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RNSG 2514.2010.docx - Lamar State College - Port Arthur Home Page

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  • 1. FACULTY INFORMATIONSEMESTER:Fall 2010COURSE NO. and TITLE:RNSG 2514 Care of the Client with Complex Health Care NeedsINSTRUCTOR:Janis Browning, MS, RN Eursula Davis, BSN, RNMark Douglas, BSN, RN Shirley MacNeill, MSN, RN, CNEE-MAIL ADDRESS:Janis Browning, MS, RN: brownijm@lamarpa.eduEursula Davis, BSN, RN: davise1@lamarpa.eduMark Douglas, BSN, RN: douglasm@lamarpa.eduShirley MacNeill, MSN, RN, CNE: macneisb@lamarpa.eduPHONE NUMBER:Janis Browning, MS, RN (O) 984-6357 Eursula Davis, BSN, RN (O) 984-6360Mark Douglas, BSN, RN (O) 984-6371Shirley MacNeill, MSN, RN, CNE (O) 984-6365 OFFICE:Janis Browning - Allied Health Building - Room 118Eursula Davis - Allied Health Building - Room 124Mark Douglas - Allied Health Building - Room 123Shirley MacNeill – Allied Health Building – Room 116OFFICE HOURS:Posted on door and by appointmentDEPARTMENT CHAIR:Janet Hamilton, RN, MSN PHONE: (O) 984-5354 Email: hamiljr@lamarpa.edu DEPARTMENT SECRETAY:Donna Wolfe PHONE: 984-6356 or 1-800-477-5872 ext. 6356<br />COURSE DESCRIPTION: Application of a systematic problem-solving process and critical thinking skills to provide comprehensive nursing care to diverse clients/families across the life span with complex health care needs including, but not limited to, complex childhood/adolescent diseases, complicated perinatal care, acute mental illness, complex perioperative care, serious adult health problems and health issues related to aging. Emphasis is on tertiary disease prevention, health maintenance/restoration and collaboration with members of the multidisciplinary health care team. Topics include the role of the nurse as patient advocate and coordinator of care; and applicable competencies in knowledge, judgment, skills, and professional values within a legal/ethical framework. The course requires recognition and response to all aspects of the client’s needs in the face of crises. Continuing with the integrated approach, the concepts of growth and development, therapeutic communication, stress-adaptation, safety, and wellness-illness are further explored for individuals of all age groups.<br />PREREQUISITES: RNSG 1423 Introduction to Professional Nursing for Integrated Programs and RNSG 1260 Clinical<br />REQUIRED TEXTBOOK(S): See page 4<br />FINAL EXAM DATE: Thursday, October 21, 2010<br />ATTENDANCE POLICY: Research has shown a cause and effect relationship between course participation and college success. A student who is absent from course activities for 3 days without notifying an instructor may be dropped from the program by the program director. Students must check email, calendar, & discussion board daily. <br />Attendance at all scheduled course activities, lab activities and clinical simulation experiences is expected and demonstrates professional behavior and accountability.<br />Students are responsible for all material covered in their absence.<br />Late arrival to lab is disruptive. Students who consistently arrive after the scheduled starting time of lab (2 or more times) will be counseled and a plan of corrective action determined. Students who arrive fifteen or more minutes after the lab starts may not be allowed to enter until the next break.<br />Students on campus, but not in class, are considered absent.<br />It is the student's responsibility to notify the instructor prior to any absence from lab.<br />DETERMINATION OF FINAL GRADE: A final course grade of 75% is necessary for the student to pass this course. The final course grade is calculated as follows: Unit Exam 1 = 12%, Unit Exam 2 = 12%, Unit Exam 3 = 12%, Unit Exam 4 = 12%, Evolve case studies average and daily grades (averaged together) = 12% and Final Exam = 40%. Daily Grades (example: Discussion Board posts, Evolve Case Studies, etc.) will not be included in grade calculation until 75% average on exams is achieved. All exams must be taken. Students will be allocated a specific amount of time for each exam. Students unable to take a scheduled exam due to an extreme emergency must notify the instructor, schedule and take a make-up exam within 48 hours. <br />Examinations are based on course objectives and course content from the biological and behavioral sciences. Every exam will test content presented this semester as well as previously covered nursing knowledge. All exams will include questions on dosage calculation, pharmacology and fundamentals of nursing. Instructors may use material from sources other than the assigned textbooks in their content presentations and students may be tested over that information.<br />Course Grading Scale: Letter grades are assigned as follows: A = 90-100; B = 80-89; C = 75-79; D = 60-74; F = 59-0<br />Evaluation of Examinations: After each exam, the faculty uses psychometric principles to evaluate the examination. Items missed by 50% or more of the class are reviewed. If an item is found to be flawed, the faculty may give credit for more than one answer or nullify the item. When an item is nullified, the key is changed so that all answers are credited as correct. That is, if a student answered the item as originally keyed, the student will retain the credit for the item. If a student’s answer differs from the one originally keyed, the student is credited for the nullified item. In other words, everyone gets credit for the item and no one loses credit.<br />NCLEX 4000 Exam Assignment: Pass/Fail – Submit a 50 item exam on every assigned topic with a minimum 75% score. No duplicate reports will be accepted. This means each report must show a unique number of questions on the subcategories. Scan and email to your instructor by the assignment due date. Submitting duplicates of your own work or of another student’s work is considered cheating and may result in immediate dismissal from the program. No duplicates from previous courses will be accepted. This is a pass/fail assignment, therefore if not completed as required, you will fail RNSG 2514. <br />EMERGENCY PROCEDURES:<br />First Aid Kit - located in Room 107 on top of the refrigerator in the Allied Health Building.<br />Emergency Ambulance - from any telephone, dial "9" to get an outside line, and then call "911."<br />Campus Security - call the operator or extension 6255.<br />Lamar State College-Port ArthurMission StatementLamar 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.<br /> Allied Health Department Grading Scale<br />A<br />B<br />75-79 C<br />60-74D<br />Below 59F<br /> Academic Dishonesty<br />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.<br /> Facility Policies<br />No food drinks, or tobacco products are allowed in the clinical lab or computer lab.<br />Only students enrolled in the course are allowed in the clinical lab or computer lab.<br />Cell phones and/or pagers are allowed ONLY on vibrate mode. Leaving the clinical lab or computer lab to answer a page or phone call may result in you not reentering until the next break<br /> Special Considerations <br />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 210D, in the Madison Monroe Building. The phone number is (409) 984-6251.<br />TEXTBOOKS AND REQUIRED RESOURCES:<br />Ackley, B. J., & Ladwig, G. B. (2011). Nursing diagnosis handbook: A guide to planning care (9th Ed.). St. Louis, MO: Mosby Elsevier. <br />ISBN: 978-0-323-07150-5 <br />American Psychological Association (2009). Concise rules of APA style (6th Ed.). Washington, D.C. <br />ISBN: 978-1-4338-0560-8 <br />Evolve Case Studies – Course instructor will send information for purchasing this resource. <br />Finkelman, A. W. (2006). Leadership and management in nursing. Upper Saddle River, New Jersey: Pearson, Prentice Hall. <br />ISBN: 978-0-13-113869-8 <br />Hodgson, B. B., & Kizior, R. J. (2010). Saunders nursing drug handbook 2010. St. Louis, MO, Saunders Elsevier. <br />ISBN: 978-1-4377-0300-9. NOTE: Or current drug guide of choice. <br />Ignatavicious, D. D. & Workman, M. L. (2010). Medical-Surgical Nursing - Single Volume - Text and Virtual Clinical Excursions 3.0 Package, (6th Ed). St. Louis, MO: Elsevier Saunders. <br />ISBN: 978-1-4160-6914-0 <br />Lippincott, Williams & Wilkins (2006). Best practices: Evidence-based nursing practice (2nd Ed.). Lippincott, Williams & Wilkins a Wolters Kluwer. <br />ISBN: 978-1-58255-532-4. <br />McKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd Ed.). Philadelphia: Saunders Elsevier. <br />ISBN: 978-1-4160-5896-0 <br />NCLEX® Review 4000: Study software for NCLEX-RN® (individual version) CD-ROM for Windows. Philadelphia: Lippincott, Williams & Wilkins. <br />ISBN: 978-0-781-77790-2 <br />NCLEX-RN Review Book of Choice <br />Pagana, K. D., & Pagana, T. J. (2010). Mosby’s manual of diagnostic and laboratory tests (4th Ed.). St. Louis, MO, Mosby Elsevier. <br />ISBN: 978-0-32305-747-9. NOTE: Or current diagnostic and lab test manual of choice<br />Varcarolis, E. & Halter, M. (2009). Essentials of psychiatric mental health nursing- a communication approach to evidence-based care. St. Louis, MO: Saunders Elsevier. <br />ISBN: 978-1-4160-0051-8 <br />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 you can<br />LEARNING OUTCOMES:<br />In accordance with the mission of Lamar State College - Port Arthur, this course encourages the student to develop the particular skills, knowledge, and attitudes needed for success in the field of Associate Degree Nursing.<br />Upon completion of RNSG 2514, the student will have been given the opportunity to:<br />Develop and implement a teaching plan for a client/family to promote health maintenance/health restoration based on assessment data.<br />Demonstrate the ability to utilize critical thinking skills to make safe and ethical clinical decisions.<br />Use a systematic problem solving process. <br />Develop and implement a plan of care for a diverse client/family across the life span with complex health care needs in a variety of health care settings.<br />Identify behaviors that indicate psychosocial/mental health deviations, and appropriate nursing interventions. <br />Demonstrate a working knowledge of the implications of the Nursing Practice Act.<br />Apply therapeutic communication skills with diverse clients and families.<br />Recognize opportunities for client advocacy and professional development activities.<br />Collaborate in multidisciplinary planning to provide care for clients/ families with complex health care needs.<br />EQUAL OPPORTUNITY AFFIRMATIVE ACTION NOTICE:<br />Lamar State College-Port Arthur is an equal opportunity/affirmative action institution that does not discriminate on the basis of race, color, sex, religion, age, handicap, or ethnic origin.<br />COMPUTER POLICIES:<br />According to the Lamar State College policy unauthorized use of college computer account(s), computer data files, and/or computer facilities, is considered a breach of conduct, and is not in keeping with the educational aims, purposes, and philosophy of the college and subjects student(s) to disciplinary action.<br />COURSE STRUCTURE:<br />This course meets online for learning experiences. Simulation labs are scheduled throughout the semester and are mandatory. Specific learning activities are designed to enhance the student's learning experience in relating nursing theory to clinical practice. Learning activities may include:<br />a. interactive instruction.f. laboratory activities.<br />b. case studies.g. Computer Assisted Instruction (CAI).<br />c. audiovisual aids.h. independent study groups.<br />d. handouts.i. discussion.<br />e. models/specimens.J. quizzes.<br />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. A self-directed faculty-assisted tutoring session is scheduled weekly throughout the semester. Student participation is expected. As a self-reliant, autonomous, and independent learner, the student will interact appropriately with faculty and peers to avoid miscommunication or disruption of the educational environment.<br />Course Calendar:<br />Refer to RNSG 2514 Course Calendar (Dates are subject to change in extenuating circumstances. Students will be notified of change as soon as possible). It is recommended that you check the course calendar and all of your email sites daily for updates.<br />Last Day to Drop or Withdraw: <br />October 11, 2010 - last day to drop/withdraw & still receive a Q/W even if failing – last day to petition for no grade. If RNSG 2514 is dropped student must also drop RNSG 2535.<br />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.<br />The instructors reserve the right to modify the course syllabus as needed during the course. Students will be notified of modifications as soon as possible.<br />AVAILABLE SUPPORT SERVICES:<br />Gates Memorial Library located at 317 Stillwell.<br />Learning resource Center - Room 200, Madison Monroe Building.<br />NSNA WEBSITE: GOTOBUTTON BM_1_ http://www.nsna.org/ <br />EVOLVE WEBSITE (HESI): http://evolvels.elsevier.com/frameIndex.htm<br />BOARD OF NURSE EXAMINERS WEBSITE: http://www.bon.state.tx.us/<br />NATIONAL COUNCIL OF STATE BOARDS OF NURSING: http://www.ncsbn.org/ <br />NCSBN LEARNING EXTENSION: http://www.learningext.com/<br />PEARSON VUE: http://www.pearsonvue.com/<br />RNSG 2514 Care of the Client with Complex Health Care Needs Unit Objectives<br />Unit 1<br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered sensorineural function.<br />CONCEPT:Sensory deprivation, sensory overload<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience the student should be able to:<br />A.Outline the epidemiology and etiology, pathology, clinical manifestations, and medical and nursing management of acute altered sensorineural function.<br />B.Devise preoperative and postoperative nursing care for patients undergoing eye or ear surgery. (Cognitive, Synthesis)<br />C.Compare the consequences of sensory deprivation and sensory overload for patients who have impaired sensorineural function. (Cognitive, Evaluation)<br />D.Relate the nurse's role in assisting a person to learn to live with visual and/or hearing impairment. (Cognitive, Synthesis)<br />E.Identify the classification, action, side effects, and nursing responsibilities of common pharmacological agents used in the management of individuals experiencing sensorineural disorders. (Cognitive, Analysis)<br />TOPIC: Nursing strategies of the RN in caring for patients of any age and culture related to alterations in the sensorimotor systems - Neuro<br />CONCEPT: Increased intracranial pressure (ICP)<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />Outline the incidence and etiology of sensorimotor alterations of patients of all ages. <br /> (Cognitive, Analysis)<br />B.Distinguish the pathophysiology and clinical manifestations of acute neurological conditions. (Cognitive, Analysis) <br />C.Compare the medical and nursing management of patients with the above acute neurological conditions. (Cognitive, Evaluation)<br />D.Use the Glasgow Coma scale to determine level of consciousness. (Cognitive, Application)<br />E.Differentiate between decorticate and decerebrate posturing and the significance of each. (Cognitive, Analysis)<br />F.Plan nursing assessment and care of the unconscious patient and other patients with acute neurological conditions. (Cognitive, Synthesis)<br />G.Relate the emotional and social impact of neurological impairment. (Cognitive, Application)<br />H.Summarize the role of the RN when providing care for patients who have an acute neurological impairment. (Cognitive, Synthesis)<br />Outline the classification, action, side effects, and nursing responsibilities of common pharmacological agents used in patients with neurological impairment. (Cognitive, Analysis)<br />TOPIC: Intravenous Therapy Theory<br />CONCEPT: Parenteral Management<br />DIDACTIC OBJECTIVES:Upon completion of this learning experience, the student should be able to:<br />A.Interpret whether a patient’s serum electrolyte values are normal, elevated, or low. (Cognitive, Application) <br />B.Analyze a patient’s hydration status on the basis of physical assessment findings. (Cognitive, Analysis) <br />C.Identify patients who are at risk for fluid and electrolyte imbalances. (Cognitive, Comprehension) <br />D.Use laboratory data and clinical manifestations to determine the effectiveness of therapy for a patient who has fluid and electrolyte imbalances. (Cognitive, Synthesis) <br />E.Prioritize nursing care for a patient who has a fluid or electrolyte imbalance. (Cognitive, Synthesis) <br />F.Distinguish important considerations when placing a venous access device (VAD). (Cognitive, Analysis) <br />G.Differentiate the special needs of children and of older adults who receive intravenous (IV) therapy. (Cognitive, Analysis) <br />H.Compare and contrast the major complications of peripheral and central IV therapy. (Cognitive, Analysis) <br />I.Discriminate different blood groups and types of transfusion reactions. (Cognitive, Analysis) <br />J.Prioritize nursing responsibilities during transfusion therapy. (Cognitive, Synthesis) <br />K.Identify and plan care of patients at risk for complications of transfusion therapy. (Cognitive, Synthesis) <br />L.Compare the roles of the respiratory system and the renal system in maintaining acid-base balance. (Cognitive, Analysis)<br />M.Use laboratory data and clinical manifestations to determine the presence of acid-base imbalances. (Cognitive, Analysis)<br />N.Correctly interpret arterial blood gases to determine whether acidosis is respiratory or metabolic in origin. (Cognitive, Analysis) <br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered regulation: Endocrine System<br />CONCEPT: Altered metabolism<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience the student should be able to:<br />A.Outline the epidemiology and etiology of acute malfunctions of the endocrine system in patients of all ages. (Cognitive, Analysis)<br />B.Summarize the pathophysiology of acute malfunctions of the endocrine system. (Cognitive, Evaluation)<br />C.Compare the prevention, clinical manifestations, and medical and nursing manage management of patients who have acute endocrine disorders. (Cognitive, Evaluation)<br />D.Relate the emotional and social impact of metabolic dysfunctions. (Cognitive, Application)<br />E.Explain the role of the RN when providing care for patients of all ages experiencing endocrine disorders. (Cognitive, Synthesis)<br />F.Summarize the legal and ethical issues related to patients with acute endocrine dysfunctions. (Cognitive, Synthesis)<br />G.Identify the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the medical management of individuals experiencing endocrine disorders. (Cognitive, Analysis)<br />Unit 2<br />TOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with altered gas transport: Cardiovascular system<br />CONCEPT: Failure of the cardiovascular system<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Outline the incidence and etiology of acute disease processes affecting the cardiovascular system.(Cognitive, Analysis)<br />B.Summarize the pathophysiology and clinical manifestations of acute cardiovascular condition(Cognitive, Evaluation)<br />C.Relate classifications of heart disease and their implications for nursing care. (Cognitive, Analysis)<br />D.Compare medical and nursing management of acute cardiovascular conditions in patients of all ages. (Cognitive, Evaluation)<br />E.Identify the nursing management of an individual requiring vascular surgery. (Cognitive, Analysis)<br />F.Explain the emotional and social impact of heart disease. (Cognitive, Synthesis) <br />G.Relate the role of the RN when providing care for the patient with a cardiovascular disorder. (Cognitive, Evaluation)<br />H.Outline the classification, action, side effects, and nursing responsibilities of common pharmacological agents used in the treatment of patients with cardiovascular disorders. (Cognitive, Analysis)<br />I.Explain nursing responsibilities for caring for the patient of any age group during the perioperativeperiod. (Cognitive, Synthesis)<br />J.Outline the pathophysiology of wound healing and factors that influence wound healing. (Cognitive, Analysis)<br />K.Summarize the pathophysiology of shock and the resultant changes that lead to organ damage. (Cognitive, Evaluation)<br />L.Point out the actions and effects of drugs used in the management of shock and nursing care of patients receiving vasoactive drugs. (Cognitive, Analysis)<br />TOPIC: Impact of stress and illness related to critical health deviations in patients of any age and culture.<br />CONCEPT: Stress affects level of wellness<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Compare acute illness and chronic illness. (Cognitive, Evaluation)<br />B.Compare the steps of crisis intervention to those of the nursing process. (Cognitive, Evaluation)<br />C.Identify specific life experiences that have the potential to precipitate a crisis. (Cognitive, Analysis)<br />D.Relate major areas of focus to include in the assessment of an individual in a crisis situation. (Cognitive, Application)<br />E.Identify reasons for surgery and stress reactions to the surgical experience. (Cognitive, Analysis)<br />F.Relate the legal and ethical implications related experiencing surgery. (Cognitive, Evaluation)<br />G.Distinguish the impact of illness on the family of the patient who has a critical health deviation. (Cognitive, Analysis)<br />H.Compare and contrast the use of coping with patients of all ages who have a critical health deviation. (Cognitive, Evaluation)<br />I.Interpret nursing strategies to assist the patient and family to cope with the stages of critical illness and death. (Cognitive, Evaluation)<br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered musculoskeletal function.<br />CONCEPT: Immobility/infection<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Outline the epidemiology and etiology of acute musculoskeletal alterations. (Cognitive, Analysis)<br />B.Differentiate the pathophysiology of fractures. (Cognitive, Analysis)<br />C.Compare the prevention, clinical manifestations, and medical and nursing management of patients who have acute musculoskeletal alterations. (Cognitive, Evaluation)<br />D.Use prior knowledge to discuss the physiological process of immobility. (Cognitive, Application)<br />E.Relate the emotional and social impact of immobility on patients of all ages. (Cognitive, Analysis)<br />F.Summarize activities and means of stimulation for patients who require immobilization. (Cognitive, Evaluation)<br />G.Explain the mechanisms, signs, onset, and treatment for complications of immobility/infection. (Cognitive, Application)<br />H.Interpret the role of the R.N. when providing care for patients of all ages experiencing musculoskeletal dysfunctions. (Cognitive, Synthesis)<br />I.Identify the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the medical management of individuals experiencing musculoskeletal disorders. (Cognitive, Analysis)<br />Unit 3<br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with impaired protective mechanisms: The Integumentary System.<br />CONCEPT: Loss of skin integrity<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />Outline the epidemiology and etiology of acute alterations in the integumentary system. (Cognitive, Analysis)<br />Differentiate the pathophysiology of acute alterations in the integumentary system. (Cognitive, Analysis)<br />Compare the clinical manifestations, and medical and nursing management of patients who have acute alterations in the integumentary system. (Cognitive, Analysis)<br />Relate the emotional and social impact of dysfunctions in the integumentary system. (Cognitive, Application)<br />Differentiate the role of the RN when providing care for patients who have an integumentary disorder. (Cognitive, Analysis)<br />Relate the legal and ethical issues associated with patients experiencing integumentary dysfunction. (Cognitive, Synthesis)<br />Outline the classification, action, side effects, and nursing responsibilities of common pharmacological agents used in the treatment of integumentary disorders. (Cognitive, Analysis)<br />TOPIC: Nursing strategies of the RN providing care to patients of any age and culture related to altered gas transport: Respiratory system<br />CONCEPT: Respiratory insufficiency<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Outline the incidence and etiology of acute respiratory disorders in patients of all ages. (Cognitive, Analysis)<br />B.Summarize the pathophysiology and clinical manifestations of acute respiratory disorders.(Cognitive, Synthesis) <br />C.Compare the medical and nursing management of patients of all ages who have acute respiratory disorders. (Cognitive, Evaluation)<br />D.Explain the emotional and social impact of respiratory disease. (Cognitive, Synthesis)<br />E.Distinguish the role of the RN when providing care for patients of all ages who have an acute a respiratory disorder. (Cognitive, Analysis)<br />F.Explain the nursing care of patients of all ages who require mechanical ventilation to maintain respiratory function. (Cognitive, Synthesis)<br />G.Outline the classification, action, side effects, and nursing responsibilities of common pharmacological agents used with respiratory disorders. (Cognitive, Analysis)<br />TOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with alterations in nutrition and elimination: gastrointestinal (GI) system<br />CONCEPT: Alterations in digestion and absorption<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Outline the incidence and etiology of acute GI in patients of all ages. (Cognitive, Application)<br />B.Distinguish the pathophysiology and clinical manifestations of acute gastrointestinal conditions. (Cognitive, Analysis)<br />C.Compare the medical and nursing management of patients who have acute gastrointestinal conditions. (Cognitive, Analysis)<br />D.Identify the emotional and social impact of gastrointestinal disease on the patient of any age and culture. (Cognitive, Analysis)<br />E.Differentiate the role of the RN when providing care for patients who have a gastrointestinal disorder. (Cognitive, Analysis)<br />F.Devise nursing care of patients requiring alternate means for nutrition and elimination. (Cognitive, Synthesis)<br />G.Point out the classification, action, side effects, and nursing responsibilities of common pharmacological agents used for patients who have gastrointestinal disorders. (Cognitive, Analysis)<br />H.Generate critical nursing assessments and interventions for safety during the pre-, intra- and postinduction period for conscious sedation. (Cognitive, Synthesis) <br />I.Compare commonly used preanesthetic medications, their purpose, and their effect during the preoperative period. (Cognitive, Evaluation)<br />J.Distinguish types of anesthesia. (Cognitive, Analysis)<br />K.Outline administration and complications of conscious sedation. (Cognitive, Analysis)<br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered regulation: Hepatic and Biliary systems<br />CONCEPT: Hepatic/biliary failure<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />Outline the epidemiology and etiology of hepatic and biliary disorders. (Cognitive, Analysis)<br />Distinguish the pathophysiology and clinical manifestations of alterations of the hepatic and biliary systems. (Cognitive, Analysis)<br />Compare the medical and nursing management of hepato/biliary dysfunctions. (Cognitive, Evaluation)<br />Relate the emotional and social impact of hepato/biliary dysfunction. (Cognitive, Analysis)<br />E.Summarize the role of the RN when providing care for patients experiencing hepatic/biliary disorders. (Cognitive, Synthesis)<br />F.Explain the legal and ethical issues related to patients who have liver failure. (Cognitive, Synthesis)<br />G.Identify the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the medical management of individuals experiencing hepatic/biliary disorders. (Cognitive, Analysis)<br />Unit 4<br />TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered urinary function<br />CONCEPT: Obstructive Urinary disorders<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />A.Outline the epidemiology and etiology of acute urinary conditions. (Cognitive, Analysis)<br />B.Distinguish the pathophysiology of acute urinary conditions. (Cognitive, Analysis)<br />C.Diagram the prevention, clinical manifestations, and medical and nursing management of acute urinary conditions. (Cognitive, Analysis)<br />D.Explain the emotional and social impact of a urinary dysfunction. (Cognitive, Synthesis)<br />E.Identify complications and nursing management associated with hemodialysis, peritoneal dialysis, and kidney transplant. (Cognitive, Analysis)<br />F.Organize the role of the RN when providing care for a patient experiencing a urinary disorder. (Cognitive, Synthesis)<br />G.Relate the legal and ethical issues associated with patients experiencing renal failure. (Cognitive, Synthesis)<br />H.Identify the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the medical management of individuals experiencing urologic disorders. (Cognitive, Analysis)<br />TOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with acute mental <br />health deviations<br />CONCEPT: Alterations in mental health<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />Outline the incidence and etiology of mental health disorders for patients of any age. <br />(Cognitive, Analysis)<br />B.Explain the pathophysiology and clinical manifestations for mental health disorders. (Cognitive, Synthesis)<br />C.Discriminate between the medical and nursing management for patients of all ages who have mental health deviations. (Cognitive, Evaluation)<br />D.Differentiate between mild forms of impairment of mood and affect and more severe illness states. (Cognitive, Analysis)<br />E.Identify primary somatic treatments used with bi-polar disturbances and discuss the guidelines for their use. (Cognitive, Analysis)<br />F.Identify significant factors which influence the development of personality disorders. (Cognitive, Analysis)<br />G.Explain the common characteristics of the various personality disorders. (Cognitive, Synthesis)<br />H.Relate the role of the RN in providing care for the patient of any age with a psychophysiological disturbance. (Cognitive, Application)<br />I.Summarize the epidemiology and risk indications of suicide for all ages. (Cognitive, Synthesis)<br />J.Identify warning signals which indicate that a patient is contemplating suicide. (Cognitive, Analysis)<br />K.Identify current treatment modalities used in mental illness including milieu therapy, groups and group therapy, convulsive therapy, and behavioral approaches. (Cognitive, Analysis)<br />L.Distinguish the common pharmacological agents used in the treatment of patients of any age experiencing acute mental health deviations. (Cognitive, Analysis)<br />TOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture during noncomplicated perinatal function and noncomplicated neonatal function<br />CONCEPT: Noncomplicated antepartum, intrapartum, postpartum, and neonate<br />DIDACTIC OBJECTIVES: Upon completion of this learning experience, the student should be able to:<br />Differentiate presumptive, probable, and positive signs of pregnancy. (Cognitive, Analysis)<br />Relate the role of the RN in initial and subsequent antepartum assessments in terms of history, physical examination, computation of gravida, para, and estimated date of delivery (birth) based on the woman’s last menstrual period, and risk assessment. (Cognitive, Analysis)<br />Describe the common discomforts of pregnancy in terms of causes, and explain measures that prevent or relieve them. (Cognitive, Analysis)<br />Use the nursing process and critical thinking skills to initiate a plan of care for the antepartum patient. (Cognitive, Analysis)<br />Explain the factors that influence psychosocial adaptation and cultural influences on pregnancy. (Cognitive, Analysis)<br />Identify the nutritional needs of pregnant women and the factors that influence nutritional status and choice. (Cognitive, Analysis)<br />Describe the various diagnostic exams utilized, and the role of the RN, during the antepartum period. (Cognitive, Analysis)<br />Outline the classification, action, side effects, and nursing responsibilities of common pharmacological agents used during the antepartum period. (Cognitive, Analysis)<br />Describe maternal and fetal responses to labor. (Cognitive, Comprehension)<br />Explain how components of the birth process affect the course of labor. (Cognitive, Application)<br />Relate mechanisms of labor to the process of vaginal birth. (Cognitive, Analysis)<br />Explain premonitory signs of labor. (Cognitive, Application)<br />Differentiate true labor from false labor. (Cognitive, Analysis)<br />Identify common differences in the labors of nulliparous and parous women. (Cognitive, Application)<br />Differentiate the stages of labor and the phases within the first stage. (Cognitive, Analysis)<br />Apply the nursing process to care of the woman experiencing false labor. (Cognitive, Application)<br />Apply the nursing process to care of the woman and her family during the intrapartum period. (Cognitive, Application)<br />Differentiate between the various types of fetal surveillance. ((Cognitive, Analysis)<br />Use the nursing process to plan care for a woman having intrapartum electronic fetal monitoring. (Cognitive, Application)<br />Explain the nursing assessments and nursing care during the postpartum period. (Cognitive, Application)<br />Identify the role of the nurse in health education and identify important areas of teaching. (Cognitive, Application)<br />Explain the nursing assessments and nursing care of the neonate. (Cognitive, Application)<br />Explain the importance and the components of gestational assessment (Cognitive, Application)<br />Describe the purpose and use of prophylactic medication for the neonate. (Cognitive, Application)<br />Identify various methods to prevent infections in neonates. (Cognitive, Application)<br />Identify the role of the nurse regarding importance of newborn screening and other considerations of parent teaching. (Cognitive, Application)<br />Identify the classification, action, side-effects, and nursing responsibilities of common pharmacological agents used in the medical management of individuals during intrapartum and postpartum. <br />RNSG 2514 Reading List<br />
    • Unit 1TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered sensorineural function.Ignatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders. Chapter 48 Assessment of the Eye and VisionChapter 49 Care of Patients with Eye and Vision ProblemsChapter 50 Assessment of the Ear and HearingChapter 51 Care of Patients with Ear and Hearing ProblemsMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 55 The Child with a Sensory AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 7 Neurologic and Sensory CareTOPIC: Nursing strategies of the RN in caring for patients of any age and culture related to alterations in the sensorimotor systems - NeuroIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 43 Assessment of the Nervous SystemChapter 44 Care of Patients with Problems of the Central Nervous System: The BrainChapter 45 Care of Patients with Problems of the Central Nervous System: The Spinal CordChapter 47 Care of Critically Ill Patients with Neurologic ProblemsMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 52 The Child with a Neurologic AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 7 Neurologic and Sensory CareTOPIC: Intravenous Therapy TheoryIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 13 Assessment and Care of Patients with Fluid and Electrolyte ImbalancesChapter 14 Assessment and Care of Patients with Acid-Base ImbalancesChapter 15 Infusion TherapyLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 2 Basic CareChapter 4 Intravenous therapyTOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered regulation: Endocrine SystemIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders. Chapter 64 Assessment of the Endocrine SystemChapter 65 Care of Patients with Pituitary and Adrenal Gland ProblemsChapter 66 Care of Patients with Problems of the Thyroid and Parathyroid GlandsChapter 67 Care of Patients with Diabetes MellitusMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 51 The Child with an Endocrine or Metabolic AlterationUnit 2TOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with altered gas transport: Cardiovascular systemIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders. Chapter 35 Assessment of the Cardiovascular SystemChapter 36 Care of Patients with DysrhythmiasChapter 37 Care of Patients with Cardiac ProblemsChapter 38 Care of Patients with Vascular ProblemsChapter 39 Care of Patients with ShockChapter 40 Care of Patients with Acute Coronary SyndromeMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 46 The Child with a Cardiovascular AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 5 Cardiovascular CareTOPIC: Impact of stress and illness related to critical health deviations in patients of any age and culture.Varcarolis, E., Halter, M. (2009). Essentials of psychiatric mental health nursing: a communication approach to evidence-based care. St. Louis, MO: Elsevier SaundersChapter 17 Crisis and DisasterChapter 22 Grief and LossIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier SaundersChapter 9 End-of-Life CareTOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered musculoskeletal functionIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 52 Assessment of the Musculoskeletal SystemChapter 53 Care of Patients with Musculoskeletal ProblemsChapter 54 Care of Patients with Musculoskeletal TraumaMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 50 The Child with a Musculoskeletal AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 10 Orthopedic CareUnit 3TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with impaired protective mechanisms: The Integumentary SystemIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 26 Assessment of the Skin, Hair, and NailsChapter 27 Care of Patients with Skin ProblemsChapter 28 Care of Patients with BurnsMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 49 The Child with an Integumentary AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 11 Skin CareTOPIC: Nursing strategies of the RN providing care to patients of any age and culture related to altered gas transport: Respiratory systemIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 29 Assessment of the Respiratory SystemChapter 30 Care of Patients Requiring Oxygen Therapy or TracheostomyChapter 33 Care of Patients with Infectious Respiratory ProblemsChapter 34 Care of Critically Ill Patients with Respiratory ProblemsMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 45 The Child with Respiratory AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 6 Respiratory CareTOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with alterations in nutrition and elimination: gastrointestinal (GI) systemIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders.Chapter 17 Care of Intraoperative Patients (pp270-282)Chapter 55 Assessment of the Gastrointestinal SystemChapter 56 Care of Patients with Oral Cavity ProblemsChapter 57 Care of Patients with Esophageal ProblemsChapter 58 Care of Patients with Stomach DisordersChapter 59 Care of Patients with Noninflammatory Intestinal DisordersChapter 60 Care of Patients with Inflammatory Intestinal DisordersMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 43 The Child with a Gastrointestinal Alteration Lippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 8 Gastrointestinal CareTOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered regulation: Hepatic and Biliary systemsIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders. Chapter 61 Care of Patients with Liver ProblemsChapter 62 Care of Patients with Problems of the Biliary System and Pancreas McKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 43 The Child with a Gastrointestinal Alteration Unit 4TOPIC: Nursing strategies used by the RN in caring for patients of any age and culture with altered urinary functionIgnatavicious, D. D. & Workman, M. L. (2010). Medical-surgical nursing critical thinking for collaborative care (6th ed.). St. Louis, MO: Elsevier Saunders. Chapter 68 Assessment of the Renal/Urinary SystemChapter 69 Care of Patients with Urinary ProblemsChapter 70 Care of Patients with Renal DisordersChapter 71 Care of Patients with Acute Renal Failure and Chronic Kidney DiseaseMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 44 The Child with Genitourinary AlterationLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 9 Renal and Urologic CareTOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture with acute mental health deviationsVarcarolis, E. & Halter, M. (2009). Essentials of psychiatric mental health nursing: a communication approach to evidence-based care. St. Louis, MO: Elsevier SaundersChapter 2 Mental Health and Mental IllnessChapter 3 Theories and TherapiesChapter 4 Biological Basis for Understanding PsychopharmacologyChapter 10 Personality DisordersChapter 12 Mood Disorders: DepressionChapter 13 Mood Disorders: BipolarChapter 20 Suicidal Thoughts and BehaviorsChapter 27 Settings for Psychiatric CareMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 53 Psychosocial Disorders in Children and FamiliesTOPIC: Nursing strategies used by the RN in caring for the patient of any age and culture during noncomplicated perinatal function and noncomplicated neonatal functionMcKinney, E. S., Jones, S. R., Murray, S. S. & Ashwill, J. W. (2009). Maternal-child nursing (3rd ed.). Philadelphia: Elsevier Saunders.Chapter 13 Physiologic Adaptations to PregnancyChapter 14 Psychosocial Adaptations to PregnancyChapter 15 Nutrition for ChildbearingChapter 16 Prenatal Diagnostic TestingChapter 17 Giving BirthChapter 18 Intrapartum Fetal SurveillanceChapter 19 Pain Management for ChildbirthChapter 20 Nursing Care During Obstetric ProceduresChapter 21 Postpartum AdaptationsChapter 22 The Normal Newborn: Adaptation and AssessmentChapter 23 The Normal Newborn: Nursing CareChapter 24 Newborn FeedingLippincott, Williams & Wilkins (2007). Best practices: Evidence-based nursing practice (2nd ed.) Philadelphia: Lippincott, Williams & WilkinsChapter 12 Obstetric, Neonatal, and Postpartum Care
    RNSG 2514 & RNSG 2535 Calendar<br />DateActivityDue DateAugust 25, 2010RNSG 2514 & RNSG 2535 Orientation 0900-1500August 25, 2010Enroll in Evolve Case Studies through Evolve-Elsevier Course# 0956_smacneill_0006August 30, 2010Tutoring Session 0900-1400NCLEX 4000 (2) 50-item exams covering: Neurosensory DisordersSeptember 1, 2010 0800Neurological Case Study Discussion Board AssignmentSeptember 2, 2010 0800September 6, 2010HolidayNCLEX 4000 50-item exam covering: Medication and IV AdministrationSeptember 8, 2010 0800NCLEX 4000 50-item exam covering: Endocrine and Metabolic DisordersSeptember 8, 2010 0800Evolve Case Studies: Medical-Surgical: Spinal Cord InjuryMedical-Surgical: Seizure DisorderMedical-Surgical: Head InjuryMedical-Surgical: Brain Attack: StrokeMedical-Surgical: Diabetes Type IMedical-Surgical: Thyroid DisordersSeptember 8, 2010 0800September 8, 2010RNSG 2514 Exam 1 0830-0900September 13, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Cardiovascular DisordersSeptember 15, 2010 0800NCLEX 4000 50-item exam covering: Basic Psychosocial NeedsSeptember 15, 2010 0800September 15, 2010 Simulation Lab (Assessment) 0830-1700Musculoskeletal System Discussion Board AssignmentSeptember 17, 2010 0800September 20, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Musculoskeletal DisordersSeptember 22, 10100800NCLEX 4000 50-item exam covering: Integumentary DisordersSeptember 22, 10100800Evolve Case Studies: Medical-Surgical: Deep Vein ThrombosisMedical-Surgical: Heart Failure with Atrial FibrillationFundamentals: Loss, Grief, and DeathPediatrics: Compound Fracture: PreschoolerFundamentals: MobilityPediatrics: BurnsFundamentals: Skin IntegrityPhysical Assessment: Integumentary AssessmentSeptember 22, 10100800September 22, 1010RNSG 2514 Exam 2 0830 - 0900September 27, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Respiratory DisordersSeptember 29, 10100800NCLEX 4000 50-item exam covering: Gastrointestinal DisordersSeptember 29, 10100800Respiratory Issue Discussion Board AssignmentSeptember 30, 10100800October 4, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Gastrointestinal DisordersOctober 6, 20100800NCLEX 4000 50-item exam covering: Genitourinary DisordersOctober 6, 20100800Evolve Case Studies: Pediatrics: Respiratory Syncytial Virus (RSV) BronchiolitisFundamentals: Breathing PatternsMedical-Surgical: COPD with PneumoniaPhysical Assessment: Respiratory AssessmentMedical-Surgical: Colonoscopy with Bowel PerforationMedical-Surgical: Inflammatory Bowel DiseaseMedical-Surgical: Peptic Ulcer DiseaseMedical-Surgical: HepatitisMedical-Surgical: Chronic PancreatitisMedical-Surgical: CirrhosisMedical-Surgical: Chronic Renal FailureFundamentals: Urinary PatternsOctober 6, 20100800October 6, 2010RNSG 2514 Exam 3 0830 - 0900October 11, 2010Tutoring Session 0900-1400NCLEX 4000 (2) 50-item exams covering: Psychiatric and Mental Health Issues (ALL Topics in this section)October 13, 20100800Mental Health NCLEX style questions Discussion Board AssignmentOctober 14, 20100800October 18, 2010Tutoring Session 0900-1400Evolve Case Studies: Psychiatric/Mental Health: DepressionPsychiatric/Mental Health: Major Depressive DisorderObstetrics: Healthy NewbornObstetrics: PostpartumOctober 19, 20100800October 19, 2010RNSG 2514 Exam 4 0830 - 0900October 20, 2010RNSG 2535 BeginsOctober 21, 2010RNSG 2514 Final Exam 0830 - 0900October 25, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Immune and Hematologic DisordersOctober 27, 20100800NCLEX 4000 50-item exam covering: Gastrointestinal DisordersOctober 27, 20100800October 27, 2010Simulation Lab (Blood Transfusion) 0830-1700Immune System Case Study Discussion Board AssignmentOctober 28, 20100800Hematology Case Study Discussion Board AssignmentNovember 2, 20100800November 1, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Immune and Hematologic DisordersNovember 3, 20100800NCLEX 4000 50-item exam covering: Cardiovascular DisordersNovember 3, 20100800Evolve Case Studies: Medical-Surgical: HIV and TBMedical-Surgical: Rheumatoid Arthritis and Joint ArthroplastyPediatrics: Sickle Cell AnemiaMedical-Surgical: HypertensionMedical-Surgical: Coronary Artery DiseaseMedical-Surgical: Peripheral Vascular DiseasePediatrics: Congenital Heart DiseaseNovember 3, 20100800November 3, 2010RNSG 2535 Exam 1 0830 - 0900November 8, 2010Tutoring Session 0900-1400NCLEX 4000 (2) 50-item exams covering: Maternal-Neonatal Nursing (All Topics)November 10, 20100800November 10, 2010Simulation Lab (DVT) 0830-1700Reproductive Website Analysis Discussion Board AssignmentNovember 11, 20100800November 15, 2010Tutoring Session 0900-1400NCLEX 4000 (2) 50-item exams covering: Fundamentals of Nursing (All Topics)November 17, 20100800Evolve Case Studies: Medical-Surgical: Benign Prostatic HyperplasiaMedical-Surgical: Breast CancerObstetrics: Gestational DiabetesObstetrics: Pre-eclampsiaObstetrics: Premature InfantManagement: Management of a Skilled Care UnitManagement: Management of a Medical UnitManagement: Management of a Surgical UnitManagement: Management of a Pediatric UnitNovember 17, 20100800November 17, 2010RNSG 2535 Exam 2 0830 - 0900ANA Website Current Issue Discussion Board AssignmentNovember 18, 20100800November 22, 2010Tutoring Session 0900-1400NCLEX 4000 50-item exam covering: Respiratory DisordersNovember 24, 20100800NCLEX 4000 50-item exam covering: Musculoskeletal DisordersNovember 24, 20100800November 25 & 26HolidayNovember 29, 2010Tutoring Session 0900-1400Oncology Case Study Discussion Board AssignmentNovember 29, 20100800NCLEX 4000 50-item exam covering: Endocrine & Metabolic DisordersDecember 1, 20100800NCLEX 4000 50-item exam covering: Oncologic DisordersDecember 1, 20100800Evolve Case Studies: Medical-Surgical: Lung CancerPediatric: Cystic FibrosisMedical-Surgical: OsteoporosisFundamentals: Fluid BalanceMedical-Surgical: Laryngeal CancerManagement: Management of an Oncology UnitDecember 1, 20100800December 1, 2010RNSG 2535 Exam 3 0830 - 0900December 6, 2010Clinical Orientation 0900-1200December 6, 2010Tutoring Session 1300-1500NCLEX 4000 50-item exam covering: Neurosensory DisordersDecember 8, 20100800NCLEX 4000 (2) 50-item exams covering: Psychiatric and Mental Health Issues (ALL Topics in this section)December 8, 20100800December 9, 2010Tutoring Session 1000-1200NCLEX 4000 (2) 50-item exams covering: Pediatric Nursing (ALL Topics in this section)December 10, 20100800Evolve Case Studies: Medical-Surgical: Guillian-Barre’ SyndromeMedical-Surgical: Myasthenia GravisMedical-Surgical: Parkinson’s DiseasePsychiatric/Mental Health: Alzheimer’s DiseasePsychiatric/Mental Health: AlcoholismPsychiatric/Mental Health: PsychosisPsychiatric/Mental Health: SchizophreniaManagement: The Emergent Care ClinicDecember 13, 20100800December 13, 2010RNSG 2535 Exam 4 0830 - 0900December 15, 2010RNSG 2535 Final Exam 0830 - 0900<br />Reviewed and revised August 2010<br />

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