment scales
The nursing process related to pain
Pain management including non-pharmacological management | *Test on chapters 27, 32, 39, 40*
Chapter 35
Understanding Pain: What to do about it in less than five minutes? (gpaccess, 2011) http://www.youtube.com/watch?v=4b8oB757DKc
Group teach back-Pain assessment and use of pain assessment scales- Work in pairs with scenarios
Group brainstorming of nursing process related to pain
Work in lab with a partner to practice administering analgesics
Assignment
Happy Thanksgiving- Your assignment is to teach your family about hand washing as a preventative measure against colds and flu. Enjoy your break from school. |
Class 13 | 12/1 | Grief, Dying & Spirituality
Understand the five emotional stages of death and dying by Kübler-Ross
Discussion of cultural, ethical, spiritual and legal issues of dying and death
Factors that affect grief and dying
Nursing process related to death and dying | Chapter 43
Loss, Grief, Dying & Spirituality
On death and dying: What the dying have to teach doctors, nurses, clergy and their own families (Kübler-Ross, 2009)
Advance directives, Do Not Resuscitate, comfort measures only, terminal weaning, organ donation
Nurse Share s 30 Years Of Spiritual Experiences With Death & Dying (Hawkins, 2012) http://www.youtube.com/watch?v=kl5cu1H4Hss
Group brainstorming on the nursing process
*Assignment* Write a two page reflection on the scenario listed on p 1547 of textbook |
Class 14 | 12/8 | Medication calculations and administration Oral, topical and intramuscular
Principles of pharmacology including drug nomenclature, types of drug preparations, drug classifications, mechanisms of action, and adverse drug effects.
Factors that affect drug action including age, weight, gender, cultural, genetics, timing of administration, environment
Medication terminology
Routes of administration
| Chapter 29
Fundamentals in Nursing Video library Video 4: Oral and Topical Medications
Practice medication administration in pairs in lab with instructor
*Final paper due 12/12* Choose from one of the case scenarios provided. Write a patient history, brief description of patient problem and nursing care plan. Include treatment modalities, medications, and patient teaching at discharge. Must be 3-5 pages plus references. |
Class 15 | 12/15 | Medication calculations and administration
Calculating drug dosage
Safety issues involved with medication administration
Administering the medication
Drug blood level monitoring
Drawing up medications from vials & ampules
Mixing medications
Preparing intravenous medications (IV)
IV access devices
Administering medications via intradermal, subcutaneous, intramuscular and IV bolus, piggyback or push routes
Regulating IVs
| *Final Clinical Assessment* * Quiz on drug calculations* Chapter 29, p-745-816
Fundamentals of Nursing video library Video # 5: Injectable Medications Video #18: Intravenous Therapy
Practice medication administration in pairs in lab with instructor
*IDEA evaluations due 12/20* |
Class 16 | 12/22 | Cardiopulmonary resuscitation (CPR) | In class certification for those students in need. Student must show current certification to be excused from class. |
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