Course Syllabus

RNSG 1441

Common Concepts of Adult Health

Revision Date: 5-15

Catalog Description: Basic integration of the role of the professional nurse as a provider of patient-centered care, patient safety advocate, member of the health care team, and member of the profession. Study of the common concepts of caring for adult patients and families with medical-surgical health care needs related to body systems, emphasizing knowledge, judgment, skills, and professional values within a legal/ethical framework. Lecture hours = 4, Lab hours = 0

Prerequisites: RNSG 1201, 1205, 1309, 1362

Semester Credit Hours: 4

Lecture Hours per Week: 4

Lab Hours per Week: 0

Contact Hours per Semester: 64

State Approval Code: CIP 51.3801

Instructional Goals and Purposes: This course focuses on the nursing care of adults with common health problems. Students will use critical thinking skills and a systematic problem-solving process in learning to provide care for adult patients and families with common health needs.

Course Description: Basic integration of the role of the professional nurse as a Member of the Profession, Provider of Patient-Centered Care, Patient Safety Advocate, and Member of the Health Care Team. Study of the common concepts of caring for adult patients and families with medical-surgical health care needs related to body systems, emphasizing knowledge, judgment, skills, and professional values within a legal/ethical framework.

This course focuses on the nursing care of adults with common health problems. Students will use critical thinking skills and a systematic problem-solving process in learning to provide care for adult patients and families with common health needs.

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TABLE OF CONTENTS

COURSE OUTCOMES .............................................................................................................. 4

THE NURSE AS A MEMBER OF THE PROFESSION: ................................................... 4

THE NURSE AS COORDINATOR OF PATIENT CENTERED CARE: ........................ 4

THE NURSE AS PATIENT SAFETY ADVOCATE: .......................................................... 4

THE NURSE AS MEMBER OF THE HEALTH CARE TEAM.................. 4

GRADING .................................................................................................................................... 5

REQUIRED TEXTBOOK/REFERENCES .............................................................................. 8

UNIT I: MANAGEMENT OF CLIENTS WITH FLUID, ELECTROLYTE, AND ACID-

BASE IMBALANCES. ................................................................................................................ 9

UNIT II: MANAGEMENT OF PERIOPERATIVE CLIENTS AND CLIENTS WITH

CELL INJURY AND INFLAMMATORY PROBLEMS. ..................................................... 12

UNIT III: PROBLEMS OF OXYGENATION: MANAGEMENT OF CLIENTS WITH

PROBLEMS OF THE RESPIRATORY TRACT .................................................................. 14

UNIT IV: PROBLEMS OF SENSATION: MANAGEMENT OF CLIENTS WITH

PROBLEMS OF THE SENSORY AND INTEGUMENTARY SYSTEM. .......................... 16

UNIT V: PROBLEMS OF PROTECTION: MANAGEMENT OF CLIENTS WITH

PROBLEMS OF THE IMMUNE SYSTEM. CARE OF CLIENTS WITH CANCER. .... 18

UNIT VI: PROBLEMS OF CARDIAC OUTPUT AND TISSUE PERFUSION:

MANAGEMENT OF CLIENTS WITH PROBLEMS OF THE CARDIOVASCULAR

SYSTEM ..................................................................................................................................... 21

SECRETARY OF LABOR’S COMMISSION ON ACHIEVING NECESSARY SKILLS 22

STUDENT ACKNOWLEDGMENT ....................................................................................... 24

SILVESTRI QUIZ REPORTS ................................................................................................. 25

3

Core Competencies: Students are expected to demonstrate basic competency in reading,

writing, oral communication, math and computer skills. Students are expected to be active

learning participants by assuming accountability in preparing for each class by completing

required readings and/or other learning activities as listed in each unit assignment. Proficiency

will be measured by examination scores, oral discussions, and computer assisted instruction

(CAI) participation.

Course Requirements:

1. Regular class attendance within current attendance policies.

2. An average of 75% or better on course work.

3. Preparation and active participation in class discussions.

4. Outside individualized research in texts, videos, case studies and journals.

5. Completion of assignments outlined in syllabus.

6. Compliance with all rules and regulations as outlined in current Department of Nursing

Student Handbook and Panola College Catalog.

7. Current American Heart Association, Health Care Provider, Basic Life Support (BLS)

certification.

8. Demonstration of college-level skills following American Psychological Association

(APA) guidelines

If any student in this class has special classroom or testing needs because of a physical,

learning, or emotional condition, please contact the Americans with Disabilities Act (ADA)

Counselor in the Administration Building, telephone 903-693-1123.

Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself, you

will very likely receive an F if you do not attend class. It is the student’s responsibility if he/she

has a name change, to change names with Admission/Records Office, Financial Aid, and any

other department of interest.

4

COURSE OUTCOMES

THE NURSE AS A MEMBER OF THE PROFESSION: At the end of the course using classroom application, the student will be able to:

Course Objective I : Differentiate between activities that are and are not within scope of nursing practice. SCANS I A i,iv,v, B ii,iii,v, C v; II B iii,C i

PO# 1 DEC# I, A

Course Objective 2 : Use reflection and feedback to improve practice. SCANS I A i,iv,v, B iii,iv, C I,iv,v; II Bv,Ci,iii

PO# 2 DEC# I, B,C,D

THE NURSE AS PROVIDER OF PATIENT-CENTERED CARE: At the end of the course using classroom application, the student will be able to:

Course Objective 3 : Use systematic holistic approach to meet healthcare needs of patients with common healthcare needs. SCANS I Ai, iv,v,B i,ii,iii,iv,v, C i, iii iv,v; II Ai,iii,iv, B,I,ii,iii,v,vi, C i,ii,iii, E ii,iii

PO# 3 DEC# II, A,B,C

Course Objective 4 : Plan and implement individualized teaching plans for adults with common healthcare needs to facilitate health promotion, maintenance and restoration. SCANS I A i, iv,v,B i,ii,iii,iv,v, C i, iii, iv,v; II A i,iii,iv, B,I,ii,iii,v,vi, C i,ii,iii, E ii,iii

PO# 4 DEC# II, G

Course Objective 5 : Provide nursing care to patients with common healthcare needs based on evidence-based practice and available resources.SCANS I A i, iv,v,B i,ii,iii,iv,v, C i, iii iv,v; II A i,iii,iv, B,i,ii,iii,v,vi, C i,ii,iii, E ii,iii

PO# 5 DEC# II,D,E,F,H

THE NURSE AS PATIENT SAFETY ADVOCATE: At the end of the course using classroom application, the student will be able to:

Course Objective 6 : Administer medications and treatments to patients with common healthcare needs safely, with supervision. SCANS I A I,ii,iii,iv,v, B ii,iii,iv, C I,iii,iv,v; II A i, iii,iv, B i,iii,vi, C iii

PO# 6 DEC# III, A,B,D

Course Objective 7 : Formulate goals and outcomes using evidence-based data to reduce patient risks. SCANS I A, i,ii,iv,v, B i,ii,iii,iv,v, C i,iii,v; II A i, ii,iii,iv, B i, ii,iii,iv,vi, C i, ii, iii

PO# 7 DEC# III, C,E,F

THE NURSE AS A MEMBER OF THE HEALTH CARE TEAM: At the end of the course using classroom application, the student will be able to:

Course Objective 8 : Practice confidential interaction with patients and Health Care Team members to meet needs of patients. SCANS I A,I,ii,iv,v,B ii,C i, iii,iv,v; II B i, iii,vi, C iii

PO# 8 DEC# IV, A,D

Course Objective 9 : Anticipate resources needed in order to provide access to quality care for patients. SCANS I A i,ii,iv, B i, ii,iv, C i,v; II A iii,iv, B iii, iv,v, vi, C iii

PO# 9 DEC# IV, B,C

Course Objective 10 : Demonstrate ability to use technology systems and skills including EHR. SCANS I A, i, ii,; II A i,ii, iii,iv, E i,ii

PO# 10 DEC# IV, E

Course Objective 11 : Differentiate between activities that can and cannot be delegated and how and to whom they can be delegated. SCANS I A, i, ii, C i,iv,v; II A iv, B i,iv,vi, C iii

PO# 11 DEC# IV, F,G

5

TEACHING/LEARNING STRATEGIES:

Audio-Visual Demonstration Computer Assisted Instruction

Marker Board Library Research Group Discussion

Role Play Class Participation Student-Teacher Conference

Lecture Written Assignments Guest Lecturers

Skills Laboratory Patient Care Plan Group Project

Students are expected to be self-directed independent learners throughout the semester. Videos

listed as resources in each unit are available at the library for each student to use to augment

their own learning needs. All learning resources listed may include testable information.

Students are responsible for material that is updated from the Evolve website for their current

textbook. Students are expected to login to the following website for use of web resources:

http://evolve.elsevier.com/staticPages/index.html and register as a student for the free learning

resources accompanying this textbook.

GRADING

The student must have an average grade of 75 or above on all graded assignments in order

to successfully pass this course.

The AD Nursing Program, in accordance with policy, uses the following numerical scale in

computing test scores and written work: (see Policy 5.1)

A = 90-100

B = 80-89

C = 75-79

F = 74.99 and below

Major exams will be constructed from a random sample of the materials from each unit and will

be presented in the form of a multiple-choice and alternate item format exam. Alternate item

format questions may include: multiple-choice items that require a student to select more than

one response, fill-in-the-blank items, or items asking a student to identify an area on a picture or

graphic. Refer to the National Council of State Boards of Nursing, Inc. website

(www.ncsbn.org) for more information regarding the Alternate NCLEX Item Formats. Students

are responsible for the learning objectives in the course syllabus. Major exam items will reflect

the learning objectives. The final exam will be comprehensive. Final grade will consist of the

following:

Exam I (Unit I & II) - 20%

Exam II (Unit III & IV) - 20%

Exam III (Unit V & VI) - 20%

Final (comprehensive) - 35%

Quizzes/Silvestri- - 5%

_____

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Total - 100%

Examination Blueprint

Each examination will approximate the following percentage categories:

Knowledge 5%

Comprehension 20%

Application/Analysis 75%

Each exam will be comprised of approximately 25 questions from each unit for a total of no

more than 50 questions, with the exception of the final exam.

Make up exams may be given at the discretion of the instructor if prior arrangements have been

made. Any make up for a major examination must be made up the first day the student

returns to class. All make-up examinations will be a separate examination and may include

essay questions.

Test scores will be posted on Canvas following test analysis and grading. Test reviews will be

done on an individual or group basis as requested by the student at the discretion of the

instructor. Students who achieve less than 75% on an exam must schedule an appointment

to review the exam within one week of distribution of scores. This is a student

responsibility. There will be appointment dates posted on the Canvas calendar scheduler.

These will give you a “saved” spot. You are welcome to come by at any time during office

hours.

Assignments/Case studies comprise a portion of the overall course grade. The case

study/assignment grades are averaged with the Silvestri quiz scores and will count for 5% of the

course grade. The case studies are accessed through your evolve website. Most are located

under the HESI Patient Reviews section. You will need to register for the course

“10358_eduke3_1001” on the evolve site. The dates the case studies are due are posted on the

calendar. The assignments will be due by 2359 on the date posted.

On the Sylvestri quizzes, you must show 10 attempted and at least 9 correct for each assigned

area. No mix and match.

The following website may be useful for tips on studying and many other topics to help you

succeed: www.nursingstudentsupport.net. Be sure and register for the supplementary materials

that are included with your text.

Concurrent Enrollment:

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Concurrent enrollment in RNSG 1262 is required. Successful completion of both theory and

clinical courses is required for progression. If a student is not successful in either course

(RNSG 1441 or 1262), the student MUST repeat BOTH courses.

Canvas:

Canvas is the primary method of communicating with the instructor.

Use the e-mail in Canvas for messages.

Students are encouraged to check Canvas daily.

Students are responsible for all information on Canvas relating to the course.

Course forms and schedules not contained in the syllabus will be found in Canvas.

*Canvas is a wonderful way to keep in contact with faculty and other students. However, the

Canvas discussion board should be viewed as a public and professional forum for discussion.

Students are free to discuss academic matters and consult one another regarding academic

resources. The tone of postings on the Canvas discussion board should remain professional in

nature. It is not appropriate to post statements of a personal or political nature, or statements

criticizing classmates or faculty. Inappropriate statements will be deleted by the course faculty.

Announcements from student organizations may be posted with faculty permission.

Student Concerns:

Any student in the ADN program who has a concern or complaint specific to their experience in

a course should first talk with the instructional personnel involved. If the issue is not resolved

at this level, the student should then follow the grievance procedure outlined in the ADN

Student Handbook.

Achievement Exams:

Achievement examinations will be administered throughout the nursing program. See the

Student Handbook for required scores. In addition to fulfilling the academic requirements of

Panola College, all students must successfully pass a comprehensive achievement examination

in the final semester of the nursing program in order to be eligible to graduate. This is the

capstone experience. Please refer to the Student Handbook for further information.

In preparation for these examinations and the NCLEX-RN for licensure after graduation,

students are advised to increase their exposure to multiple-choice questions similar to those they

will see on NCLEX-RN. This can be accomplished by completing periodic self-evaluation

review exams as found in NCLEX-RN Review texts.

8

REQUIRED TEXTBOOK/REFERENCES

Ackley, B. (2014). Nursing Diagnosis Handbook (10th edition). St. Louis, Mo. Mosby/Elsevier

Dirksen, S. (2014). Clinical companion for medical-surgical nursing assessment and

management of clinical problems. (9rd ed). St. Louis: Mosby/Elsevier.

Gahart, Betty & Nazareno, Adrienne, (2015). Intravenous medications. (31th ed). St. Louis:

Mosby/Elsevier.

Lewis, S., Heitkemper, M., & Dirksen, S. (2014). Medical-surgical nursing assessment and

management of clinical problems. (9th ed.). St. Louis: Mosby/Elsevier.

Lilley, L. & Aucker, R. (2011). Pharmacology and the nursing process. (7th ed.). St. Louis:

Mosby/Elsevier.

Mosby’s Expert physical examine handbook (3nd ed.). (2009). St. Louis, MO:

Mosby/Elsevier.

Mosby (Producer). (2008). Mosby’s Nursing Video Skills: Basic, Intermediate & Advanced

Skills (4th ed). [DVD]

Potter, P.& Perry, A. (2007). Fundamentals of nursing (7th ed.). St. Louis, MO:

Mosby/Elsevier.

Pickar, Gloria. (2013). Dosage calculations. (9th ed). Albany: Delmar.

Pagana, K. (2012). Mosby’s diagnostic & laboratory test reference. (10th ed). St. Louis:

Mosby/Elsevier.

Silvestri, L. (2014). Saunders comprehensive review for nclex-rn (6th ed). St.Louis: W.B.

Saunders Company.

Skidmore-Roth, L. (2013). Mosby’s drug guide for nurses, (10th ed). St. Louis, MO:

Mosby/Elsevier..

9

UNIT I: Management of Clients with Fluid, Electrolyte, and Acid-Base Imbalances.

A. Learning Resources for Unit I:

Text Reference

Lewis Chapter 1, 17, 31 pp 676-680, 40

Lilley Chapter 26,27, 28,53,54

Pickar Chapter 12 , 15 & 14

Silvestri Chapter 9, 10, 11, 12, 13, 14, 15, 17

Assignment: Quiz on Content Area of Pharmacology and

Fundamentals with minimum score of 90% (on CD with book) –

mandatory – due by end of semester

Videos

Nursing Skills-IV Fluid Therapy

Nursing Skills-Maintaining the IV System

IV Med Administration

Vascular Access

Case

Study

TBA

Written

Exercises

Study Guide for Acid-Base

B. Learning Objectives:

Unit I : Management of Clients with Fluid, Electrolyte, and Acid-Base Balance.

At the end of this unit the student will be able to: A. Describe the composition of the major body fluid compartments.

B. Describe the etiology, laboratory diagnostic findings, clinical manifestations,

and nursing and collaborative management of the common electrolyte and

fluid balance disorders.

C. Identify the processes to maintain acid-base balance.

D. Discuss the etiology, laboratory diagnostic findings, clinical manifestations,

and nursing and collaborative management of the following acid-base

imbalances: metabolic acidosis, metabolic alkalosis, respiratory acidosis, and

respiratory alkalosis.

E. Describe the composition and indications of common intravenous fluid

solutions.

F. Discuss types and nursing management of commonly used central venous

access devices.

G. Describe the nursing management of the patient receiving transfusions of

blood and blood components. H. Describe types of malnutrition and the role of the nurse in treatment. I. Describe the impact of illness on nutritional needs and how these needs may be

addressed. J. Explain the indications, complications, and nursing management related to the

use of parenteral nutrition.

K. Give examples of what can be delegated and to whom it may be delegated.

CO# 1,2,3,4,5,6, 7,8,9,10,11

10

ACID - BASE IMBALANCES

METABOLIC ACIDOSIS METABOLIC ALKALOSIS

pH < 7.35 pH > 7.45

HCO3 < 22 HCO3 > 26

CO2 Normal CO2 Normal

RESPIRATORY ACIDOSIS RESPIRATORY ALKALOSIS

pH < 7.35 pH > 7.45

HCO3 normal HCO3 normal

CO2 > 45 CO2 <35

PARTIALLY COMPENSATED ACID-BASE BALANCE

METABOLIC ACIDOSIS METABOLIC ALKALOSIS

pH < 7.35 pH > 7.45

HCO3 < 22 HCO3 >26

CO2 low normal <38 CO2 high normal >42

RESPIRATORY ACIDOSIS RESPIRATORY ALKALOSIS

pH < 7.35 pH > 7.45

HCO3 > 26 HCO3 <22

CO2 > 45 CO2 < 35

FULLY COMPENSATED ACID-BASE BALANCE

METABOLIC ACIDOSIS METABOLIC ALKALOSIS

pH low normal pH high normal

HCO3 <22 HCO3 >26

CO2 <35 CO2 >45

RESPIRATORY ACIDOSIS RESPIRATORY ALKALOSIS

pH low normal pH high normal

HCO3 >26 HCO3 <22

CO2 >45 CO2 <35

11

STUDY GUIDE FOR ACID - BASE

For the following arterial blood gases, identify the disorder:

A. Respiratory acidosis

___ 1. pH 7.25 HCO3 19 CO2 35

B. Fully compensated Metabolic alkalosis ___ 2. pH 7.50 HCO3 32 CO2 40

C. Partially compensated Metabolic alkalosis

___ 3. pH 7.21 HCO3 23 CO2 74

D. Fully compensated Respiratory acidosis

___ 4. pH 7.63 HCO3 24 CO2 30

E. Fully compensated Metabolic acidosis

___ 5. pH 7.40 HCO3 25 CO2 37

F. Partially compensated Respiratory alkalosis

___ 6. pH 7.31 HCO3 20 CO2 33

G. Normal Values

___7. pH 7.50 HCO3 36 CO2 58

H. Metabolic alkalosis

___8. pH 7.32 HCO3 30 CO2 60

I. Fully compensated Respiratory alkalosis

___9. pH 7.53 HCO3 21 CO2 32

J. Partially compensated Metabolic acidosis

___10. pH 7.36 HCO3 28 CO2 47

K. Respiratory alkalosis

___11. pH 7.44 HCO3 28 CO2 49

L. Metabolic acidosis

___12. pH 7.37 HCO3 20 CO2 34

M. Partially compensated Respiratory acidosis

___13. pH 7.43 HCO3 20 CO2 33

12

UNIT II: Management of Perioperative Clients and Clients with Cell Injury and

Inflammatory Problems.

A. Learning Resources for Unit II:

Text Reference

Lewis Chapter 12, 18, 19, 20

Lilley Chapter 8, 10.11,12, 13,44

Silvestri Chapter 8, 16, 19

Assignment: Quiz on Content Area of Client Needs:

-Safe, Effective Care Environment

- Psychosocial Integrity

- Physiological Integrity – with minimum score of 90% -

mandatory – due by end of semester

Videos

Wound and Pressure Ulcer Care

Preoperative Nursing Care

Postoperative Nursing Care

Case Studies Pt. Reviews-Clinical Nursing Concepts: Inflammation, Infection

and Wound Healing-Pts at risk

B. Learning Objectives:

Unit II : Management of Perioperative Clients and Clients with Cell Injury and Inflammatory Problems. At the end of this unit the student will be able to:

A. Differentiate the common purposes and settings of surgery.

B. Apply knowledge of the purpose and components of a preoperative,

intraoperative and postoperative nursing assessment.

C. Interpret the significance of data related to the preoperative patient’s

health status and operative risk.

D. Analyze the components and purpose of informed consent for surgery.

E. Examine the nursing role in the physical, psychologic, and

educational preparation of the surgical patient.

F. Prioritize the nursing responsibilities related to day-of-surgery

preparation and monitoring of the surgical patient.

G. Differentiate the purposes and types of common preoperative

medications.

H. Apply knowledge of the special considerations of preoperative

preparation for the older adult surgical patient.

I. Differentiate the purposes of the various areas of the

perioperative/surgery department and the proper attire for each area.

J. Differentiate among the roles and responsibilities of the

interdisciplinary surgical team.

K. Prioritize needs of patients undergoing surgical procedures.

L. Analyze the role of the perioperative nurse in the management of the

patient undergoing surgery.

M. Apply basic principles of aseptic technique used in the operating

room.

CO# 1,2,3,4,5,6, 7,8,9,10,11

13

N. Describe the inflammatory response, including vascular and cellular

responses and exudate formation.

O. Explain local and systemic manifestations of inflammation and their

physiologic basis.

P. Describe the drug therapy, nutrition therapy, and nursing management

of inflammation.

Q. Describe the factors that delay wound healing and common

complications of wound healing.

R. Describe the nursing and collaborative management of wound

healing.

14

UNIT III: Problems of Oxygenation: Management of Clients with Problems of the

Respiratory Tract

A. Learning Resources for Unit III

Text Reference

Lewis Chap 26, 27 pp 497-507, Chap 28 pp 521-535, 549-557,

Chap 29

Lilley Chapters 36, 37, 41

Silvestri Chapter 58, 59

Assignment: Quiz on Content Area of Adult Client with

Respiratory Disorder – mandatory – with minimum

score of 90% by end of semester

Videos Respiratory Care and Suctioning

Case Study TBA

B. Learning Objectives:

Unit III: Problems of Oxygenation: Management of Clients with Problems of the Respiratory Tract

A. Differentiate among the structures and functions of the upper respiratory tract, the lower respiratory tract, and the chest wall.

B. Describe the process that initiates and controls inspiration and expiration. C. Describe the process of gas diffusion within the lungs. D. Identify the respiratory defense mechanisms. E. Describe the significance of arterial blood gas values in relation to respiratory

function. F. Relate the signs and symptoms of inadequate oxygenation to implications of

these findings. G. Relate the age-related changes of the respiratory system to the differences in

assessment findings. H. Select the significant subjective and objective data related to the respiratory

system that should be obtained from a patient. I. Select appropriate techniques to use in the physical assessment of the

respiratory system. J. Differentiate normal from common abnormal findings in a physical

assessment of the respiratory system. K. Describe the purpose, significance of results, and nursing responsibilities

related to diagnostic studies of the respiratory system.

CO# 1,2,3,4,5,6, 7,8,9,10,11

15

L. Describe the clinical manifestations and nursing management of problems of the upper respiratory system.

M. Differentiate among the types, pathophysiology, clinical manifestations, and collaborative care of patients experiencing lower respiratory disease.

N. Compare and contrast extrapulmonary and intrapulmonary restrictive lung disorders in terms of causes, clinical manifestations, and collaborative management.

O. Describe the pathophysiology, clinical manifestations, and management of pulmonary embolism, pulmonary hypertension, and cor pulmonale.

P. Describe the etiology, pathophysiology, clinical manifestations, and collaborative care of asthma.

Q. Describe the nursing management of the patient with asthma. R. Differentiate between the etiology, pathophysiology, clinical manifestations,

and collaborative care of the patient with chronic obstructive pulmonary disease (COPD).

S. Describe the effects of cigarette smoking on the lungs. T. Explain the nursing management of the patient with COPD.

16

UNIT IV: Problems of Sensation: Management of Clients with Problems of

the Sensory and Integumentary System.

A. Learning Resources for Unit IV:

Text Reference

Lewis Chapter 21, 22, 23, 24

Lilley Chapter 56, 57, 58

Silvestri Chapter 50, 51, 64, 65

Assignment: Quiz on Content Area of Adult Client

with Integumentary Disorder and Adult Client with

Eye and Ear Disorder – mandatory – with minimum

score of 90% due by end of semester

Case Study TBA

B. Learning Objectives:

Unit IV: Problems of Sensation: Management of Clients with Problems of the Sensory and Integumentary System

A. Select the significant subjective and objective assessment data related to the visual and auditory systems that should be obtained from a patient.

B. Differentiate normal from common abnormal findings of a physical assessment of the visual and auditory systems.

C. Relate the age-related changes in the visual and auditory systems to differences in assessment findings.

D. Describe the purpose, significance of results, and nursing responsibilities related to diagnostic studies of the visual and auditory systems.

E. Describe the collaborative care of extraocular disorders. F. Explain the pathophysiology, clinical manifestations, and nursing

management and collaborative care of the patient with selected intraocular disorders.

G. Elaborate on the general preoperative and postoperative care of patients undergoing surgery of the eye or ear.

H. Summarize the action and uses of drug therapy for treating problems of the eyes and ears.

I. Explain the pathophysiology, clinical manifestations, and nursing and collaborative management of common ear problems.

J. Explain the use, care, and patient teaching related to assistive devices for eye and ear problems.

K. Describe the common causes and assistive measures for uncorrectable visual impairment and deafness.

CO# 1,2,3,4,5,6, 7,8,9,10,11

17

L. Describe the measures used to assist the patient in adapting psychologically to decreased vision and hearing.

M. Specify age-related changes in the integumentary system and differences in assessment findings.

N. Detail specific assessments to be made during the physical examination of the skin and appendages.

O. Compare the critical components for describing primary and secondary lesions.

P. Differentiate normal from common abnormal findings of a physical assessment of the integumentary system.

Q. Describe the purpose, significance of results, and nursing responsibilities related to diagnostic studies and collaborative management problems of the integumentary system.

R. Specify health promotion practices related to the integumentary system. S. Describe the dermatologic manifestations of common systemic diseases. T. Explain the indications and nursing management related to common cosmetic

procedures

18

UNIT V: Problems of Protection: Management of Clients with Problems of the Immune

System. Care of Clients with Cancer.

B. Learning Resources for Unit V:

Text Reference

Lewis Chapters 13,14, 15, 16,65

Lilley Chapters 38,39,40,44,45,47,48

Silvestri Chapter 52, 53, 70, 71

Assignment: Quiz on Content Area of Adult Client with Immune

Disorder – mandatory with minimum score of 90% - due by end of

semester

Case Study Medical-Surgical: HIV and Tb

Others to be assigned

C. Learning Objectives:

Unit V: Problems of Protection: Management of Clients with Problems of the Immune System. Care of Clients with Cancer. At the end of this unit the student will be able to:

A. Compare and contrast the most common classifications of genetic

disorders.

B. Describe the functions and components of the immune system.

C. Compare and contrast humoral and cell-mediated immunity.

D. Identify the clinical manifestations and emergency management of a

systemic anaphylactic reaction.

E. Describe the assessment and collaborative care of a patient with chronic

allergies.

F. Describe the etiologic factors, clinical manifestations, and treatment

modalities of autoimmune diseases.

G. Describe the etiologic factors and categories of immunodeficiency

disorders.

H. Differentiate among the types of rejections following transplantation.

I. Evaluate the impact of emerging and reemerging infections on health care.

J. Select ways that can decrease the development of resistance to antibiotics.

K. Describe the pathophysiology of HIV infection.

L. Identify the diagnostic criteria for acquired immunodeficiency syndrome

(AIDS).

M. Explain methods of testing for HIV infection.

N. Discuss the collaborative management of HIV infection.

O. Summarize the characteristics of opportunistic diseases associated with

AIDS.

P. Describe the long-term consequences of HIV infection and/or treatment of

HIV infection.

Q. Describe the processes involved in the biology of cancer.

R. Describe the role of the immune system related to cancer.

S. Differentiate among the uses of the classification systems for cancer.

T. Discuss the role of the nurse in the prevention and detection of cancer.

U. Explain the use of surgery, chemotherapy, radiation therapy, and biologic

and targeted therapy in the treatment of cancer.

CO# 1,2,3,4,5,6, 7,8,9,10,11

19

V. Describe the effects of radiation therapy and chemotherapy on normal

tissues.

W. Describe the nursing management of patients receiving chemotherapy,

radiation therapy, and biologic and targeted therapy.

X. Differentiate among the various complications associated with advanced

cancer.

Y. Describe the psychologic support interventions for cancer patients, cancer

survivors, and their caregivers.

Z. Detail the clinical manifestations, collaborative care, and nursing

management of osteoarthritis and rheumatoid arthritis.

AA. Summarize the pathophysiology, clinical manifestations, collaborative

care, and nursing management of ankylosing spondylitis, psoriatic

arthritis, and reactive arthritis.

BB. Describe the pathophysiology, clinical manifestations, and collaborative

care of septic arthritis, Lyme disease, and gout.

CC. Compare and contrast the possible etiologies, clinical manifestations, and

collaborative and nursing management of myofascial pain syndrome,

fibromyalgia syndrome, and chronic fatigue syndrome.

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UNIT VI: Problems of Cardiac Output and Tissue Perfusion: Management of Clients

with Problems of the Cardiovascular System

A. Learning Resources for Unit VI:

Text Reference

Lewis Chapters 32, 33, 35, 38

Lilley Chapters 19,20,21,22,25,26

Silvestri Chapter 60, 61

Assignment: Quiz on Content Area of Adult Client with

Cardiovascular Disorder – mandatory with minimum

score of 90% due by end of semester

Videos

Case Studies TBA

Written Exercises

B. Learning Objectives:

Unit VI: Problems of Cardiac Output and Tissue Perfusion: Management of Clients with Problems of the Cardiovascular System. At the end of this unit the student will be able to:

A. Describe the mechanisms involved in the regulation of blood pressure.

B. Relate the various waveforms on a normal electrocardiogram to the associated

cardiac events.

C. Differentiate normal from abnormal findings of a physical assessment of the

cardiovascular system.

D. Relate the age-related changes of the cardiovascular system to the differences

in assessment findings.

E. Describe the purpose, significance of results, and nursing responsibilities

related to diagnostic studies of the cardiovascular system.

F. Relate the pathophysiologic mechanisms associated with primary hypertension

to the clinical manifestations and complications.

G. Select appropriate strategies for the prevention of primary hypertension.

H. Describe the collaborative care for primary hypertension, including drug

therapy and lifestyle modifications, including geriatric clients.

I. Describe the collaborative care of a patient with hypertensive crisis.

J. Compare the pathophysiology of systolic and diastolic ventricular failure.

K. Relate the compensatory mechanisms involved in heart failure (HF) to the

development of acute decompensated heart failure (ADHF) and chronic HF.

L. Select appropriate nursing and collaborative interventions to manage the

patient with ADHF and pulmonary edema.

M. Select appropriate nursing and collaborative interventions to manage the

patient with chronic HF.

N. Relate the major risk factors to the etiology and pathophysiology of peripheral

artery disease.

O. Differentiate the pathophysiology, clinical manifestations, and collaborative

care of different types of aortic aneurysms and aortic dissection.

CO# 1,2,3,4,5,6, 7,8,9,10,11

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P. Describe the clinical manifestations, collaborative care, surgical management,

and nursing management of peripheral artery disease of the lower extremities.

Q. Plan appropriate nursing care for the patient with acute arterial ischemic

disorders of the lower extremities.

R. Evaluate the risk factors predisposing to the development of superficial vein

thrombosis and venous thromboembolism.

S. Compare and contrast the characteristics of, collaborative care and nursing

management of patients with superficial vein thrombosis and venous

thromboembolism.

T. Prioritize the key aspects of nursing management of the patient receiving

anticoagulant therapy.

U. Relate the pathophysiology and clinical manifestations to the collaborative

care of patients with varicose veins, chronic venous insufficiency, and venous

leg ulcers.

22

Secretary of Labor’s Commission on Achieving Necessary Skills

(SCANS)

I. BASIC SKILLS in RNSG 1441: i, ii, iii, iv, v

THINKING SKILLS in RNSG 1441: i, ii, iii. iv, v

PERSONAL QUALITIES in RNSG 1441: i, iii, iv, v

A.Basic Skills

i. Reading: Locate, understand and interpret written information in prose and in documents such as manuals, graphs and schedules.

ii. Writing: Communicate thoughts, ideas, information and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts

iii. Arithmetic & Mathematical Operations: Perform basic computations and approach practical problems by choosing appropriately from a variety of mathematical techniques.

iv. Listening: Receive, attend to, interpret, and respond to verbal messages and other cues.

v. Speaking: Organize ideas and communicate orally.

B.Thinking Skills

i. Creative Thinking: Generate new ideas.

ii. Decision Making: Specify goals and constraints, generate alternatives, consider risks and evaluate and choose the best alternative.

iii. Problem Solving: Recognize problems and devise and implement plan of action.

iv. Visualize (“Seeing Things in the Mind’s Eye”): Organize and process symbols, pictures, graphs, objects, and other information.

v. Reasoning: Discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.

C. Personal Qualities

i. Responsibility: Exert a high level of effort and persevere toward goal attainment.

ii. Self-Esteem: Believe in one’s own self-worth and maintain a positive view of oneself.

iii. Sociability: Demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.

iv. Self-Management: Assess oneself, set personal goals, monitor progress, and exhibit self-control.

v. Integrity & Honesty: Choose ethical courses of action.

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I. RESOURCES in RNSG 1441: i,

INTERPERSONAL SKILLS in RNSG 1441: i, ii, iii

INFORMATION in RNSG 1441: i, ii, iii, iv

SYSTEMS in RNSG 1441:

TECHNOLOGY in RNSG 1441: i,ii

II. WORKPLACE COMPETENCIES

A. Resources:

i. Time: Select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.

ii. Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives.

iii. Material & Facilities: Acquire, store, allocate, and use materials or space efficiently.

iv. Human Resources: Assess skills and distribute work accordingly, evaluate performance and provide feedback.

B. Interpersonal Skills:

i. Participate as Member of a Team: Contribute to group effort.

ii. Teach Others New Skills.

iii. Serve Clients/ Customers: Work to satisfy customers’ expectations.

iv. Exercise Leadership: Communicate ideas to justify position, persuade & convince others, responsibly challenge existing procedures & policies.

v. Negotiate: Work toward agreements involving exchange of resources, resolve divergent interests.

vi. Work with Diversity: Work well with men and women from diverse backgrounds.

C. Information:

i. Acquire and Evaluate Information.

ii. Organize and Maintain Information.

iii. Interpret and Communicate Information.

iv. Use computers to process information.

D. Systems:

i. Understand Systems: Know how social, organizational and technological systems work and operate effectively with them.

ii. Monitor & Correct Performance: Distinguish trends, predict impacts on system operations, diagnose deviations in systems’ performance

E. Technology

i. Select Technology: Choose procedures, tools or equipment including computers and related technologies.

ii. Apply Technologies to Task: Understand overall intent and proper procedures for setup and operation of equipment.

iii Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment, including computers and other technologies.

24

Associate Degree Nursing

Student Acknowledgment

I have read the Panola College Associate Degree Nursing program syllabus

for RNSG 1441 Common Concepts of Adult Health. The items in the

syllabus have been explained to me. I understand that it is my responsibility

to seek any additional clarification that I may need from the instructor.

I will comply with the syllabus requirements as delineated. In addition, I will

comply with the current ADN Student Handbook as found on the ADN web

page. It is my understanding that this form will become part of my

permanent file.

Student Name (Printed)____________________

Student Signature ________________________

Date ____________________________________

25

SILVESTRI QUIZ SCORES

Topic Date/Score Date/Score Date/Score Date/Score

Fundamentals

Pharmacology

Safe, Effective Care

Environment

Psychosocial Integrity

Physiological Integrity

Adult Client with

Respiratory Disorder

Adult Client with

Integumentary Disorder

Adult Client with Eye

Disorder

Adult Client with Ear

Disorder

Adult Client with Immune

Disorder

Adult Client with

Cardiovascular Disorder

Student must achieve a minimum of 90% on each quiz. Attach score sheets only for

successful 90% or 100%. Students may take quizzes as often as necessary to achieve a

minimum of 90% score on each area. The score achieved will be used to determine the

average for the Silvestri’s. Document quiz scores and date taken on form and turn in to

instructor on or before due date.

Score sheets are due no later than 1200 Nov 30. They will not be accepted after that date.

STUDENT NAME: _____________________________________________