House Bill 2504 Spring 2011 Course Syllabus RNSG-2535-30 (Integrated Client Care Mngt)
Spring 2011 Course Syllabus
RNSG-2535-30 (Integrated Client Care Mngt)
|Instructor||MacNeill, Shirley Beth|
|Course ID #||10566|
|Course Title||Integrated Client Care Mngt|
|Course Description||Application of patient assessment skills, critical thinking, and independent nursing interventions to care
for diverse patients/families throughout the life span whose health care needs may be difficult to
predict. Emphasis is placed on collaborative clinical decision-making, nursing leadership skills, and
patient management. Topics include the significance of professional development, trends in nursing
and health care and applicable knowledge, judgment, skills and professional values within a
legal/ethical framework. The concepts of growth and development through the life-cycle, safety,
therapeutic communication, stress adaptation, wellness/illness, and professionalism are further
|Course Prerequisites||RNSG 2514 Integrated Care of the Client with Complex Health Care Needs.|
Textbooks, Reading Material, and Resources
Ackley, B. J., & Ladwig, G. B. (2008). Nursing diagnosis handbook: A guide to planning care (8th ed.).
St. Louis, MO: Mosby Elsevier.
American Psychological Association (2005). Concise rules of APA style. Washington, D.C.
Best practices: Evidence-based nursing practice (2nd ed.). (2006). Philadelphia: Lippincott, Williams &
Evolve Case Studies
Finkelman, A. W. (2006). Leadership and management in nursing. Upper Saddle River, New Jersey:
Pearson, Prentice Hall.
Ignatavicius, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative
care (6th ed.). St. Louis, MO: Elsevier Saunders.
Langford, R. W. & Thompson, J. D. (2005). Mosbyˇ¦s handbook of diseases (3rd ed.). St. Louis, MO:
McKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.).
Philadelphia: Elsevier Saunders.
NCLEX® Review 4000: Study software for NCLEX-RN® (individual version) CD-ROM for Windows.
Philadelphia: Lippincott, Williams & Wilkins.
NCLEX-RN Review Book of Choice
Varcarolis, E., Halter, M. (2009). Essentials of psychiatric mental health nursing: A communication
approach to evidence-based care. St. Louis, MO: Elsevier Saunders
NOTE: This is an integrated curriculum, which means that all books are used throughout the program.
Students should be aware that the bookstore usually returns all their books before mid-semester, so
please buy your books as soon as possible.
Readings and resources will be assigned throughout the modules. Some of these resources will be
available through Gateˇ¦s Memorial Libraryˇ¦s electronic reserves. Others will be Internet resources
available through links in the course.
student to develop the particular skills, knowledge, and attitudes needed for success in the field of
Associate Degree Nursing.
Upon completion of RNSG 2535, the student will have been given the opportunity to:
„h use a systematic problem solving process and critical thinking skills to assist patients of all ages
and developmental stages with complex health problems meet their needs.
„h evaluate the effectiveness of communication skills in collaboration with members of the
multidisciplinary health care team.
„h analyze the effectiveness of patient and family teaching in relation to health maintenance/health
„h demonstrate leadership and management skills in caring for small groups of diverse patients across
the life span.
„h develop, implement, and evaluate a plan of care for diverse patients/families across the life span
whose health needs may be difficult to predict.
„h demonstrate the ability to make safe and ethical collaborative clinical decisions for diverse
patients/groups of patients.
„h analyze the implications of the Nurse Practice Act.
„h relate the importance of individual professional development to the advancement of nursing
„h use current technology and literature to enhance patient care and the profession of nursing.
The student is responsible for self-directed learning and must be an active, continual learner. Students
are responsible for all information outlined in the course syllabus. The student is expected to attend
course activities, read assignments, complete work assignments, answer objectives, use the library,
seek appropriate learning experiences, give reports, and complete other learning assignments and
activities in pursuit of the program's aims and objectives of the individual units of study. As a selfreliant,
autonomous, and independent learner, the student will interact appropriately with faculty and
peers to avoid miscommunication or disruption of the educational environment.
Specific learning activities are designed to enhance the studentˇ¦s learning experience in relating
nursing theory to clinical practice. Learning activities may include:
„h interactive instruction. „h laboratory activities.
„h case studies. „h Computer Assisted Instruction (CAI).
„h audio-visual aids. „h independent study groups.
„h handouts. „h discussion.
„h models/specimens. „h quizzes.
Reading Assignments and Skimming Assignments: When asked to read a text, an article or some
other resource, the student should look carefully at the material so as to understand the meaning of
what is being presented. For example, if you are asked to read a chapter in the textbook, you are
expected to know and to at least begin to understand the information being presented by the time you
complete the reading.
In comparison, skimming consists of familiarizing yourself with the materials being covered. When
asked to skim materials, it is a good practice to read the first and last sentences of the paragraphs
within the text. If you do not get the gist of the passage, read more. The student should also pay
attention to titles, headings, images and tables so to become familiar with the basic ideas presented.
NOTE: Reading assignments are given as a guideline and are not all inclusive. Information covered in
the VN Program, on handouts, and in other resources used in instruction may be included on exams.
Exams: You will complete five electronic exams during the course. All exams are worth 100 points. The
due dates for completion of the exams are listed in the module. Exams are multiple choice, short
answer, select all that apply, and true/false. No essay questions are included. Questions for the exams
will be randomly selected so no two students have the same test. Each test item is of equal weight, so
no student has an easier or more difficult test to take. There are no test retakes available.
Students will not be allowed to progress to next course unless 75% average on exams is achieved.
Daily Assignment and Activities: In support of workplace competencies and in preparation for the
NCLEX exam, you will complete multiple assignments and activities each week. These include Evolve
Case Studies and other activities. Daily activities and assignments are averaged with discussions and
are worth 12% of your final grade. Daily Grades (example: Discussion Board posts, Evolve Case
Studies, Care Plans, Clinical Summaries, Special Assignments, etc.) will not be included in grade
calculation until 75% average on exams is achieved.
Integrated Client Care Management
2010 Lamar State College ˇV Port Arthur Page 8 of 11
NOTE: NCLEX 4000 50 item exams for designated topics must be completed and submitted as
instructed with a minimum score of 75% to pass this assignment and course. Students are to scan and
submit or submit the NCLEX 4000 exam report as a Word document but it is a pass/fail assignment ˇV
Individual Discussion Postings: Discussion among and between classmates is a major component of
this course. At several points in this course, you will be asked to respond to a provocation from the
instructor. Your response should consist of complete sentences and should be meet the requirements
listed in each discussion assignment instructions. Additionally, you are required to post thoughtful and
scholarly responses to other student postings when directed. Discussions are averaged into the daily
grades and worth 12% of your final grade.
There are eight (8) modules in this course. Each module represents one week of activity.
1. Alterations in Immune Function & Alterations in GI function
2. Alterations in Hematologic Function & Alterations in Cardiovascular Function
3. Alterations in Reproductive Functioning & Complications Associated with Perinatal Function
4. Management 1 & Management 2
5. Complex Respiratory Insufficiency & Impairment of Musculoskeletal Function
6. Complex Metabolic Malfunction & Uncontrolled Cellular Growth
7. Degeneration of Sensorimotor Function & Alterations in Cognitive Process
8. Emergency Nursing and Disaster Management
|Attendance Policy||Research has shown a cause and effect relationship between attendance and college success. A student who is absent for 3 days may be dropped from the program by the program director. Attendance and participation in all asynchronous discussions is expected and demonstrates professional behavior and accountability. It is the student's responsibility to notify the instructor prior to any absence.|
|Determination of Final Grade||
A 75% average on all exams, final course grade of at least 75% and proper submission of all assigned
NCLEX 4000 exams is necessary for the student to pass this course. Students will not be allowed to
progress to next course unless 75% average on exams is achieved.
Successful completion of the course requires the student to complete the readings, view the videos,
interact in the online discussions, complete the required assignments, and participate in course
activities. Questions and disagreements concerning points/grades on assignments must be raised with
the faculty member prior to the end of the course. In cases where final grades are ˇ§on the borderlineˇ¨
between two grades, the faculty reserves the right to use the level and quality of class participation as
the determination of the final grade. Students must earn a grade of at least ˇ§Cˇ¨ to receive credit
towards the ADN degree. Any grade lower than a ˇ§Cˇ§ will require the student to repeat the course.
All participation will be electronically monitored. Late assignments may be penalized for every day late
after the date and time due, unless prior arrangements have been made with the faculty.
Grades will be calculated using the following percentage distributions:
90 to 100% = A 75 to 79% = C 00 to 59% = F
80 to 89% = B 60 to 74% = D
raded Course Components Percentage of Final Grade
Unit Exam 1 12%
Unit Exam 2 12%
Unit Exam 3 12%
Unit Exam 4 12%
Daily Grades (example: Discussion Board posts, Evolve
Case Studies, Care Plans, Clinical Summaries, Special
Final Exam 40%
Daily Grades (example: Discussion Board posts, Evolve Case Studies, Care Plans, Clinical Summaries, Special Assignments, etc.) will not be included in grade calculation until 75% average on exams is achieved.
|Final Exam Date||March 25, 2011 - 12:00 PM|
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