House Bill 2504

Spring 2011 Course Syllabus

VNSG-1509-01 (Nurs Hlth-Illness II)

Faculty Information
SemesterSpring 2011
InstructorSparks-Bush, Dana Lynn
Phone(409) 984-6362
E-mailbushd@lamarpa.edu
Department
Allied Health
Chair:Janet Hamilton
Telephone:(409) 984-6354
E-mail:hamiljr@lamarpa.edu
Office
Hours:8-3 M
Building:Allied Health (AH)
Room #:120
Course Information
Course ID #10354
Course Subject-Number-SectionVNSG-1509-01
Course TitleNurs Hlth-Illness II
Course Description Introduction to common health problems requiring medical and surgical interventions.

Course Prerequisites VNSG 1500 Nursing in Health and Illness I                                                 VNSG 1227 Essentials of Medication Administration                                  VNSG 1331 Pharmacology                                                                 VNSG 1304 Foundations of Nursing                                                         VNSG 1261 Clinical LPN Nursing
Required Textbooks Textbooks and Required Materials:

deWitt, S.C. (2009). Medical-surgical nursing concepts and practice. St. Louis: Saunders Elsevier.

deWitt, S.C. (2009). Fundamental concepts and skills for nursing (3rd ed.). St. Louis: Sanders.

Eby, L. & Brown, N. J. (2009). Mental health nursing care (2nd ed.). Upper Saddle River, NJ.: Prentice Hall.

Hodgson, B.B & Kizor, R.J (2010). Saunders nursing drug handbook 2010. St. Louis: Saunders.

Hill, S. S. & Howlett, H. S., Success in practical/ vocational nursing (6th ed.). St.

        Louis: Mosby.

Langford, R.W. & Thompson, J.M. (2005). Mosby’s handbook of diseases (3rded.).St. Louis: Mosby.

Langford, R.W (2008). Mosby’s PDQ for LPN: nursing facts at hand (2nd ed.). St. Louis: Mosby.

London, M.L., Wieland, P.A., Ball, J.W. and Binder, R.C.. (2011). Maternal & child nursing care (3rd ed.). Upper Saddle River, N.J.: Pearson Prentice Hall.

Pagana, K.D. & Pagana, T.S. (2009). Mosby’s manual of diagnostic and laboratory test

(4th ed.). St. Louis: Mosby.

Potter, P. A. & Perry A. G. (2007). Basic essentials for practice (6th ed.). St. Louis:

Mosby.

Swearingen P.L (2009). All-in-one care planning resource (2nd ed.). St. Louis: Mosby.

Taber’s cyclopedic medical dictionary (21st ed.).(2009) Philadelphia: F. A. Davis.

Recommended:

Castaldi, P. A. (2007). Study guide for basic nursing essential for practice (6th ed.).

        St. Louis: Mosby.

deWitt, S.C. & Kumagai, C.K. (2009). Student learning guide medical-surgical nursing.

St. Louis: Saunders Elsevier.

Evolve Reach comprehensive review for the NCLEX-PN Examination (2nd ed.). (2009).

St. Louis: Mosby.

Silvestri, L. (2009). Comprehensive review for NCLEX-PN (4th ed.). St Louis: Saunders.

Textbooks and Required Materials:

deWitt, S.C. (2009). Medical-surgical nursing concepts and practice. St. Louis: Saunders Elsevier.

deWitt, S.C. (2009). Fundamental concepts and skills for nursing (3rd ed.). St. Louis: Sanders.

Eby, L. & Brown, N. J. (2009). Mental health nursing care (2nd ed.). Upper Saddle River, NJ.: Prentice Hall.

Hodgson, B.B & Kizor, R.J (2010). Saunders nursing drug handbook 2010. St. Louis: Saunders.

Hill, S. S. & Howlett, H. S., Success in practical/ vocational nursing (6th ed.). St.

        Louis: Mosby.

Langford, R.W. & Thompson, J.M. (2005). Mosby’s handbook of diseases (3rded.).St. Louis: Mosby.

Langford, R.W (2008). Mosby’s PDQ for LPN: nursing facts at hand (2nd ed.). St. Louis: Mosby.

London, M.L., Wieland, P.A., Ball, J.W. and Binder, R.C.. (2011). Maternal & child nursing care (3rd ed.). Upper Saddle River, N.J.: Pearson Prentice Hall.

Pagana, K.D. & Pagana, T.S. (2009). Mosby’s manual of diagnostic and laboratory test

(4th ed.). St. Louis: Mosby.

Potter, P. A. & Perry A. G. (2007). Basic essentials for practice (6th ed.). St. Louis:

Mosby.

Swearingen P.L (2009). All-in-one care planning resource (2nd ed.). St. Louis: Mosby.

Taber’s cyclopedic medical dictionary (21st ed.).(2009) Philadelphia: F. A. Davis.

Recommended:

Castaldi, P. A. (2007). Study guide for basic nursing essential for practice (6th ed.).

        St. Louis: Mosby.

deWitt, S.C. & Kumagai, C.K. (2009). Student learning guide medical-surgical nursing.

St. Louis: Saunders Elsevier.

Evolve Reach comprehensive review for the NCLEX-PN Examination (2nd ed.). (2009).

St. Louis: Mosby.

Silvestri, L. (2009). Comprehensive review for NCLEX-PN (4th ed.). St Louis: Saunders.

Textbooks and Required Materials:

deWitt, S.C. (2009). Medical-surgical nursing concepts and practice. St. Louis: Saunders Elsevier.

deWitt, S.C. (2009). Fundamental concepts and skills for nursing (3rd ed.). St. Louis: Sanders.

Eby, L. & Brown, N. J. (2009). Mental health nursing care (2nd ed.). Upper Saddle River, NJ.: Prentice Hall.

Hodgson, B.B & Kizor, R.J (2010). Saunders nursing drug handbook 2010. St. Louis: Saunders.

Hill, S. S. & Howlett, H. S., Success in practical/ vocational nursing (6th ed.). St.

        Louis: Mosby.

Langford, R.W. & Thompson, J.M. (2005). Mosby’s handbook of diseases (3rded.).St. Louis: Mosby.

Langford, R.W (2008). Mosby’s PDQ for LPN: nursing facts at hand (2nd ed.). St. Louis: Mosby.

London, M.L., Wieland, P.A., Ball, J.W. and Binder, R.C.. (2011). Maternal & child nursing care (3rd ed.). Upper Saddle River, N.J.: Pearson Prentice Hall.

Pagana, K.D. & Pagana, T.S. (2009). Mosby’s manual of diagnostic and laboratory test

(4th ed.). St. Louis: Mosby.

Potter, P. A. & Perry A. G. (2007). Basic essentials for practice (6th ed.). St. Louis:

Mosby.

Swearingen P.L (2009). All-in-one care planning resource (2nd ed.). St. Louis: Mosby.

Taber’s cyclopedic medical dictionary (21st ed.).(2009) Philadelphia: F. A. Davis.

Recommended:

Castaldi, P. A. (2007). Study guide for basic nursing essential for practice (6th ed.).

        St. Louis: Mosby.

deWitt, S.C. & Kumagai, C.K. (2009). Student learning guide medical-surgical nursing.

St. Louis: Saunders Elsevier.

Evolve Reach comprehensive review for the NCLEX-PN Examination (2nd ed.). (2009).

St. Louis: Mosby.

Silvestri, L. (2009). Comprehensive review for NCLEX-PN (4th ed.). St Louis: Saunders.

Learning Objectives Students enrolled in the Vocational Nursing Program are stating a commitment to a health career role requiring maturity and sound judgment. It is anticipated, therefore, that professional behavior will be demonstrated by the student. This behavior is demonstrated in interactions with others through caring, respect, sensitivity, tact, compassion, empathy, tolerance and a healthy attitude toward others.
Major Assignments . Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnicities who have urinary elimination disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Outline the process of urination, from urine formation through micturation, including factors that influence urinary production and elimination.

b.        Describe nursing assessment of urinary function including subjective and objective data.

c.        Identify abnormal and normal characteristics of urine.

d.        Explain how to collect urine specimens and conduct selected tests.

e.        Identify diagnostic measures to assess kidney function and urinary tract abnormalities including nursing implications and nursing assessment, including subjective and objective data.

f.        Determine measures to promote normal urinary elimination and to prevent urinary infection, including measures related to age-related changes.

g.        Summarize the nursing assessment skills and nursing interventions to evaluate and promote excretion, sexual health, and regulatory well-being.

h.        Identify disorders of excretion, sexual health, and regulatory well-being that commonly affect the adult patient.

2. Topic: Strategies of the Vocational Nurse in medication administration to patients of various cultures and ethnicities.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Demonstrate knowledge of approved abbreviations utilized in medication administration.

b.        Identify brand versus generic names of medications.

c.        Accurately interpret medication labels.

d.        Identify the types and the necessary components of medication orders.

e.        Accurately interpret appropriate military times.

f.        Demonstrate the "7 rights" of medication administration - skill check off

g.        Explain the 8th right of medication administration.

h.        Demonstrate accurate documentation of the administration of medications.

i.        Differentiate the implementation of paper versus electronic medication administration records (MAR).

j.        Identify routes of medication administration including oral, eye, ear, topical, inhaled, nasal, rectal & vaginal.

k.        Explain enteral medication administration.

l.        Discuss the nurse’s role and responsibilities in medication administration

m.        Discuss methods of educating a patient about prescribed medications

n.        Identify measures to safely administer medication.

o.        Accurately calculate dosages for patient administration.

3. Topic: Strategies of the Vocational Nurse in administering parenteral medications to patients of various cultures and ethnicities.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Utilize the seven rights of medication administration.

b.        Identify factors to consider when choosing sites of parenteral medication administration.

c.        Identify sites used for subcutaneous, intramuscular, intradermal, and intravenous routes and safe administration.

d.        Compare and contrast physiologic changes in older adults that alter medication administration and effectiveness.

e.        Summarize the equipment required for parenteral medications, including measures required to mix selected drugs from vials and ampules.

4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnicities who are receiving intravenous therapy.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Explain the purposes of IV therapy.

b.        Utilize the seven rights of medication administration.

c.        Differentiate between various types of IV infusions.

d.        Categorize common IV fluids by tonicity (hypertonic, isotonic, and hypotonic).

e.        Explain the purpose of total parenteral nutrition.

f.        Summarize the differences between whole blood, packed cells, and plasma expanders.

g.        Explain the difference between an infusion pump and a volumetric controller.

h.        Identify three nursing diagnoses common to patients who require IV therapy.

i.        Identify complications of IV therapy.

j.        Demonstrate the nursing management of patients receiving IV therapy, including the ability to calculate and regulate IV fluids.

5. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have gastrointestinal disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Discuss the structures and functions of the mouth, esophagus, stomach, small intestine, liver, gallbladder, and pancreas.

b.        Identify assessment data pertinent to the gastrointestinal tract (GI), the accessory digestive organs, and nutritional status, including the sources of nutrients and vitamins.

c.        Demonstrate physical assessment techniques used to evaluate digestion and nutritional status.

d.        Identify manifestations of impairment in the GI tract.

e.        Summarize common nutritional, oral, and esophageal disorders.

f.        Compare and contrast the clinical manifestations of disorders of the mouth, esophagus and nutritional disorders.

g.        Identify laboratory and diagnostic tests used to diagnose GI disorders disorders.

h.        Apply the nursing process as a framework for providing individualized nursing care to patients with nutritional, oral or esophageal disorders.

i.        Summarize gastric disorders including gastritis, ulcerative diseases, and cancer of the stomach.

j.        Demonstrate appropriate preoperative and postoperative care for the patient who is experiencing gastric surgery.

6. Topic: Strategies of the Vocational Nurse in caring for patients of various cultures and ethnicities who have a tracheostomy.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Demonstrate the appropriate use of terminology associated with the care of and suctioning of a tracheostomy tube.

b.        Explain the purposes of providing care to a patient with a tracheostomy tube.

c.        Identify the equipment needed for tracheostomy care and suctioning.

d.        Apply the nursing process for tracheostomy care and oropharyngeal, nasopharyngeal, tracheostomy and endotracheal suctioning.

7. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have altered fluid, electrolyte, and acid base

balance.

Objectives: Upon completion of this learning experience, the student should be able to:

e.        Describe the functions and regulatory mechanisms that maintain water and electrolyte balance in the body.

f.        Compare and contrast the causes, effects and care of patients who have fluid volume or electrolyte imbalance.

g.        Outline the incidence and etiology of fluid, electrolyte and acid-base imbalances of patients.

h.        Summarize the pathophysiology and clinical manifestations of patients who have fluid, electrolyte and acid-base imbalances.

i.        Differentiate the medical and nursing management of patients who have fluid, electrolyte, and acid-base imbalances.

j.        Identify goals for discharge planning/rehabilitation of patients who have fluid, electrolyte, and acid-base imbalances.

k.        Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have fluid electrolyte, and acid-base imbalances.

l.        Summarize the nursing management of patients who have acid-base imbalances, including the normal range of ph of plasma, and organs that play a major role in acid-base balance.

8. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have disorders of the gallbladder, liver and/or

pancreas (hepatobiliary system).

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Identify laboratory and diagnostic tests, including patient preparation, used to diagnose disorders of the hepatobiliary system.

b.        Identify nursing implications for dietary and pharmacologic interventions related to the hepatobiliary system.

c.        Demonstrate appropriate nursing care for the patient who has surgery of the hepatobiliary system.

d.        Apply the nursing process as a framework for providing individualized care to patients with disorders of the hepatobiliary system.

e.        Discuss various disorders of intestinal motility and absorption; include dietary and pharmacology management, nursing implications and patient/family teaching.

f.        Identify and discuss inflammatory and infectious disorders of the hepatobiliary system.

g.        Explain structural and obstructive disorders of the hepatobiliary system include nursing management and collaborative care.

h.        Identify laboratory and diagnostic test, including nursing implications for patient preparation, used to diagnose disorders of the hepatobiliary system.

9. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have disorders of the endocrine

system.

Objectives:         Upon completion of this learning experience, the student should be able to:

a.        Explain the roles of the endocrine system in regulation of body functions.

b.        Identify the major endocrine organs and the function of the hormones secreted.

c.        Differentiate between the common disorders of the pituitary, thyroid, parathyroid, and adrenal glands.

d.        Identify laboratory and diagnostic tests used to diagnose endocrine disorders.

e.        Identify findings that may indicate malfunction of the endocrine system.

f.        Compare and contrast the manifestations of disorders that are the result of hypersecretion and hyposecretion of the thyroid, parathyroid, adrenal, and pituitary glands.

g.        Determine the nursing implications for medications and treatments ordered for the patient with an endocrine disorder.

h.        Demonstrate the appropriate nursing care for the patient in the preoperative and postoperative phases of a subtotal thyroidectomy and adrenalectomy.

i.        Utilize the nursing process as a framework for providing individualized care to patients with disorders of the thyroid, parathyroid, adrenal, and pituitary glands.

10. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have diabetes.

Objectives:         Upon completion of this learning experience, the student should be able to:

a.        Distinguish the types of diabetes mellitus, including Type1 and Type 2 diabetes mellitus with related manifestations.

b.        Summarize the actions of insulin and glucagons.

c.        Compare and contrast the manifestations and collaborative care of hypoglycemia, diabetic ketoacidosis, and hyperosmolar nonketotic syndrome.

d.        Identify the laboratory and diagnostic tests used to diagnose and monitor self-management of diabetes mellitus.

e.        Determine the nursing implications for insulin and oral hypoglycemic agents used to treat patients who have diabetes mellitus.

f.        Provide accurate information to patients with diabetes mellitus to facilitate self-management of medications, diet planning, exercise and foot care.

g.        Apply the nursing process as a framework for providing individualized care in the management of the health needs of patients with diabetes mellitus.

11. Topic: Nursing Jurisprudence

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 subsequent 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).

12. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups experiencing shock, trauma, or critical illness.

Objectives:         Upon completion of this learning experience the student should be able to:

a.        Identify the risk factors, etiologies, and pathophysiology of hypovolemic, cardiogenic, septic, neurogenic, and anaphylactic shock.

b.        Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have various types of shock.

c.        Apply the nursing process as a framework for providing individualized care to patients with various types of shock, including common effects of traumatic injury, their causes, and their initial management.

d.        Identify the laboratory and diagnostic tests used in assessing patients experiencing various types of shock and trauma.

e.        Explain collaborative interventions for patients experiencing trauma and shock, including pharmacology, blood transfusion, and emergency surgery.

f.        Explain the process of organ donation, including legal and ethical considerations.

g.         Relate the nursing educational strategies for patient and family experiencing trauma.

13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the perioperative period.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Identify the various classifications of surgical procedures, including laboratory and diagnostic tests for the preoperative period.

b.        Describe nursing implications for medications prescribed for the surgical patient.

c.        Demonstrate appropriate nursing care for the patients in the preoperative, intraoperative, and postoperative phases of surgery.

d.        Relate variations in preoperative care for the adult.

e.        Recognize the principles of pain management specific to acute postoperative pain control.

f.        Compare the differences and similarities between outpatient and inpatient surgery.

g.        Apply the nursing process as a framework for providing individualized care for the patients undergoing surgery.

14. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have integumentary disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Determine the structure and functions of the integumentary system..

b.        Identify the layers and functions of the skin and its associated glands.

c.        Evaluate the assessment findings that may indicate impairment of the integumentary system.

d.        Compare and contrast the skin changes in the older adult, including changes that increase the risk for dry skin, pruritis, skin cancer, and pressure ulcers.

e.        Utilize the nursing process in the care of patients who have integumentary system disorders, infestations of the skin, malignant skin disorders, and pressure ulcers.

f.        Identify laboratory and diagnostic tests used to diagnose various disorders of the integumentary system.

g.        Identify nursing implications for pharmacologic agents used to treat disorders of the integumentary system.

h.        Determine patient and family teaching appropriate for prevention and self-care of disorders of the integumentary system.

i.        Apply the nursing process in caring for patients who have burn inj.

j.        Summarize the prevalence, incidence and etiology of burn injuries.

k.        Explain types, classification, extent, estimation and stages of treatment for burns.

l.        Identify laboratory and diagnostic tests used to diagnose and monitor burn therapies.

m.        Determine patient and family teaching specific to management of burn injury during all phases of care.

n.        Compare and contrast the advantages and disadvantages of antimicrobial therapy used in burn care.

15. Topic: Strategies used by the Vocational Nurse in caring for adult patients of various cultural and ethnic groups who have cancer.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Differentiate benign tumors from malignant neoplasms.

b.        Discuss the theories of carcinogenesis, known carcinogens, and risk factors for cancer.

c.        Compare the mechanisms and characteristics of normal cells with those of malignant cells.

d.        Explain the laboratory and diagnostic tests used to diagnose cancer.

e.        Summarize the role of chemotherapy, surgery, radiation therapy, biotherapy, and bone marrow transplantation in the treatment of cancer include vocational nursing responsibilities and patient/family teaching.

f.        Identify the nursing interventions required for the oncologic emergencies, including educational strategies.

g.        Apply the nursing process as a framework to provide individualized care to the patients who have cancer.

16. Topic: Strategies of the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have musculoskeletal disorders.

Discussion Topics . Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnicities who have urinary elimination disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Outline the process of urination, from urine formation through micturation, including factors that influence urinary production and elimination.

b.        Describe nursing assessment of urinary function including subjective and objective data.

c.        Identify abnormal and normal characteristics of urine.

d.        Explain how to collect urine specimens and conduct selected tests.

e.        Identify diagnostic measures to assess kidney function and urinary tract abnormalities including nursing implications and nursing assessment, including subjective and objective data.

f.        Determine measures to promote normal urinary elimination and to prevent urinary infection, including measures related to age-related changes.

g.        Summarize the nursing assessment skills and nursing interventions to evaluate and promote excretion, sexual health, and regulatory well-being.

h.        Identify disorders of excretion, sexual health, and regulatory well-being that commonly affect the adult patient.

2. Topic: Strategies of the Vocational Nurse in medication administration to patients of various cultures and ethnicities.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Demonstrate knowledge of approved abbreviations utilized in medication administration.

b.        Identify brand versus generic names of medications.

c.        Accurately interpret medication labels.

d.        Identify the types and the necessary components of medication orders.

e.        Accurately interpret appropriate military times.

f.        Demonstrate the "7 rights" of medication administration - skill check off

g.        Explain the 8th right of medication administration.

h.        Demonstrate accurate documentation of the administration of medications.

i.        Differentiate the implementation of paper versus electronic medication administration records (MAR).

j.        Identify routes of medication administration including oral, eye, ear, topical, inhaled, nasal, rectal & vaginal.

k.        Explain enteral medication administration.

l.        Discuss the nurse’s role and responsibilities in medication administration

m.        Discuss methods of educating a patient about prescribed medications

n.        Identify measures to safely administer medication.

o.        Accurately calculate dosages for patient administration.

3. Topic: Strategies of the Vocational Nurse in administering parenteral medications to patients of various cultures and ethnicities.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Utilize the seven rights of medication administration.

b.        Identify factors to consider when choosing sites of parenteral medication administration.

c.        Identify sites used for subcutaneous, intramuscular, intradermal, and intravenous routes and safe administration.

d.        Compare and contrast physiologic changes in older adults that alter medication administration and effectiveness.

e.        Summarize the equipment required for parenteral medications, including measures required to mix selected drugs from vials and ampules.

4. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultures and ethnicities who are receiving intravenous therapy.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Explain the purposes of IV therapy.

b.        Utilize the seven rights of medication administration.

c.        Differentiate between various types of IV infusions.

d.        Categorize common IV fluids by tonicity (hypertonic, isotonic, and hypotonic).

e.        Explain the purpose of total parenteral nutrition.

f.        Summarize the differences between whole blood, packed cells, and plasma expanders.

g.        Explain the difference between an infusion pump and a volumetric controller.

h.        Identify three nursing diagnoses common to patients who require IV therapy.

i.        Identify complications of IV therapy.

j.        Demonstrate the nursing management of patients receiving IV therapy, including the ability to calculate and regulate IV fluids.

5. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have gastrointestinal disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Discuss the structures and functions of the mouth, esophagus, stomach, small intestine, liver, gallbladder, and pancreas.

b.        Identify assessment data pertinent to the gastrointestinal tract (GI), the accessory digestive organs, and nutritional status, including the sources of nutrients and vitamins.

c.        Demonstrate physical assessment techniques used to evaluate digestion and nutritional status.

d.        Identify manifestations of impairment in the GI tract.

e.        Summarize common nutritional, oral, and esophageal disorders.

f.        Compare and contrast the clinical manifestations of disorders of the mouth, esophagus and nutritional disorders.

g.        Identify laboratory and diagnostic tests used to diagnose GI disorders disorders.

h.        Apply the nursing process as a framework for providing individualized nursing care to patients with nutritional, oral or esophageal disorders.

i.        Summarize gastric disorders including gastritis, ulcerative diseases, and cancer of the stomach.

j.        Demonstrate appropriate preoperative and postoperative care for the patient who is experiencing gastric surgery.

6. Topic: Strategies of the Vocational Nurse in caring for patients of various cultures and ethnicities who have a tracheostomy.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Demonstrate the appropriate use of terminology associated with the care of and suctioning of a tracheostomy tube.

b.        Explain the purposes of providing care to a patient with a tracheostomy tube.

c.        Identify the equipment needed for tracheostomy care and suctioning.

d.        Apply the nursing process for tracheostomy care and oropharyngeal, nasopharyngeal, tracheostomy and endotracheal suctioning.

7. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have altered fluid, electrolyte, and acid base

balance.

Objectives: Upon completion of this learning experience, the student should be able to:

e.        Describe the functions and regulatory mechanisms that maintain water and electrolyte balance in the body.

f.        Compare and contrast the causes, effects and care of patients who have fluid volume or electrolyte imbalance.

g.        Outline the incidence and etiology of fluid, electrolyte and acid-base imbalances of patients.

h.        Summarize the pathophysiology and clinical manifestations of patients who have fluid, electrolyte and acid-base imbalances.

i.        Differentiate the medical and nursing management of patients who have fluid, electrolyte, and acid-base imbalances.

j.        Identify goals for discharge planning/rehabilitation of patients who have fluid, electrolyte, and acid-base imbalances.

k.        Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have fluid electrolyte, and acid-base imbalances.

l.        Summarize the nursing management of patients who have acid-base imbalances, including the normal range of ph of plasma, and organs that play a major role in acid-base balance.

8. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have disorders of the gallbladder, liver and/or

pancreas (hepatobiliary system).

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Identify laboratory and diagnostic tests, including patient preparation, used to diagnose disorders of the hepatobiliary system.

b.        Identify nursing implications for dietary and pharmacologic interventions related to the hepatobiliary system.

c.        Demonstrate appropriate nursing care for the patient who has surgery of the hepatobiliary system.

d.        Apply the nursing process as a framework for providing individualized care to patients with disorders of the hepatobiliary system.

e.        Discuss various disorders of intestinal motility and absorption; include dietary and pharmacology management, nursing implications and patient/family teaching.

f.        Identify and discuss inflammatory and infectious disorders of the hepatobiliary system.

g.        Explain structural and obstructive disorders of the hepatobiliary system include nursing management and collaborative care.

h.        Identify laboratory and diagnostic test, including nursing implications for patient preparation, used to diagnose disorders of the hepatobiliary system.

9. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have disorders of the endocrine

system.

Objectives:         Upon completion of this learning experience, the student should be able to:

a.        Explain the roles of the endocrine system in regulation of body functions.

b.        Identify the major endocrine organs and the function of the hormones secreted.

c.        Differentiate between the common disorders of the pituitary, thyroid, parathyroid, and adrenal glands.

d.        Identify laboratory and diagnostic tests used to diagnose endocrine disorders.

e.        Identify findings that may indicate malfunction of the endocrine system.

f.        Compare and contrast the manifestations of disorders that are the result of hypersecretion and hyposecretion of the thyroid, parathyroid, adrenal, and pituitary glands.

g.        Determine the nursing implications for medications and treatments ordered for the patient with an endocrine disorder.

h.        Demonstrate the appropriate nursing care for the patient in the preoperative and postoperative phases of a subtotal thyroidectomy and adrenalectomy.

i.        Utilize the nursing process as a framework for providing individualized care to patients with disorders of the thyroid, parathyroid, adrenal, and pituitary glands.

10. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have diabetes.

Objectives:         Upon completion of this learning experience, the student should be able to:

a.        Distinguish the types of diabetes mellitus, including Type1 and Type 2 diabetes mellitus with related manifestations.

b.        Summarize the actions of insulin and glucagons.

c.        Compare and contrast the manifestations and collaborative care of hypoglycemia, diabetic ketoacidosis, and hyperosmolar nonketotic syndrome.

d.        Identify the laboratory and diagnostic tests used to diagnose and monitor self-management of diabetes mellitus.

e.        Determine the nursing implications for insulin and oral hypoglycemic agents used to treat patients who have diabetes mellitus.

f.        Provide accurate information to patients with diabetes mellitus to facilitate self-management of medications, diet planning, exercise and foot care.

g.        Apply the nursing process as a framework for providing individualized care in the management of the health needs of patients with diabetes mellitus.

11. Topic: Nursing Jurisprudence

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 subsequent 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).

12. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups experiencing shock, trauma, or critical illness.

Objectives:         Upon completion of this learning experience the student should be able to:

a.        Identify the risk factors, etiologies, and pathophysiology of hypovolemic, cardiogenic, septic, neurogenic, and anaphylactic shock.

b.        Categorize the classifications, actions, side effects, and nursing responsibilities of pharmacological agents used in the treatment of patients who have various types of shock.

c.        Apply the nursing process as a framework for providing individualized care to patients with various types of shock, including common effects of traumatic injury, their causes, and their initial management.

d.        Identify the laboratory and diagnostic tests used in assessing patients experiencing various types of shock and trauma.

e.        Explain collaborative interventions for patients experiencing trauma and shock, including pharmacology, blood transfusion, and emergency surgery.

f.        Explain the process of organ donation, including legal and ethical considerations.

g.         Relate the nursing educational strategies for patient and family experiencing trauma.

13. Topic: Strategies used by the Vocational Nurse in caring for patients of various cultural and ethnic groups in the perioperative period.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Identify the various classifications of surgical procedures, including laboratory and diagnostic tests for the preoperative period.

b.        Describe nursing implications for medications prescribed for the surgical patient.

c.        Demonstrate appropriate nursing care for the patients in the preoperative, intraoperative, and postoperative phases of surgery.

d.        Relate variations in preoperative care for the adult.

e.        Recognize the principles of pain management specific to acute postoperative pain control.

f.        Compare the differences and similarities between outpatient and inpatient surgery.

g.        Apply the nursing process as a framework for providing individualized care for the patients undergoing surgery.

14. Topic: Strategies used by the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have integumentary disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Determine the structure and functions of the integumentary system..

b.        Identify the layers and functions of the skin and its associated glands.

c.        Evaluate the assessment findings that may indicate impairment of the integumentary system.

d.        Compare and contrast the skin changes in the older adult, including changes that increase the risk for dry skin, pruritis, skin cancer, and pressure ulcers.

e.        Utilize the nursing process in the care of patients who have integumentary system disorders, infestations of the skin, malignant skin disorders, and pressure ulcers.

f.        Identify laboratory and diagnostic tests used to diagnose various disorders of the integumentary system.

g.        Identify nursing implications for pharmacologic agents used to treat disorders of the integumentary system.

h.        Determine patient and family teaching appropriate for prevention and self-care of disorders of the integumentary system.

i.        Apply the nursing process in caring for patients who have burn inj.

j.        Summarize the prevalence, incidence and etiology of burn injuries.

k.        Explain types, classification, extent, estimation and stages of treatment for burns.

l.        Identify laboratory and diagnostic tests used to diagnose and monitor burn therapies.

m.        Determine patient and family teaching specific to management of burn injury during all phases of care.

n.        Compare and contrast the advantages and disadvantages of antimicrobial therapy used in burn care.

15. Topic: Strategies used by the Vocational Nurse in caring for adult patients of various cultural and ethnic groups who have cancer.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Differentiate benign tumors from malignant neoplasms.

b.        Discuss the theories of carcinogenesis, known carcinogens, and risk factors for cancer.

c.        Compare the mechanisms and characteristics of normal cells with those of malignant cells.

d.        Explain the laboratory and diagnostic tests used to diagnose cancer.

e.        Summarize the role of chemotherapy, surgery, radiation therapy, biotherapy, and bone marrow transplantation in the treatment of cancer include vocational nursing responsibilities and patient/family teaching.

f.        Identify the nursing interventions required for the oncologic emergencies, including educational strategies.

g.        Apply the nursing process as a framework to provide individualized care to the patients who have cancer.

16. Topic: Strategies of the Vocational Nurse in caring for patients of various

cultural and ethnic groups who have who have musculoskeletal disorders,

trauma, and connective tissue disorders.

Objectives: Upon completion of this learning experience, the student should be able to:

a.        Summarize the structure and function of bones, joints, muscles, ligaments, and tendons, including manifestations of impairment in the function of the musculoskeletal system.

b.        Relate common musculoskeletal disorders and their manifestations to the anatomy, physiology and assessment of the musculoskeletal system.

c.        Identify nursing implications for medications prescribed for the patient with musculoskeletal disorders in the preoperative and postoperative phase.

d.         Apply the nursing process as a framework for providing individualized care to patients with musculoskeletal disorders.

e.        Discuss the risks of musculoskeletal trauma and its complications.

f.        Summarize how fractures are classified.

g.        Identify the laboratory and diagnostic tests used to assess the patient who has experienced musculoskeletal trauma.

h.        Explain the unique psychological effects of amputation.

i.        Identify the differences between skin and skeletal traction.

j.        Apply a teaching plan for the patient who has experienced musculoskeletal trauma.

k.        Relate the effects of commonly occurring arthritic and connective tissue disorders to the normal joint physiology.

l.        Compare common arthritic and connective tissue disorders.

m.        Discuss laboratory and diagnostic tests used to diagnose arthritic and connective tissue disorders.

n.        Relate nursing implications for medications and treatment prescribed for patients with arthritic and connective tissue disorders.

o.        Demonstrate appropriate care to patients experiencing joint replacement and other surgical interventions for arthritic and connective tissue disorders.

p.        Use the nursing process to assess needs, plan and implement individualized care, and evaluate responses for a patient with arthritic or a connective tissue disorder.

17. Topic: Strategies of the Vocational Nurse in caring for patients of various cultural and ethnic groups who have altered immunity.        

Objectives:         Upon completion of this learning experience, the student should be able to:

a.        Explain the pathophysiology and manifestations of the inflammatory process.

b.        Interpret the purpose of the laboratory tests used to diagnose inflammation and infection.

c.        Discuss the nurse’s role in preparing patients for diagnostic tests.

d.        Identify key elements of the chain of infection, including risk factors of common nosocomial infections and nursing implications for each.

e.        Evaluate the effective management of infectious diseases include antimicrobial medication, nursing implications and patient teaching.

f.        Identify several infection prevention and control techniques developed by the Center for Disease Control (CDC) and Occupational Safety and Health Administration (OSHA).

g.        Apply the nursing process to provide individualized care for patients who have inflammation and alterations in immunity.

h.        Compare the components and functions of the immune system and the immune response.

i.        Compare natural and acquired immunity with active and passive immunity.

j.        Compare the four types of hypersensitivity reactions.

k.        Summarize the autoimmune disorders and organ/tissue transplant.

l.        Identify recommended immunizations for adult patients include precautions and nursing implications.

m.        Compare and contrast the impaired immune responses of HIV include pathophysiology, opportunistic infections, pharmacologic, and collaborative therapies, nursing responsibilities, and patient teaching.

n.        Identify laboratory and diagnostic tests used to diagnose and monitor immune responses.

Attendance Policy Attendance at all scheduled classes is expected.

2.        A student who is absent from class for three (3) days may be withdrawn from the program by the program director.

3.        Students on campus but not in class are considered absent.

4.        Late arrival to class is disruptive. Students who consistently arrive after the beginning of class, (two or more times) will be counseled and a plan of corrective action determined.

5.        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.

6.        It is the student’s responsibility to notify the 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 voice mail.

7.         Lab jackets must be worn at all times while in the skills lab.

Determination of Final Grade Exam I                                10% Grade

                Exam II                                10% Grade

                Exam III                                10% Grade

                Exam IV                                10% Grade

                Exam V                                10% Grade

                Computer assignments average        10% Grade

                Final Exam                                40% Grade

                                         Total = 100% = course grade

Final Exam Date May 18, 2011 - 8:00 AM
Campus Policies
Lamar State College - Port Arthur

Mission Statement

Lamar State College-Port Arthur is an open-access, comprehensive public two-year college offering quality instruction leading to associate degrees and a variety of certificates. The college, a member of The Texas State University System, has provided affordable, quality educational opportunities to residents of the Southeast Texas area since 1909.Lamar State College-Port Arthur embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life. The faculty, staff, and administration share a commitment to a mission characterized by student learning, diversity, and community service. The foundations for student success include compensatory education programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, technical education programs that provide for the acquisition of the skills and demeanor necessary for initial and continued employment, and a core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community. Student achievement is measured by the completion of courses and programs of study, successful performance following transfer to a baccalaureate program, and the attainment of individual goals.

Lamar State College-Port Arthur operates in the belief that all individuals should be:

* Treated with dignity and respect;

* Afforded equal opportunity to acquire a complete educational experience;

* Given an opportunity to discover and develop their special aptitudes and insights;

* Provided and opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

 College Grading Scale

90-100A
80-89B
70-79C
60-69D
Below 59F

(Some specialized programs may have different grading scales)

 

 Academic Dishonesty

Academic dishonesty in any form will not be tolerated.  Please consult the student handbook for consequences of academic dishonesty.  These policies will be strictly enforced.

 

 Facility  Policies

        No food, drinks, or tobacco products are allowed in the classroom.

        Only students enrolled in the course are allowed in the classroom.

        Cell phones and/or pagers are allowed ONLY on vibrate mode. Leaving the classroom to answer a page or phone call may constitute an absence or a tardy.

 

 Special Considerations

         The American 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 Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6251.

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