Published on

Published in: Education, Health & Medicine
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. N 331: Illness and Disease Management II MacMURRAY COLLEGE DEPARTMENT OF NURSING Mission: The MacMurray College Department of Nursing is among the few professional nursing education programs in central Illinois providing baccalaureate nursing education within a liberal arts institution. Students enter the program from diverse geographic and social backgrounds, bringing their unique contributions to the study of nursing. The MacMurray College Nursing Program prepares graduates for professional nursing practice, graduate education, and ongoing career development within a nursing curriculum which is supported by an integrated liberal arts core. This integration of liberal education promotes sound interpretation of new knowledge, clear articulation of thoughts, interdisciplinary connections, and discrimination in making judgments about factors that influence the human condition. Baccalaureate nursing education at MacMurray College prepares students to enter the nursing profession with the values, competencies, knowledge and skills necessary to provide, design, manage, and coordinate nursing care for diverse groups in a variety of settings. Consistent with the mission and goals of MacMurray College, the Nursing Department stresses excellence in teaching, service, and practice. Curricular Framework: Provider of Care Designer of Care Coordinator of Care Manager of Care Member of the Profession Core Knowledge Core Competencies Professional Values Nursing Support Courses MacMurray College Liberal Arts Curriculum THE FRAMEWORK FOR BACCALAUREATE NURSING EDUCATION AT MACMURRAY COLLEGE
  2. 2. N 331 Illness and Disease Management II Formal definitions for the concepts identified in the framework are provided in the Nursing Student Handbook. MacMURRAY COLLEGE DEPARTMENT OF NURSING Syllabus Spring 2009 Course Information: Course Title: Nursing 331: Illness and Disease Management II Course Credit: 6 credit hours (3 class, 9 clinical) Placement of Course: Second semester, junior level Prerequisites: Nursing 330: Illness and Disease Management I; Nursing 310; Pathophysiology and Pharmacology I Corequisite: Nursing 311: Pathophysiology and Pharmacology II Instructor Information: This course is taught by Christine Staake, MS, RN; Assistant Professor of Nursing. Her office is located This course is taught by Christine K. Staake, MS, RN. Her office is located in the Norris Education Building, Room 328. Her e-mail address is christine.staake and phone 217-479-7696. You may leave messages for her with the department secretary, 217-479-7083, or on the departmental answering machine. Website: In addition to the instructor’s website, this course will be facilitated using the open source Course Management System, Moodle. You can access Moodle by entering in the web browser. The right hand side of the screen provides you with instructions on how to create a Moodle account. After creating an account you will be able to log-on and enroll in Nursing 331. You will be asked for an enrollment key. The enrollment key for this course is Disease. Clinical instructors for this course will be Marilyn Boatman, MS, RN, Sara Miles, MSN, RN and Christine Staake, MS, RN. Contact information for clinical instructors will be provided with clinical schedule. Class Information: This class meets at 10:55– 12:10 p.m. on Tuesday and Thursday. Clinical experience will be on Wednesday or Friday from 6:30 – 3:30. Refer to clinical rotation schedule. Course Description: This course focuses on the core knowledge and competencies necessary to design and provide nursing care for adults with complex illness and disease. Students focus on providing individualized, evidence- based nursing care directed toward achieving quality outcomes. Clinical experiences take place in rapidly changing acute-care settings within a medical center and rural hospital. Students are expected to engage in reflection of their clinical reasoning skills and clinical judgments. Course Objectives: Following completion of Nursing 331, the student will be able to: 1. Demonstrate responsibility and accountability for practice through integration of professional and personal values in practice. 2. Effectively communicate with patients, families, peers, staff, and faculty. 3. Consistently design and provide an individualized, outcome-focused plan of care based on data interpretation and problem identification. 4. Verbalize the scientific evidence and rationales for all planned nursing activities. 5. Consistently anticipate client needs based on knowledge of complex disease processes. MacMurray College Department of Nursing—Spring 2010 2
  3. 3. N 331 Illness and Disease Management II 6. Make sound clinical judgments in a rapidly changing environment. 7. Function as a member of the health care team in designing and providing patient care from admission through discharge. 8. Access, interpret, and utilize data and information from a wide range of resources in order to plan nursing care. 9. Evaluate the outcomes of nursing care for individuals with complex health problems. 10. Demonstrate sensitivity to personal and cultural influences of persons with complex care needs. Required Texts/Resources: Smeltzer, S.C., Bare, B.G., Hinckle, J.L., and Cheever, K.H. (2008) Brunner & Suddarth’s textbook of medical-surgical nursing (11th ed.). Philadelphia: Lippincott, Williams, and Wilkins. Boyer, M.J. (2008) Study guide to accompany Brunner & Suddarth’s textbook of medical-surgical nursing (11th ed.). Philadelphia: Lippincott, Williams, and Wilkins. Johnson, J.Y. (2008) Handbook for Brunner & Suddarth’s textbook of medical-surgical nursing (11th ed.). Philadelphia: Lippincott, Williams, and Wilkins. Wissmann, J. (Ed.). (2007). Registered nurse adult medical-surgical review module (Edition 7.1). USA: Assessment Technologies Institute, LLC. Recommended Texts/Resources: Deglin, J. and Vallerand, A. (2006). Davis’s drug guide for nurses (10th ed.). Philadelphia, PA: F.A. Davis Malarkey, L. and McMorrow, M. (2005). Saunders nursing guide to laboratory and diagnostic tests. St. Louis: Elsevier Saunders. Potter, P. and Perry, A. (2009). Fundamentals of nursing (7th ed.). St. Louis: Mosby. Veness, D. Editor. (2001). Taber’s cyclopedic medical dictionary. Philadelphia: F.A. Davis Company. (2001). Publication manual of the American Psychological Association. Washington, D.C.: American Psychological Association. Mosby's nursing skills CD-ROM 2.0 student version (2005). St. Louis: Mosby. Teaching/Learning Methods: Lecture/Discussion Demonstration Clinical practice Post-clinical conferences Group and individual conferences Videos Case Studies Attendance Policies: Classroom: Attendance is required at all class sessions. Reading before class and completing homework assignments are essential. Classroom absences will affect the grade. The instructor must be notified prior to any absences. In some instances, make-up will be required. Special cases (extenuating circumstances) may be brought before the faculty for consideration. MacMurray College Department of Nursing—Spring 2010 3
  4. 4. N 331 Illness and Disease Management II Missed exams will be made up at the convenience of the instructor within 48 hours. It is the student’s responsibility to contact the instructor. The instructor is not responsible for follow-up phone calls. Each instructor, within college policy, shall determine the course of action if the absence is not warranted. Any student that does not notify instructor of absence on exam day, and/or doesn’t make arrangements to make up missed exam within 48 hours will receive a zero for the missed exam. Clinical: Attendance at all assigned clinical experiences is expected. All clinical absences must be documented on the Clinical Absence Form and will be reviewed by the full faculty. All excused absences will warrant a make-up clinical (if possible) or an alternate assignment identified by the course instructor. An unexcused absence is cause for failure of the clinical component of the course. Failure to notify instructor and clinical unit of absence is also cause for clinical failure. All students are responsible for their own transportation to and from clinical sites. Students are expected to complete required assignments prior to clinical activity. Any instructor may give a grade of unsatisfactory for any day that a student comes unprepared. An inadequately prepared student will be dismissed from the clinical area and an entire clinical day could be lost. All clinical objectives must be fulfilled in order for a student to receive a satisfactory clinical grade. Clinical absence can affect the ability to meet course objectives and pass the clinical component of the course. Clinical Absence Procedure: If absence from a clinical experience is unavoidable, the clinical instructor must be informed as early as possible before the scheduled clinical. A message left on the nursing department answering machine or with the Registrar is not appropriate notification. The clinical area must be informed no later than one hour before the start of the assigned clinical time. 1. Call the clinical facility: MMC: 217-778-3000; PAH: 217-245-9541 2. Ask for nursing area assigned. 3. Identify yourself by name and school. 4. Identify that you will be absent from clinical. 5. If you have been unable to reach your instructor, ask if the instructor is on the unit. If not, ask that the caller give your message to the instructor. 6. If weather is questionable, contact instructor. Course Requirements: In order for the student to successfully complete Nursing 331, he/she must: 1. Attend all classroom and clinical experiences. The grade can be adversely affected by excessive absences. Attendance concerns will be reviewed by the full faculty. 2. Take all written examinations and maintain a cumulative grade of C (77%) or better on exams. 3. The purpose of clinical written work is to assist in intelligently and safely caring for assigned clients/patients. Failure to complete the assigned written work is unacceptable. The expectation is that the work will be turned in when due, however, late written work will be accepted up to five consecutive days after the original due date and the grade will reflect a reduction of 7 points for each day late. 4. Assume the responsibility for periodically reviewing performance with the clinical instructor. 5. Any formal assignments (e.g., papers) will be automatically reduced by 7 points for every day they are past the due date. This includes days not in attendance (e.g., week-ends, holidays). Exceptions to this may be made for extenuating circumstances with prior arrangement with instructor. Note, “extenuating circumstances” does not mean poor planning. 6. Participate in self, course and teacher effectiveness evaluations the final week of the course. Clinical Experience Guidelines: Clinical sites for this course are Memorial Medical Center and Passavant Area Hospital. Specific clinical areas will be noted on the clinical rotation schedule. Students will receive patient assignment information from the clinical instructor the morning of the clinical experience, unless otherwise instructed by clinical instructor. MacMurray College Department of Nursing—Spring 2010 4
  5. 5. N 331 Illness and Disease Management II The student must arrive in the clinical area and be ready to start clinical data collection by 0630. Data will be collected and the plan will be formalized by 0800. Student will be expected to draw a concept map plan of care to discuss with his/her clinical instructor at the beginning of the patient care period. Changes to the concept map are expected to occur throughout the clinical day. All patient care activities must be completed by 1430. Post conferences will be held from 1430 to 1530. Using the course objectives as guidelines, students are encouraged to discuss needed experiences with the clinical instructor. Required weekly clinical written work will be due by midnight on the day following the clinical experience. The student is expected to collaborate with the nursing staff in regards to the care and follow-up for their assigned patient. The importance of clinical progression toward outcomes and discharge planning will be emphasized. Complex health care deficits will be identified and addressed. Assessment and planning skills will be utilized consistently. Topical Outline: 1. Emergency Nursing: a. Multisystem Trauma b. Disaster Management 2. Nursing management of persons with complex health problems related to the following systems and processes: Respiratory System Cardiovascular System Renal System Integumentary Reproductive System Sensorineural System Late Work: All work is expected on the date due. Any work submitted after the due date will be penalized 7 points (one letter grade) per day late. If you are not going to make the deadline you must speak with the instructor. If the work is not submitted a zero will be recorded as the grade. Work more than 5 days late will not be accepted. It is in your best interest to turn in the work even if it is late. Failure to turn in a project could result in the overall grade falling below the required 77% to progress in the nursing program. Evaluation: The student will be evaluated through the use of unit examinations, a comprehensive final exam, written work and participation in classroom activities. Daily conference on the clinical area, maintenance of anecdotal records, clinical written work, and the use of the clinical evaluation tool will provide feedback regarding clinical performance. The student is expected to actively participate in the evaluation process. Students are encouraged to review their individual progress and anecdotal notes by appointment with the instructor as needed throughout the semester. Unit Exams (8) 50% Quizzes 5% Final Exam 20% Clinical Conference Presentation 5% Continuity of Care Paper 10% Weekly Written Clinical Work 5% Comprehensive Data Base (2) 5% The clinical component of this course is pass/fail. A failure in the clinical practicum will result in failure of the course. Students are encouraged to review individual progress by appointment with the instructor as needed throughout the course. MacMurray College Department of Nursing—Spring 2010 5
  6. 6. N 331 Illness and Disease Management II Grading Scale: Due to the exacting nature of the nursing profession and the rigors of the NCLEX-RN for licensure, the Department of Nursing utilizes a different grading scale for nursing courses that that which is in place for other courses in the College. Grades are percentage based; there is no grading curve in Nursing. Letter grades for nursing course work will be assigned according to the following criteria: 93.100 A 85.92 B 77.84 C 69.76 D < 69 F Students must have a “C” average on exams, including final exam, in each nursing course before the final course grade is calculated. Projects, papers, and additional assignments are added only if the exam average is “C” or better. Plagiarism and Academic Dishonesty Policy: The Division of Nursing acts in accordance with the academic policies described in The Maggie: A Student’s Guide to MacMurray College and all nursing students should be well-versed regarding these policies. However, given the unique nature of the nursing profession, students should be aware that the sanctions for violating these policies may be more stringent than for the general college population. The complete Division of Nursing Professional Integrity and Behavior Policy is published in the Nursing Student Handbook. Senior Portfolio Requirements: Refer to appropriate section of Student Handbook. Assignment Information: • All students will submit a journal entry which addresses set objectives for the Emergency Department and 6C interactional experience. • All students will present a Case Study. The clinical rotation schedule will designate date of case presentation. • All students will submit a formal paper which emphasizes coordination of care as the basis for patient outcome achievement. Development of a critical pathway will be one component of this assignment. Clinical Written Work Information: • Each week students will submit the completed the clinical data tool and individualized concept map care plan for the assigned patient. The written work will be submitted by e-mail to the clinical instructor as follows: o Wednesday—due by midnight Friday o Friday—due by midnight Sunday • Twice during the semester the student will submit a comprehensive database, concept map, and careplan for the assigned patient. The completed work must be submitted by e-mail. If the clinical is on Wednesday the written work is due by midnight Tuesday; if the clinical is on Friday, the written work is due by midnight Thursday. o The first complete database (CDB) must be submitted no later than 03/03/10. o The second CDB must be submitted no later than 04/21/10. • It is the responsibility of the student to inform the clinical instructor during the clinical day if he/she is choosing the assigned patient for the CDB. MacMurray College Department of Nursing—Spring 2010 6
  7. 7. N 331 Illness and Disease Management II • Documentation of observational experiences will be due following the same guidelines as for the clinical data tool. Each observational write-up will be given points. At the end of the clinical rotation the points will be added and the percentage will be recorded as a clinical written work grade. Objectives for Clinical Observational Assignments: Emergency Department: 1. Examine the use of the nursing process in the emergency department and describe how this differs from your current application of the process. 2. Define Triage and discuss the rationale for this process. 2.1. Observe who is responsible for the triaging of patients on admission. 2.2. Identify and discuss the specific system or protocol you observed. 3. Discuss all aspects of the charting system for emergency patients. 3.1. Describe ease of use. 3.2. Describe how it enhances team communication. 4. Describe the average length of time a noncritical patient has to wait to see a nurse and doctor. 5. Identify the number and location of crash carts in the emergency department. 5.1. Discuss the rationale for specific crash cart placement. 5.2. Describe the Broeslow Bag and Broeslow tape and their purpose. 6. Observe and describe psychosocial interactions/interventions utilized in the emergency department. 6.1. Explore and describe referrals initiated by emergency department personnel. 7. Observe and describe the other personnel or ancillary services provided to patients in the emergency department. 8. Identify and discuss criteria for: 8.1. Admission to hospital 8.2. Transfer to regional medical center 9. Reflect on your interactional experience in the emergency department. 9.1. Briefly list the type of patients and diagnoses that you helped with and any interventions you assisted with. 9.2. Describe your feelings about emergency department nursing. 9.3. Would you consider this practice area? Memorial Medical Center 6C (Post cardiac surgery) 1. Identify collaborative problems (potential complications) associated with cardiac surgery. 2. Discuss why anticipation of collaborative problems is an essential nursing responsibility. 3. Discuss factors that contribute to increased risk for collaborative problems. 4. Discuss the invasive lines, monitoring devices, and drainage devices used in post cardiac surgery care. 5. Discuss the teaching needs of the patient experiencing cardiac surgery. 6. Describe desired patient outcomes in regards to intubation and mechanical ventilation post cardiac surgery. 7. Identify interventions to achieve those desired outcomes. 8. Identify criteria for extubation. 9. Discuss post cardiac surgery pain management strategies. 10. Discuss the importance of maintaining cardiac and hemodynamic stability. 11. Identify measures to maintain cardiac output and tissue perfusion. 12. Discuss the relationship of hypothermia and the development of complications. 13. Discuss pharmacologic interventions specific to post cardiac surgery management. 14. Identify key assessment parameters which need to be monitored closely in the immediate post- op period. 15. Identify and discuss factors which increase the potential for excessive post-operative bleeding. 16. Discuss the relationship between cardiac surgery and increased risk for neurologic complications. MacMurray College Department of Nursing—Spring 2010 7
  8. 8. N 331 Illness and Disease Management II 17. Reflect upon your interactional experience on 6G. a. Briefly describe the care aspects of your day. b. Discuss what you learned from this experience. Wound Center: 1. Identify the goals of wound, ostomy, continence care and discuss nursing competencies essential to achieving those goals. 2. Discuss the observed roles and responsibilities of WOC nurses. 3. Discuss the observed roles and responsibilities of other WOC team members. 4. Identify and discuss criteria for referral to and acceptance for WOC care. 5. Identify and discuss the types of wounds and client conditions treated within the Wound Center. 6. Discuss the observed client/nurse relationship. Compare and contrast the relationship observed in the wound center with relationships observed in other practice areas. 7. Identify psychosocial aspects of care demonstrated by clinic nurses. 8. Discuss the role of asepsis and wound care. 9. Compare and contrast observed differences in individual client strategies for wound care. 10. Identify patient populations which may benefit from treatment in the WOC clinic, include supporting rationale. Guidelines for Clinical Presentation: During the clinical rotation each student will be assigned to present a clinical case study on a patient that he/she cared for. The student will be expected to present the prioritized plan of care for the patient and will include the following key points: 1. Give a brief summary of demographic and assessment data relevant to the prioritized problem. 2. Clearly define and appropriately state the nursing diagnosis. 3. Clearly identify mutually developed expected outcomes. 4. Present major nursing interventions that were effective, including discussion of research-based rationales that support use of chosen interventions. 5. Identify and discuss the strengths and weaknesses of the plan. 6. Summarize what you have learned from the patient assignment, including discussion of future practice implications. 7. Include a visual aid to enhance peer understanding. 8. Limit presentation to no longer than 20 minutes. Allow time for questions/discussion. Case Study Presentation Evaluation: Your presentation will be evaluated by clinical faculty using the following evaluation criteria: Use the following scale to rate each presentation: 1-Poor 2-Fair 3-Average 4-Above Average 5-Outstanding 1. Summary of demographic and assessment data and nursing diagnosis. 1 2 3 4 5 2. Discussion of mutually developed expected outcomes. 1 2 3 4 5 3. Discussion of nursing interventions. 1 2 3 4 5 4. Identification of research with rationales and supporting evidence 1 2 3 4 5 5. Articulation of strengths and weaknesses of plan 1 2 3 4 5 6. Summary of learning experience. 1 2 3 4 5 MacMurray College Department of Nursing—Spring 2010 8
  9. 9. N 331 Illness and Disease Management II 7. Effectiveness of delivery. 1 2 3 4 5 8. Effective use of visual aid. 1 2 3 4 5 Guidelines for Coordination of Care Paper Objective: The goal of this assignment is to demonstrate ability to coordinate the care of a medical- surgical patient with complex care needs from admission to discharge. You will assume the role of the selected patient’s primary care nurse. The nursing process will be the framework used to plan and evaluate care. Particular attention should be focused on teaching and discharge planning needs. This paper will be written on the same patient used for the Post-Clinical Case Presentation. The paper shall include the following: 1. Summary of patient history, assessment data, identified problems (nursing diagnoses), selected interventions, overall care goals and expected outcomes. This information should be presented as a Concept Map. 2. Discuss the collaborative management of this client with particular emphasis on nursing care. Discuss research-based application. Develop a Critical Pathway for the patient’s primary medical diagnosis as a supporting document. Critical pathway examples located in print and web resources may serve as examples, but it is expected that the student will develop the critical pathway for the assigned patient. 3. Include discussion of an appropriate teaching and discharge plan for this client with resources (rationales) to support your choices. 4. Identify and discuss appropriate interdisciplinary and community referrals. 5. Identify why this patient was chosen. Analyze/evaluate plan and selected outcomes. Because your time with the client is limited you should analyze current progress toward expected outcomes and may need to speculate about future progress toward outcomes. Include discussion of what was learned from this project and implications for future practice. The paper shall be written observing the following” 1. APA format using MSWord 2. Minimum 7-8 pages, maximum 9-10 (body of paper) a. Abstract page is not required b. The title page, reference list, and appendices do not count toward number of pages 3. Size 12 font with 1 inch margins 4. 6 supporting resources (2 texts and 4 journal articles). Please note: many website resources are not considered journal articles and are not evidence-based. This paper is due no more than 1 week following Post Presentation The paper will be evaluated based on the following: • Summary with Concept Map 10% • Discussion of Collaborative Management MacMurray College Department of Nursing—Spring 2010 9
  10. 10. N 331 Illness and Disease Management II with Critical Pathway 25% • Discussion of Teaching and Discharge Planning needs 15% • Discussion of Referrals 10% • Evaluation/Analysis 25% • Mechanics 15% MacMurray College Department of Nursing—Spring 2010 10
  11. 11. N 331 Illness and Disease Management II NURSING 331: Illness and Disease Management II COORDINATION OF CARE PAPER GRADING RUBRIC Description: Coordinating care is a major responsibility of the professional nurse in today’s health care environment. Coordination of care is multifaceted and essential to positive patient outcomes. To better understand the concept of coordination of care you are to select a patient with complex care needs from admission to discharge. Assuming the role of a primary care nurse use the nursing process as the framework to plan and evaluate care. Particular attention should be focused on teaching and discharge planning needs. Component High Achievement of Expectations Minimal Achievement of Expectations Expectations Not Achieved Summary of Patient Data presented as Concept Map 10% □ Clearly and concisely summarizes patient demographic and thorough assessment data on concept map. (2.5) □ Clearly identifies and prioritizes nursing diagnoses. (2.5) □ Clearly identifies appropriate interventions (2.5) □ Clearly formulates goals and expected outcomes. (2.5) □ Vague/incomplete summary of patient demographic and assessment date on concept map. (2) □ Vaguely/incompletely identifies and prioritizes nursing diagnoses. (2) □ Vaguely/incompletely identifies appropriate interventios (2) □ Vaguely/incompletely formulates goals and expected outcomes. (2) □ Does not adequately summarize patient demographic and assessment data; incomplete or absent concept web. (1.5) □ Does not identify, or weakly identifies and prioritizes nursing diagnoses. (1.5) □ Does not identify appropriate interventions (1.5) □ Does not formulate goals and expected outcomes. (1.5) Discussion of Collaborative Management with Critical Pathway 25% □ Clearly identifies collaborative care needs with emphasis on nursing care. (5) □ Clearly identifies essential interdisciplinary team members. (5) □ Clearly identified how evidence supports choice of interventions. (5) □ Includes relevant reference source material (5) □ Clearly demonstrates understanding of collaborative management as evidenced by Critical Pathway. (5) □ Vaguely/incompletely identifies collaborative care needs; inadequate emphasis on nursing care. (4) □ Vaguely/incompletely identifies essential interdisciplinary team members. (4.5) □ Vaguely/incompletely identified evidence supports choice of interventions. (4.5) □ Includes minimal relevant reference source material. (4.5) □ Vaguely/incompletely demonstrates understanding of collaborative management as evidenced by incomplete Critical Pathway. (4) □ Does not identify collaborative care needs; does not emphasize nursing care. (3.5) □ Does not identify essential interdisciplinary team members. (4) □ Does not identify how evidence supports choice of interventions. (4) □ Does not include reference source material. (4) □ Does not demonstrate understanding of collaborative management as evidenced by absent or inadequate Critical Pathway. (3) Discussion of Teaching and Discharge Planning □ Clearly demonstrates assessment of learner. (3.5) □ Identifies appropriate learning principles and □ Incompletely/inaccurately demonstrates assessment of learner. (3) □ Incomplete/inaccurate □ Does not include assessment of learner. (2.5) □ Does not integrate MacMurray College Department of Nursing—Spring 2010 11
  12. 12. N 331 Illness and Disease Management II needs 15% rationales (3.5) □ Clearly identifies teaching needs relevant to diagnosis. (3.5) □ Clearly and completely identifies discharge planning needs. (4.5) use of learning principles and rationales. (3) □ Incompletely/inaccurately identifies teaching needs relevant to diagnosis. (3) □ Incomplete/inaccurate identification of discharge planning needs. (4) learning principles and rationales. (2.5) □ Does not identify teaching needs relevant to diagnosis. (2.5) □ Does not identify or address discharge planning needs. (3.5) Discussion of Referrals 10% □ Clearly identifies rationale for referral. (4) □ Clearly identifies appropriate referrals. (3) □ Clearly identifies referral sources. (3) □ Vaguely/incompletely identifies rationale for referral. (3) □ Vaguely/incompletely identifies needed referrals. (2) □ Vaguely/incompletely identifies referral sources. (2) □ Does not include rationale for referral. (2.5) □ Does not identify needed referrals. (1.5) □ Does not identify referral sources. (1.5) Evaluation/ Analysis 25% □ Clearly identifies why patient was chosen. (5) □Insightful analysis of plan including discussion of current progress toward expected outcomes. (5) □ Clearly identifies anticipated further progress toward outcomes. (5) □ Describes what he/she learned about coordination of care. (5) □ Clearly identifies implication for future practice (5) □ Vaguely/incompletely identifies why patient was chosen. (4) □Incomplete analysis of plan with minimal discussion of current progress toward expected outcomes. (4.5) □ Vaguely/incompletely identifies anticipated further progress toward outcomes. (4.5) □ Vaguely/incompletely what he/she learned about coordination of care. (4.5) □ Vaguely/incompletely identifies implication for future practice (4) □ Does not identify why patient was chosen. (3.5) □ Analysis of plan lacks insight with no discussion of current progress toward expected outcomes. (3.5) □ Does not identify anticipated further progress toward outcomes.(4) □ Does not include what he/she learned about coordination of care. (4) □ Does not identify implication for future practice (3.5) Mechanics 15% □ Clearly organized and flows well (4.5) □ Appropriate sentence structure and punctuation (3.5) □ Good use of reference sources with appropriate citation (3.5) □ Correctly formatted paper and reference page (Using APA format, margin and font guidelines. (3.5) □ Organization affects flow or paper (4) □ Problems with sentence structure and punctuation, but minimal effect on outcome (3) □ Adequate use of reference sources with appropriate citation (3) □ Minimal problems with format of paper and reference page (3) □ Poorly organized, affects ability to follow (3) □ Problems with sentence structure and punctuation with major effect on outcome (2.5) □ Inappropriate or absent use of reference sources; inappropriate citation (2.5) □ Major problems with format of paper and reference page (2) Grade: ____ of 100 ( %) Comments: MacMurray College Department of Nursing—Spring 2010 12
  13. 13. N 331 Illness and Disease Management II Diagnostic Test/Lab Value Leveling: Following are laboratory and diagnostic tests identified by the course number of where students will be exposed to the pre-test, intra-test, and post-test nursing responsibilities as well as the values. The student is responsible for knowing this content by the end of the course. 210/211: Bone Marrow Sed Rate CBC Creatinine, BUN Coagulation Profile Urine Specimen Occult Blood Collection UGI, Barium Enema Endoscopy-description Electrolytes 24 hour urine spec collection Albumin Cultures- collection procedures CXR MRI CT Scan 410: Ultrasound- Uterus Bilirubin HCG STI RH Factor, mono, coombs, RPR HBsAg Rubella titer CVS Triple Screen: AFP, HCG, Estriol Newborn screening panel 310/311: Platelets Lipoproteins T3 T4 214: Pap smear Albumin 330: Bone Marrow Sed Rate CBC Coagulation Profile Platelets Urine- deviations from normal MRI Ca unit radiology T-tube cholangiogram Mammography PSA Endoscopy- procedures Ultrasounds Paracentesis Electrolytes BS studies Ammonia 17 ketosteroids (significance) Enzymes B12 Albumin T3 T4 Blood compatibilities Blood Typing Viral Hepatitis RA and LE CRP, Troponin CEA Nuclear scans HgA1C 331: Platelets CSF MRI IVP Pulmonary function studies TV, peak flows VC, O2 Sat Blood gases/acid base EEG Cardiac Cath Angiography: cardiac, cerebral ECG stress testing EMG Doppler Lower ischemia test (Burger’s) Thoracentesis BUN, creatinine Uric acid Enzymes Lipoproteins, lipids, triglycerides CRP, Troponin Nuclear Scans Therapeutic drug levels: dilantin, digoxin, theophylline Lumbar puncture Electrocardiogram Treadmill Holter monitoring Echocardiogram Cardiac enzymes 415: Sickle cell Magnesium levels Pre-eclampsia Pediatric digoxin levels Meningitis Karyotyping Dehydration in children LS, Shaker test, PG ASOT Sweat test 418: Lithium levels Drug screening Toxicology screen Blood Alcohol MacMurray College Department of Nursing—Spring 2010 13
  14. 14. N 331 Illness and Disease Management II Nursing 331: Illness and Disease Management II Topical Outline Spring 2010 Intro: Course Introduction and Syllabus Review; Clinical Orientation Wednesday January 13, 2010 8:30 – 3:30 Unit 1: Trauma and Disaster Nursing: Chapters 71, 72; Adams et al., Chapter 3 Exam 1: 1/19/10 Unit 2: Respiratory System: Chapters 14, 21, 22, 23, 24, 25 Exam 2: 2/9/10 Unit 3a: Cardiovascular System: Chapters 15, 26, 27, 28 Exam 3: 2/23/10 Unit 3b: Cardiovascular System: Chapters 29, 30, 31, 32, (Review: Chapter 33) Exam 4: 3/23/10 Unit 4: Renal System: Chapters 43, 44, 45 Exam 5: 4/6/10 Unit 5: Integumentary System: Chapters 55, 56, 57 Exam 6: 4/13/10 Unit 6: Reproductive System: Chapters 46, 47, 48, 49 Exam 7: 4/20/10 Unit7: Sensorineural System: Chapters 58, 59 Exam 8: 4/27/10 ATI Exam: To Be Announced Final Exam: Monday May 3, 2010; 9 a.m. -11 a.m. MacMurray College Department of Nursing—Spring 2010 14