Mercy College School of Nursing

Course Title: Nursing Care of the Adult II

Semester: 4th Semester, Spring January 21th 2015- May 13th 2015 Wed 11am- 2pm

Nursing Course Pre-requisites:  Fundamentals of Nursing 101, Nursing Care of the Adult I and Mental Health Nursing.

Credits: 4 credits (3 credits theory, 1 credit clinical)

Course Hours: 3 hour lecture, clinical- 10 hours/week meeting once a week with a 1:1 preceptor/student ratio

Faculty: Ericka R. McNeal MSN, RN

Faculty Contact: Room 10 Mercy Hall, emcneal@mercymavericks.edu

Office Hours: Monday 12pm-4pm and by appointment

Course Overview:

            This course emphasizes the provision of professional nursing care for adult clients with acute medical and surgical conditions. The student uses the concepts of person, health, nursing, and environment to expand on previously learned knowledge and skills acquired in prior nursing courses. This course will continue from Nursing Care of the Adult I and focus on clients with medical-surgical problems related to cardiac, cardiovascular, respiratory, neurological, hematologic, immunologic/lymphatic/oncological systems including emergency/trauma and bioterrorism.  Professional development is continued, as nursing leadership, ethical aspects of nursing care and the legal-professional role of the nurse are discussed. Clinical experience will occur in a hospital setting as well as encompassing simulation laboratory experience.

Student Learning Outcomes: Upon completion of this course the student will be able to:

Student Learning Outcome I:

• Integrate theoretical and practical knowledge from nursing, physical and    behavioral sciences into the nursing care for clients with complex health care needs. (cognitive)

• Integrate characteristics, concepts, and processes related to clients and families, including anatomy and physiology; physical and psychosocial growth and development; ethical reasoning; and cultural and spiritual beliefs and practices related to health, illness, birth, death and dying. (cognitive)  

• Identify the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings. (cognitive) 

• Analyze assessment data to identify problems, formulate goals/outcomes, and develop plans of care for patients in collaboration with patients, their families, and the interdisciplinary health care team. (cognitive) 

• Practice clinically safe, compassionate, comprehensive nursing care to patients and their families. (psychomotor)

• Implement the plan of care for patients and their families within legal, ethical, and regulatory limitations and in consideration of disease prevention, wellness, and promotion of healthy lifestyles. (cognitive)

• Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration. (cognitive)

• Explain information, materials and resources in providing care for patients and their families. (cognitive)  

Student Learning Outcome II:

• Explain the etiology, selected pathophysiology, clinical manifestations, and nursing management, including pharmacotherapies of acute care/critically ill patients experiencing health deviations of:

• Neurologic

• Cardiac/Cardiovascular

• Hematologic

• Respiratory

• Immunology/Hematologic/Oncologic (cognitive) 

• Demonstrate techniques using body positions to increase blood pressure, increase oxygen circulation and ICP monitoring in clients with cardiac, respiratory and neurological manifestations. (psychomotor) 

• Demonstrate a neurological, respiratory and cardiac assessment using interview and physical assessment skills. (psychomotor) 

• Discuss the etiology, pathophysiology, and manifestations and assessment data, studies, and lab results of the patient with coronary artery disease, cardiac valve disease, aortic aneurysm, and cardiac conduction defects. (affective) 

• Describe the rationale, procedure, and nursing implications for cardioversion/defibrillation, pacemaker insertion, hemodynamic monitoring, and specified surgical procedures. (cognitive) 

• Describe the etiology and pathophysiology and clinical manifestations of muscular dystrophy, Guillain-Barre, adult respiratory distress syndrome, myasthenia gravis, laryngeal cancer and surgical modality of laryngectomy with partial, complete radical neck dissection. (cognitive)

• Describe the pathophysiology, diagnostic studies, clinical manifestations, assessment data, patient/family education of increased intracranial pressure, Down’s syndrome in the newborn, Meniere’s syndrome, Trigeminal neuralgia, cerebral vascular disease, cerebral aneurysm, and traumatic head injuries. (cognitive)

   

• Differentiate between the pathophysiology, diagnostic studies, clinical manifestations, assessment data, and patient/family education related to hydrocephalus, seizures, AIDS, neurological complications, lead poisoning, and tumors of the brain. (cognitive)

   

• Discuss political, economic, and societal forces which affect the health of individuals and families with complex health care needs. (cognitive- affective)

   

• Explain the nurse’s role in diagnostic studies, formulating a teaching plan, teaching, management of patients/families experiencing disturbances or surgical procedures related to disturbances in ventilation. (cognitive)

Student Learning Outcome III:

• Describe specific interventions in the emergency care of an accidental poisoning by ingestion and inhalation. (cognitive)
• Describe the nursing actions and patient care for clients experiencing respiratory or cardiac arrest. (cognitive) 
• Discuss the measures taken in the event of a nuclear/bioterrorism disaster and identify responsibilities and duties of a nurse in the care of disaster victims. (cognitive). 

Teaching methodology: Lectures/Team activities, written assignments, readings, labs/hands on demonstration/simulation, team activities, online videos/resources, clinical case studies and examinations

Evaluation Methods: Examinations, PowerPoint presentation, clinical, teaching/care plans and portfolio. The course grade is determined by unit exams, comprehensive final exam, clinical lab, activities and weekly assignments. The weighted grading will be as follows: 

10% PowerPoint Presentation

10% Care Plan (5% each)

10% Portfolio

45% three unit exams (15% each)

25% final examination

TOTAL: 100%

Lab: Pass/Fail

Clinical: Pass/Fail

Grading Policy:

A student must maintain a C+ or higher to be considered passing the course.

Clinical: A clinical grade of pass/fail will be administered to the student at the end of the semester.  The student is required to attend clinical once a week for the ten hour clinical class. 

Academic Policy: Mercy College School of Nursing policies and regulations will be enforced throughout the course.  Please refer to the Academic policies in the Student Handbook.

Required Texts:

Brunner, L. S. (2010). Brunner & Suddarth's Textbook of Medical-surgical Nursing: Suzanne C. Smeltzer...[et Al.] (Vol. 1). S. C. C. Smeltzer, B. G. Bare, J. L. Hinkle, & K. H. Cheever (Eds.). Wolters Kluwer Health. ISBN-10: 0781785901 | ISBN-13: 978-0781785907

Vallerand, A. H., Sanoski, C. A., & Deglin, J. H. (2012). Davis's drug guide for nurses. FA Davis.Publication Date: June 15, 2012  | ISBN-10: 080362834X   | ISBN-13: 978-0803628342  Edition: 13

Recommended Texts: 

Med-Surg Success: A Q&A Review Applying Critical Thinking to Test Taking (Davis's Success) [Paperback] ISBN-13: 978-0803625044

Fast Facts for Career Success in Nursing: Making the Most of Mentoring in a Nutshell [Paperback] by Connie Vance ISBN-13: 978-0826106896 

Course Outline:

Assignments

Requirements for all assignments:

1) All written work must be typed and double-spaced. APA style and format are mandatory. Correct spelling and grammar are expected.

a. Use spelling and grammar check in your word processing program.

b. The Learning Center is available to students who need additional academic support.

2) All assignments must be posted in the assignment drop box

3) All assignments are due on time. Grades will be lowered every day the work is late.

Care Plan (2):

Each student will be required to complete two care plans during the course of the semester. The care plans will consist of one nursing diagnosis each that should address psycho-social-cultural aspect focusing on a patient and the family.  The student can choose any medical diagnosis from neurological, respiratory or cardiac systems within their clinical rotation.  All papers should follow proper APA formatting.

Care Plan Grading Criteria:

Patient Profile Database completed: Care plan- 4 diagnoses and 4 interventions for each diagnosis and Formatting- 2 points

     a.     Appropriateness of diagnosis – 1.00 points

     b.     Achievable and appropriate interventions- 1.00 points

     c.     Rationales present- 1.00 points

     d.     Evaluation related to actual client care intervention during shift- 1.00 points   

     e.     Measurable, realistic goals- 1.00 points

     f.      Individualized to client cared for during shift- 1.00 points

     g.     Progress Note and Medication cards for the client cared for during the shift- 2 points 

Portfolio:

Each student will be required to prepare a portfolio. The portfolio consists of selected samples of your work from selected courses throughout your program. A sample grid will be provided at the beginning of the semester. Ideally, your Portfolio is your own personal document that should be designed using your own style. There are some guidelines that will help to provide consistency, so that faculty can find and address the appropriate items in your Portfolio in a timely manner. The Portfolio is arranged in a 4″ ring binder of any color desired. At the front of the notebook, include the Content Grid for your Program, so it will be easy to see where you are in the program.

The Portfolio is divided into sections as follows:

1) YEAR (i.e. Freshman, Sophomore).

2) Then, inside “YEAR”, insert tabs by SEMESTER (i.e. for Pre-Licensure RN students, you n    would have tabs for Freshman and Sophomore I, II, III, and IV semesters).

3) Within Semesters, organize tabs for EACH COURSE in which there is a portfolio requirement during that semester.

You can use your imagination in designing your Portfolio. Remember that it is a Professional Document that should reflect your growth and development in the nursing profession, and one that you may wish to share with potential employers, other professionals, as well as perhaps family and friends.

Portfolio Grading Criteria:

            Grading:

     a.    Formatting & Presentation- 2 points

     b.   Volunteer Activities- 2 points

     c.   Care Plans- 2 points

     d.   Power Point Presenation-2

     e.   Proper formatting and timely submission- 2 points

PowerPoint Presentation:  

Each student will prepare a PowerPoint presentation on a nursing organization that they would be interested in joining.

            Grading:

     a.     History of the Organization-  2 points

     b.     Professional Options- 2 points

     c.     Community Involvement- 2 points

     d.     Proper Formatting and timely submission- 2 points

     e.     Attend a meeting and summarize the experience- 2 points