ILLINOIS VALLEY COMMUNITY COLLEGE
Course Outline
Division: HEALTH PROFESSIONS
Course: NURS 2211 – Holistic Nursing III
Date: Spring, 2008
Semester Hours: 5.0
Lecture hours per week: 3 hours per week
Clinical lab hours per week: 6 hours per week including clinical conference and
discussion of related topics
Prerequisite: Successful completion of NUR 1201, 1202, 1210, 1211, 2200, 2201, 2202
A-H 1000 & 1002, BIO 1007, 1008, & 1009,
PSY 1000, ENG 1001, SOC 1000
Completion of or concurrent enrollment in ENG 1002 & NURS 2210
Semester offered: Spring, 2006
Instructor(s): A. Bruch, M. Francisco
I. CATALOG DESCRIPTION
The focus of this course is the nursing care of clients/patients throughout the life cycle with neurological, endocrine, and musculoskeletal (NEMS) problems. Students are provided the opportunity to utilize critical thinking, the nursing process, nursing skills, theoretical knowledge and management skills in various health care settings.
II. GENERAL EDUCATION GOALS ADDRESSED
√ To apply analytical and problem solving skills to personal, social and
professional issues and situations.
√ To communicate orally and in writing, socially and interpersonally.
√ To develop an awareness of the contributions made to civilization by
the diverse cultures of the world.
√ To understand and use contemporary technology effectively and to
understand its impact on the individual and society.
√ To work and study effectively both individually and in collaboration with
others.
√ To understand what it means to act ethically and responsibly as an
individual in one’s career and as a member of society.
√ To develop and maintain a healthy lifestyle physically, mentally, and
spiritually.
√ To appreciate the ongoing values of learning, self-improvement, and
career planning.
III. EXPECTED LEARNING OUTCOMES & RELATED COMPETENCIES:
Upon completion of the course, the student will be able to:
1. Integrate knowledge of biopsychosocial adaptation of clients with complex health problems
to develop a plan for the promotion, maintenance, and restoration of health.
Therefore the student will:
1:1 Practice previously learned nursing skills with precision and flexibility for therapeutic patient care in diverse situations.
1:2 Identify risk factors and preventative measures for some commonly occurring NEMS problems, such as diabetes, osteoporosis, traumatic falls, glaucoma, etc.
1:3 Describe the assessment data needed to determine the health status of clients with NEMS problems.
1:4 Describe the treatment modalities, therapeutic nursing methods, and health care resources needed to promote, maintain, and/or restore the health of clients with NEMS problems.
1:5 Incorporates understanding of sociocultural differences in the provision of care to clients and families.
1:6 Plan, practice, and evaluate a personal experience of living on a diabetic diet for 3 days.
1:7 Explore rehabilitative interventions used to maintain, promote, and restore the health of clients with acute or chronic NEMS problems.
2. Use the nursing process as a framework to critique formulated plans of care and revise as appropriate.
Therefore, the student will:
2:1 Perform thorough neurological and musculoskeletal assessments and appraise diagnostic data of assigned clients.
2:2 Identify typical assessment data of various NEMS problems and analyze the data to determine the level of clients’ health status.
2:3 Using the NANDA list, identify all nursing diagnoses that apply to a patient situation and correctly prioritize them to the patient’s level of health.
2:4 Develop and implement nursing care plans for health promotion, health maintenance and restoration of patients with NEMS problems.
2:5 Apply critical thinking skills, therapeutic nursing methods, treatment modalities, and health care resources to meet the needs of clients with NEMS problems.
2:6 Determine the extent of biopsychosocial factors that can prevent a client with a NEMS problem from attaining or maintaining a healthy standard of living.
2:7 Evaluate clients and aggregates and identifies alternative methods of meeting needs, incorporating an understanding of sociocultural differences.
3. Integrate knowledge of legal/ethical standards into nursing practice.
Therefore, the student will:
3:1 Practice nursing care as defined in the Illinois Nursing Act and adhere to ethical values.
3:2 Assess the client and the environment for hazards that threaten safety and intervene as appropriate.
3:3 Understand the ethical and legal rights of the individual in managing his own disease process.
3:4 Discuss the limits of nursing interventions in the noncompliant patient with diabetes mellitus or some other chronic NEMS problem.
3:5 Discuss the limits of nursing care of the patient with a head injury or spinal cord injury or some other NEMS problems.
3:6 Assume responsibility and accountability for nursing care provided and delegated.
4. Apply principles of management and leadership through coordination, collaboration, delegation, and supervision of health care team members.
Therefore, the student will:
4:1 Promote a positive personal and professional image.
4:2 Collaborate with other members of the health care team in planning, providing, and directing care.
4:3 Apply principles of managerial and leadership skills, problem solving, and decision making in planning, organizing, directing and controlling activities to accomplish the nursing care of several patients.
4:4 Delegate aspects of care to and supervise appropriate health care personnel to accomplish problem resolutions and holistic wellness in caring for others.
4:5 Create a caring environment in which all aspects of the human person are respected, nurtured, and recognized as unique.
5. Select the most effective communication techniques with the client, client aggregates, and health care team members to meet the needs of client(s) with complex problems.
Therefore, the student will:
5:1 Utilize the most effective therapeutic communication techniques with clients and aggregates in meeting the needs of clients with NEMS disorders.
5:2 Collaborate effectively with clients, client aggregates, and health care workers in various clinical settings to develop realistic patient- centered goals.
5:3 Seek assistance from more experienced health care workers in situations that require higher level of knowledge and decision making.
5:4 Assess learning abilities of clients and selects appropriate teaching methodology to implement a teaching plan while incorporating an understanding of socio-cultural differences.
5:5 Modify standard teaching plans for clients with NEMS problems to successfully help manage individual needs of disease process.
5:6 Implement and document appropriate teaching of clients and aggregates.
5:7 Apply effective communication techniques to promote patient advocacy for patients with NEMS problems.
6. Collaborate with community resources to meet the needs of client(s) with health care issues.
Therefore, the student will:
6:1 Identify and describe community health care resources to clients with NEMS problems.
6:2 Provide quality care within the constraints of community health care resources by developing realistic plans of care for clients with NEMS problems.
6:3 Adjusts practice to achieve cost effectiveness while maintaining quality.
IV. INSTRUCTIONAL METHOD:
Discussion
Audio-visual aids, including computer programs
Seminar
Case Studies
Demonstrations
Clinical practice
Written projects
Information quizzes
V. COURSE CONTENT
UNIT 1:
A. Musculo-Skeletal Assessment and Diagnostics
B. Structural Problems: Hip dysplasia, talipes deformities, genu varum, genu valgus, scoliosis, osteoporosis
C. Common foot problems: corns, ingrown toenails, hammer toes, bunions
D. Repetitive Strain Injuries
E. Assessment and Complications of MS Trauma
F. Hip Fractures and Total Joint Replacements
G. Legg-Calve-Perthes Disease
H. Nursing of Clients in traction, with casts, and/or with crutches
I. Connective Tissue Diseases:
. Osteoarthritis vs Rheumatoid Arthritis
Steroids and Other Therapies
UNIT 2:
A. Neurological Assessment and Diagnostics
B. Neck and Lower Back Pain, Herniated Nucleus Pulposus, Disc Surgeries
C. Spinal Cord Injuries
UNIT 3:
A. Diabetes Mellitus
B. TIAs, Strokes, and Rehabilitation
UNIT 4:
A. Head Injuries
B. Seizure Disorders
C. Neuromuscular Infections: Meningitis, Encephalitis, Guillain-Barre, Lyme Disease,
D. Headaches
E. Brain Tumors
F. Trigeminal Neuralgia and Bell’s Palsy
UNIT 5:
A. Gout, Lupus Erythematosus
B. Fibromyalgia vs Chronic Fatigue Syndrome
C. Other Chronic NeuroMusculoSkeletal Problems:
Peds: Muscular Dystrophies
Adults: Parkinson’s Syndromes, Multiple Sclerosis, Myasthenia Gravis, ALS
D. Vision Problems:
Assessment, Warning Signs, Refractive Errors, Strabismus, Eye meds,
Eye Infections, Eye Traumas, Glaucoma, Cataracts, Macular Degeneration,
Retinal Detachment
E. Ear Problems:
Assessment, Noise Pollution, Hearing Losses, External Ear Problems,
Middle Ear Problems, Meniere’s Syndrome
VI. STUDENT REQUIREMENTS AND METHODS OF EVALUATION:
ATTENDANCE: Are the same as stated in the Nursing Handbook.
PARTICIPATION:
Students are expected to attend class/seminar prepared with assignments. Active participation in class discussions, seminar activities, and clinical experiences are expected.. Students are expected to have read assigned materials and prepared prior to coming to class.
Due to the vast amount of information to be learned, not all unit objectives may be addressed in class. However, since the content most likely will be tested, the student is responsible to complete those objectives.
GRADING POLICIES:
1. 78% of CLASSROOM THEORY:
Your grade is based on cumulative total points which is then recorded as a percentage of the total points for the course:
# of SN test points = SN percentage (course grade)
# of total test points
(Do not average the percentages of each test!)
The grading scale is in accordance with the Nursing Handbook.
Test questions may be generated from any component of this course.
When missing an exam, the SN must make arrangements for a makeup exam with the lecture instructor within 24 hours and make an appointment with the Learning Lab to take the exam. These missed exams need to be completed upon returning to school.
Grades will be posted ASAP as directed by the instructor.
Test reviews will not be conducted during class time. Review tests during the instructor's appointed office hours. No note taking is allowed during the test review. Review is to be done within one week of the test after all SN have taken the test.
When challenging answers to test questions, the SN must present written support from 3 professional sources. This must be given to the instructor for review within one week following the review of the exam.
2. Passing grade (90%) on a MATH QUIZ.
3. Satisfactory WRITTEN PAPERS: (As designated by portfolio grid)
All course papers must be completed in order to achieve a passing course grade. Papers designated for this course include:
a. One process paper or concept map (student choice):
Needs to be written on a patient with a health problem in this course (preferably musculoskeletal trauma, stroke, diabetes, etc.).
The student must notify the clinical instructor which paper (concept map or process paper) he/she chooses.
The clinical instructor will assign the date for the concept map to be presented in post-conference.
Must have the instructor's approval prior to writing the assignment.
Due the 4th school day after the clinical day caring for the patient.
b. Leadership / Management Papers: Due as designated by clinical instructors.
c. Learning Systems: Medical Surgical Test completed Endocrine, Neurological, Musculoskeletal and Sensory, Final Exam 4
Submit documentation as directed by instructor.
d. One Teaching Paper
Needs to be written on a patient with a health problem in this course.
Must have instructor’s approval prior to writing assignment.
Due the 4th school day after the clinical day caring for the patient.
e. One Diabetic Diet poster. TBA in class.
If the above papers are not handed in on the designated day, they will not be accepted. They should be submitted at the college entrance desk or as the individual clinical instructor prefers. The SN is ultimately responsible for papers that get lost or that pass the hands of people in between the SN and instructor.
4. Passing (satisfactory) evaluation of clinical performance:
The student nurse must meet the standards of this course in order to attain a passing grade. This includes completing ALL patient care assignments on time, correctly demonstrating all nursing skills presented in all previous nursing courses, etc. (See clinical evaluation form for competencies required.)
Note:
Evidence of unsafe, ineffective, or unreliable nursing care will result in failure of the course regardless of exam scores or written assignments.
Failure to attain any one of the above criteria will result in failure of the course
ADDENDUM:
1. Papers that need to be signed by individual students are to be done on a daily basis. Otherwise an instructor can refuse to sign them.
2. Anyone who has a special learning need must present the documentation to the lecture instructor on the first day of class (or as soon as it has been documented).
4. You may be eligible for academic accommodations
if you have a physical, psychiatric, or cognitive disability. If you have a
disability and need more information regarding possible accommodations, please
contact Tina Hardy at 224-0284, Jim Prendergast at 224-0350, or stop by office
B-204.
VI. REFERENCES:
REQUIRED:
Deglin & Vallerand, Davis’s Drug Guide for Nurses., Davis, 9th ed., 2005.
Jarvis, Physical Examination and Health Assessment, Saunders, 4th ed., 2004.
LeFever Kee & Hayes, Pharmacology: A Nursing Process Approach, Saunders, 4th ed., 2002.
Lewis, Heitkempter, & Dirksen, Medical-Surgical Nursing, Mosby, 7th ed., 2007.
Lewis, Heitkemper, & Dirksen, Medical-Surgical Nursing Study Guide. Mosby, 7th ed. 2007.
Pagana & Pagana, Manual of Diagnostic & Laboratory Tests, Mosby, 2nd ed., 2002.
Pilliteri, A., Maternal & Child Health Nursing. Lippincott, 5th edition, 2006.
HELPFUL TEXTS IN LIBRARY OR BOOKSTORES:
A recent medical/nursing dictionary.
A recent nursing care drug reference
A nursing board review book.
A recent nutrition textbook.
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