Course: NURR 201 Teaching and Learning Lab
Central Course Objective: Applies the concepts of caring, wellness, and illness in meeting the needs of unique individuals with increasingly complex health issues through the use of the nursing process and critical thinking.
Teaching & Learning Lab Objective: Demonstrates use of the nursing process and critical thinking for complex skills related to the care of the unique individual in medical surgical settings.
Level Objectives
|
Student Objectives
|
Learning Activities
|
Evaluation
|
I-VIII
|
1. Home Health
a. Demonstrate by use of the nursing process, the principles of safe, cost- effective, evidence based nursing care to patients in the home health setting.
b. Discuss the adaptations necessary to meet the needs of the patient in the Home Health setting.
|
Practice Lab Activities:
Attend teaching and learning lab
Direct observation and clinical experience with a home health and/or hospice nurse in the community.
Journal completion according to syllabus requirements
|
Exam
|
III-VIII
|
2. Chest Tubes
a. Describe the principles of chest drainage for a variety of pts.
b. Explain the purpose of the Atrium Pleur-vac and Oasis (dry suction) closed drainage system & identify the purpose for the three compartments.
c. Describe nursing responsibilities related to chest tubes pre & post insertion as well as during insertion & removal.
d. Describe potential complications such as infection, & tube malposition.
e. Demonstrate care of pts with chest tubes in a variety of clinical settings.
|
Required Reading:
Lewis et al., 2007, pp. 588-592
Teaching and Learning Lab
|
Exam/Quiz
|
III, IV, V, VI, VIII
|
3. Tracheostomy
a. Demonstrate suction and care of tracheostomy in a variety of clinical settings.
b. Describe common complications encountered when caring for a pt. with trach.
Airway management
Swallowing dysfunction
Infection
c. Speech with a tracheostomy tube
|
Required Reading:
Lewis et al., 2007, pp. 543-551
Video
Demonstration/return demonstration of tracheostomy care and suctioning
|
Exam/Quiz
DVD skill check-off must be satisfactorily completed with one or two attempts. Remediation required if not satisfactory the first time.
|
III-VII
|
4. Pulmonary Function/Respiratory therapy/Respiratory agents
a. Describe the purpose of pulmonary function tests (PFT’s) and its use in diagnosing disease and disease progression.
b. Describe the role of the respiratory therapist and collaboration with nursing
c. State major respiratory drug types and specific considerations for their use
|
Required Reading:
Lewis, 2007 pp. 530-531, and Lilley Chapters 35 & 36, OR Adams & Koch, 2010, Chapters 73-74
Respiratory teaching and learning lab
|
Exam/Quiz
Participation in clinical experiences
|
II-VI
|
5. Basic Cardiac Rhythm Interpretation
a. Discuss basic knowledge of electrical activity of the heart and sinus rhythm, atrial dysrhythmias, junctional and ventricular dysrhythmias, and heart blocks.
b. Identify a systematic approach to rhythm interpretation for normal sinus rhythm and common dysrhythmias.
|
Required Reading:
Lewis, 2007, Chapter 36
|
Exams
|
II-VIII
|
6. Neurological Assessment
a. Perform a neurological assessment:
b. Identify the six categories of function assessed to identify the presence, location, and nature of disease of the nervous system.
c. Identify the significant subjective and objective data related to the nervous system that should be obtained from a patient.
d. Describe the techniques used in the physical assessment of the nervous system.
e. Differentiate normal from common abnormal findings of a physical assessment of the nervous system.
|
Required Reading: Lewis 1455-1461
Practice Lab Activities:
Teaching and learning lab
Neurological handout
|
Exam/Quiz
Participation in clinical experiences
|
III-VIII
|
7. Ostomy care
a. Explain the anatomic and physiologic changes and nursing management of the patient with an ileostomy and colostomy.
b. Discuss the adaptations necessary to meet the needs of the patient in the Home Health setting.
|
Required Reading:
Ostomy handout in Blackboard
Lewis, Hockenberry, & Potter (see next page)
Practice Lab Activities:
Teaching and learning lab
72 hour ostomy appliance experience
|
Quiz
Exam
Appliance must be worn at least 72 hours for full credit
|
NURR 201 – TUESDAYS: 1400-1600
REQUIRED TEACHING AND LEARNING LABS
08/25/09 Home Health
09/08/09 Chest Tubes; Potter, pp. 950-955; Lewis, 2007, pp. 588-593
09/15/09 Tracheostomy Care Cleaning and Suctioning; Potter, 2009, pp. 931-950, Lewis, 2007, pp. 543-551, and pp.1751-1757
09/22/09 Pulmonary studies and respiratory medications; Lewis, 2007 pp. 530-531, and Lilley Chapters 35 & 36, OR Adams & Koch, 2010, Chapters 73-74
10/13/09 ECG; Lewis, 2007, Chapter 36
11/17/09 Neuro Assessment, Potter, 2005, Ch. 32, pp. 758-769 or Potter, 2009, pp. 631-639; Lewis, 2007, pp. 1456-1459.
12/01/09 Ostomy Care Lab, Lewis, 2007, pp. 1069-1077 & Potter, 2005, pp. 1380-1385; 1409-1415 or Potter, 2009, pp. 1181-1185, and pp. 1203-1218.
COURSE: NURR 201 Clinical
Course Name: ADVANCED NURSING INTERVENTIONS
Central Course Objective: Applies the concepts of caring, wellness, and illness in meeting the needs of unique individuals with increasingly complex health issues through the use of the nursing process and critical thinking.
Clinical Course Objective: Demonstrates the nursing process and critical thinking in meeting the needs of the unique individual
with increasingly complex medical/surgical conditions.
Level
Objectives
|
Student Objectives
|
Learning Activities
|
Evaluation
| |
I-VIII
|
Given the opportunity, the student will demonstrate by use of the nursing process, the principles of safe, cost-effective, evidence based nursing care to patients with increasingly complex needs.
Implement teaching plans to meet the needs of a patient with common deviations from health.
Implement discharge plans addressing the needs of a patient utilizing the interdisciplinary team.
Demonstrate care of patients with chest tubes in a variety of clinical settings
Demonstrate care of patients with tracheostomies.
Describe the purpose of pulmonary function test (PFT) and its use in diagnosing disease and disease progression.
Describe the basic electrophysiology of the heart and correlate to clinical findings.
Perform a complete neurological assessment.
Explain the anatomic and physiologic changes and nursing management of the patient with an ileostomy and colostomy.
Discuss the adaptations necessary to meet the needs of the patient in the Home Health setting.
Summarize the nursing care performed for patients receiving hemodialysis
Demonstrate creativity, innovation & self-awareness through use of reflective thinking in post-conference.
Demonstrate utilization of technology.
|
Clinical experiences in medical/surgical nursing including assessment, documentation, and interventions utilizing all steps of the nursing process.
Use of a comprehensive assessment tool to evaluate functional health patterns on assigned patients.
Teaching and Learning Lab
Demonstration and return demonstration of tracheostomy care and suctioning in teaching and learning lab
Pulmonary function teaching and learning lab
Essentials of Cardiac Rhythm interpretation
Teaching and learning lab practice sessions
Lewis chapter 36
Teaching and learning lab
Teaching and learning lab
Direct observation and clinical experience with a home health and/or hospice nurse in the community.
Direct observation and clinical experience with a nurse in a community dialysis unit.
Clinical experiences, community spin-outs, and teaching and learning labs
Clinical experience with documentation, teaching, accessing internet to obtain teaching materials, searching for evidenced based data to validate nursing interventions.
|
Satisfactory in all areas on clinical evaluation by end of semester
Satisfactory journal completion, More than 3 late journals will result in clinical failure
Satisfactory completion of teaching plans
Satisfactory completion of care plans which includes concept mapping
Direct observation by instructor during clinical experience
Participate in structured clinical post conference
Completion of daily tally sheet
Test/Quiz
DVD skill check-off must be satisfactorily completed with one or two attempts. Remediation required if not satisfactory first time.
Test/Quiz and participation in clinical experiences
Unit exam
Tests/Quiz and participation in clinical experiences
Test/Quiz and participation in clinical experiences
Journal entry
Instructor evaluation and journaling.
Instructor observation
Teaching plans
Care plans
|
SECTION C
ASSIGNMENTS
REQUIRED NURR 201 ASSIGNMENTS:
CLINICAL ASSIGNMENTS
Daily online journaling (May be late no more than three times per rotation)
One Student Care Plan (110 points) per clinical rotation
One patient/client teaching plan (50 points each) per clinical rotation
2 or 3 case studies per rotation – 25 points each
Hospital nursing care plan and education plan: update daily
Satisfactory completion of trach care and suctioning DVD; No more than two attempts will be allowed
REQUIRED THEORY ASSIGNMENTS
Quizzes-Class activities-120 points
Unit Tests (5) -- 260 total points
Comprehensive Final Exam-75 points
(Divided proportionally between all theory content and includes teaching/learning lab content)
ALL ASSIGNMENTS WILL BE TURNED IN PERSONALLY, ON THE DUE DATE, TO THE CLINICAL INSTRUCTOR AT THE BEGINNING OF CLINICAL OR (ONLY IF DUE DATE IS A CLINICAL SPIN OUT DAY) ASSIGNMENT MUST BE TIME AND DATE STAMPED ON CAMPUS BY 4 P.M.
Case Studies
Case Studies are due at the beginning of a clinical day and turned in directly to clinical instructor. When the student attends clinical, either on M-W or F-S, determines which due date applies for each case study. Each case study is worth 25 points. Case studies referenced below are from the Preusser (4th Edition) text.
Case Study #56 (Preusser, 2009) pp. 289-295 ESRD Aug. 29 & 31
Case Study #29 (Preusser, 2009) pp. 151-155 COPD Sept. 16 & 18
Case Study #15 (Preusser, 2009) pp. 73-78 Endocarditis Oct. 21 & 23
Case Study #72 (Preusser, 2009) pp. 371-374 Subdural hematoma Nov. 9 & 13
Case Study for GI (TBA) Dec. 2 & 4
STUDENT CARE PLAN
NURR 201
Student___________________________________________Date______________________
DEMOGRAPHIC INFORMATION
Patient Date of Admission _______ __ _____ Patient M/F__________________
Marital Status ________Date(s) student cared for patient___________________________
Medical Diagnosis(es)________________________________________________________________
___________________________________________________________________________
Surgery (If any) and date of surgery_______________________________________________
___________________________________________________________________________
GORDON’S FUNCTIONAL HEALTH PATTERNS
STUDENT ASSESSMENT GUIDE (11 points)
#1
|
HEALTH MAINTENANCE MANAGEMENT
|
SUBJECTIVE
|
OBJECTIVE
|
|
Admit date
|
|
|
|
Medical Diagnosis
|
|
|
|
Pertinent medical history
|
|
|
|
Pertinent psychosocial history
|
|
|
|
Insurance/Financial concerns
|
|
|
|
Age
|
|
|
|
Allergies/Food and Medicine
|
|
|
|
Erikson’s Developmental Level*
|
|
|
|
Tendency toward which pole*
|
|
|
|
Perception of health status*
|
|
|
|
Immunization status
|
|
|
|
Risk behaviors
|
|
|
|
Discharge needs
|
|
|
|
Medications prior to admission
|
|
|
#2
|
NUTRITION/METABOLIC
|
|
|
|
Diet
|
|
|
|
Recent intake (% of meals)
|
|
|
|
Food Preferences*
|
|
|
|
Abdomen
|
|
|
|
Bowel sounds
|
|
|
|
Nausea
|
|
|
|
NG tube*
|
|
|
|
IV Fluids*
|
|
|
|
Intake/Output (at least 24 hours)
|
|
|
|
Temperature
|
|
|
|
Edema
|
|
|
|
Height and Weight
|
|
|
|
Body mass index*
|
|
|
|
Health risk related to score*
|
|
|
#3
|
ELIMINATION
|
|
|
|
Bladder
|
|
|
|
Bowel patterns
|
|
|
|
Last bowel movement
|
|
|
|
Skin
|
|
|
|
Braden scale score*
|
|
|
|
Risk related to score*
|
|
|
|
Wound/incision
|
|
|
|
Wound drainage system
|
|
|
#4
|
ACTIVITY/EXERCISE
|
|
|
|
Respiratory-Rate
|
|
|
|
Character of respirations/Cough
|
|
|
|
Color (related to oxygenation)
|
|
|
|
Breath sounds
|
|
|
|
SpO2*
|
|
|
|
Cardiac-Apical pulse rate, rhythm, and sounds
|
|
|
|
Peripheral pulses*
|
|
|
|
Capillary refill time*
|
|
|
|
Blood pressure
|
|
|
|
Range of motion
|
|
|
|
Mobility (describe extent)
|
|
|
|
Assistive equipment
|
|
|
|
ADL performance
|
|
|
|
Leisure and recreation
|
|
|
#5
|
COGNITIVE/PERCEPTUAL
|
|
|
|
Pain (scale, characteristics)
|
|
|
|
Glascow score*
|
|
|
|
Sensory aids
|
|
|
|
Level of consciousness
|
|
|
|
Circulation, Motion, Sensation (CMS)
|
|
|
#6
|
SLEEP/REST
|
|
|
|
Pattern of Sleep
|
|
|
|
Quality/Quantity
|
|
|
#7
|
SELF-PERCEPTION/SELF ESTEEM
|
|
|
|
Describes attitudes about self and perception of abilities*
|
|
|
|
Impact of illness of self*
|
|
|
|
Desire to change self*
|
|
|
|
Nervous or relaxed: supportive data
|
|
|
|
Perceived powerlessness
|
|
|
|
Body posture*
|
|
|
|
Eye contact*
|
|
|
|
Assertive or passive: supportive data
|
|
|
|
Nonverbal cues to self-esteem*
|
|
|
|
Facial expressions*
|
|
|
#8
|
ROLE/RELATIONSHIPS
|
|
|
|
Occupation
|
|
|
|
Recent change in role
|
|
|
|
Comfort with change
|
|
|
|
Marital status
|
|
|
|
Family structure
|
|
|
#9
|
SEXUALITY
|
|
|
|
Menstrual history: children
|
|
|
|
Self-breast/testicular exams
|
|
|
|
Impact of illness on sexuality
|
|
|
|
Birth control
|
|
|
|
Prostate specific antigen
|
|
|
#10
|
COPING/STRESS
|
|
|
|
Expression of stress
|
|
|
|
Stressors
|
|
|
|
Usual coping mechanisms
|
|
|
|
Support systems
|
|
|
|
Family support
|
|
|
|
Community resources
|
|
|
#11
|
VALUE/BELIEF
|
|
|
|
Religious preference
|
|
|
|
Spirituality
|
|
|
|
Cultural beliefs and practices
|
|
|
|
Practice of values/beliefs
|
|
|
|
Advance directives
|
|
|
|
DNR
|
|
|
|
|
|
|
*All starred items require either subjective or objective information; all other areas require both subjective and objective data to be included.
Discharge Plan/Resource Guide
Date information obtained_____________________
Anticipated date of discharge___________________
Share with your friends: |
