SANTA MONICA COLLEGE

HEALTH SCIENCES DEPARTMENT

NURSING PROGRAM

NAME OF COURSE:           Nursing 15 – Nursing Fundamentals

THEORY UNITS:                 2 units             Transfer:  CSU

COURSE UNITS:                  2 units – eight weeks

PREREQUISITES:               Nursing 10, Nursing 10 L & Nursing 36

COREQUISITE:                    Nursing 15 Laboratory

COURSE DESCRIPTION:

The focus of this nursing fundamentals course is to provide the continuing student with opportunities to develop competencies in providing nursing assistance to meet patient/client self-care deficits.  Students will utilize the nursing process and the Orem Self-Care Model as the framework to apply critical thinking skills while implementing nursing care for adults.  Medical-Surgical nursing content will be introduced with the focus on fluid volume imbalance, peri-operative care and genito-urinary health deviations.  Nursing care will be provided to adults and older adults in acute and non-acute environments. The companion clinical course, Nursing 15L, must be taken concurrently.

REQUIRED TEXTS:  (*previously purchased for Nursing 10)

1.      *Leukenotte, Annette G., Gerontological Nursing, 2^nd ed., Mosby, 2000.

2.      Deglin, J.H., and Vallerand, A.H., (2000), Nurse’s Med Deck (boxed version), 7^th ed., F.A. Davis, (or other current Nurse’s Drug Handbook)

3.      Fishbach, F., (2000), Manual of Laboratory Tests, 6th ed., Lippincott

4.      *Perry, A.G. & Potter, P.A., (2005), Clinical Nursing Skills and Techniques, 6th ed., C.V. Mosby

5.      *Potter, P.A. & Perry, A.G., (2005),  Fundamentals of Nursing, 6th ed., C/V/ Mosby

6.      *SMC Nursing Student Handbook, current edition

7.      Smeltzer, S.C., & Bare, B., (2008), Brunner and Suddarth’s Textbook of Medical-Surgical Nursing, 11th Ed., Lippincott

RECOMMENDED REFERENCES:

1. Boyer, Mary Jo, (2000),  Study Guide to Accompany Brunner & Suddarth’s Textbook of Medical-Surgical Nursing, 9th ed., Lippincott

2. Thomas, C.E., (2001), Taber’s Enclopedic Medical Dictionary, 20th Ed., F.A. Davis, Philadelphia

3. McCance, K. & Huether, S., (2002), Pathophysiology:  The Biologic Basis for Disease in Adults & Children, Mosby

4. Doenges, M., & Moorhouse, M., (2000) Nurse’s Pocked Guide:  Nursing Diagnoses with Interventions, 7^th ed., F.A. Davis

5. Schuster,P., (2002), Concept Mapping: A Critical-Thinking Approach to Care Planning. F. A. Davis, 2002

COURSE OBJECTIVES:

Upon completion of Nursing 15 the student should be able to:

1.                  Calculate the therapeutic self-care demand for patients/clients requiring surgical intervention, experiencing health deviations of fluid balance or genito-urinary dysfunction.
 

2.                  Identify principles and standards of safe practice when providing patient/client care, including the administration of medications, oxygen, fluids and the performance of technical skills.
 

3.                  Discuss attributes that define professional nursing and the scope of nursing practice.
 

4.                  Describe communication techniques unique to the health care provider when caring for the chronically ill and diverse patient populations.
 

5.                  Apply concepts of critical thinking when planning strategies to promote and maintain health

6.                  Develop physical assessment skills in order to perform a complete head-to-toe assessment.

THEORETICAL OBJECTIVES:

Upon completion of Nursing 15, the student should be able to:

1.      Nursing Process

a) Utilize Orem’s Self-Care Model as the framework to apply critical thinking skills     while implementing nursing care.

b) Identify and apply the five steps of the nursing process.

c) Apply critical thinking strategies in the development of nursing care plans.

d) Utilize critical thinking skills to analyze/critique given case studies.

e) Utilize concept mapping and standard nursing care plan format.

f)  Describe clinical pathways.

2.      Profession of Nursing

a)      Formulate a personal philosophy of nursing.

b)      Describe the scope of nursing practice.

c)      Discuss the BRN Substance Abuse Program.

d)      Discuss rationale for and the accreditation or approval process of nursing education programs.

e)      Discuss attributes associated with commonly occurring leadership styles.

3.      Client Teaching

a)      Describe the characteristics of the health-illness continuum.

b)      Identify internal and external variables that influence learning.

c)       Identify principles of teaching when planning and providing care for the older adult.

4.      Communication

a)      Identify specific and unique communication needs of patients/clients.

b)      Describe effective and ineffective communication techniques when caring for patients/clients from varied ethnicities, cultures, and religious backgrounds.

c)      Develop appropriate written and verbal skills required for charting and reporting pertinent patient data.

5.      Medication Administration/Wound Healing/Asepsis

a)      Discuss the rights of the client regarding medication administration.

b)      Describe appropriate sites and landmarks utilized in the administration of IM, SQ, and ID injections.

c)      Describe the principles of wound healing.

d)      Discuss use and application of common wound dressings.

e)      Compare and contrast the concept of medical and surgical asepsis.

f)        Explain the concept of isolation and describe the nursing implications related to different types of isolation.

6.      Fluid and Electrolyte Balance

a)      Discuss the distribution, composition and regulation of body fluids.

b)      Identify the signs, symptoms and interventions for fluid volume imbalance.

c)      Discuss intracellular, extra cellular, interstitial, and intravascular fluid movement.

d)      Identify various types of intravenous solutions and indicate their purpose for administration.

e)      Identify the etiology of common fluid and electrolyte imbalances.

f)        Assess routine lab values for alterations that reflect fluid and electrolyte imbalances.

g)      Describe the principle of intravenous infusion, common complications and appropriate nursing interventions.

h)      Discuss the nursing management and gerontological considerations of the older adult with a fluid and/or electrolyte imbalance.

i)        Explain the significance of each component of the Complete Blood Count as it relates to the patient diagnosis.

7.      Chronic Illness

a)      Describe the concept of chronic illness.

b)      Discuss the relationship of aging and chronic illness.

c)      Identify common family dynamics and coping strategies of the family with a chronically ill member.

d)      Discuss the impact of chronic illness on body image/self-concept.

8.      Cross Cultural Influences

a)      Discuss the relationship of spirituality to health and illness.

b)      Incorporate cross cultural needs and influences when utilizing the nursing process.

c)      Integrate cultural and religious beliefs, practices, life experiences and acculturation into the plan of care.

9.      Sexuality

a)      Define sexuality, sexual activity and sensuality.

b)      Develop an awareness of one’s own sexual attitudes and utilize as a basis to clarify values related to sexuality.

c)      Discuss the potential impact of health deviations on the client’s sexual functioning.

d)      Identify sexual behaviors that may be encountered in the health care setting and the appropriate related nursing implications.

10.  Alterations in the Genitourinary System

a)      Explain pathophysiology of selected health deviations of the genitourinary system.

b)      Identify  medical and surgical strategies to treat specific genitourinary disorders.

c)      Develop a plan of care for a patient/client with the following health deviations:  urinary retention, urinary tract infections, renal calculi, cystitis, benign prostatic hyperplasia and common sexually transmitted infections.

d)      Identify alterations in urinary function common in the older adult.

e)      Explain commonly ordered laboratory tests associated with alterations in the genitourinary system.

11.  The Perioperative Experience

a)      Explain the purpose and components of a preoperative assessment and related considerations for the older adult.

b)      Discuss legal/ethical issues of informed consent for surgery.

c)      Describe the role of the perioperative nurse when managing the care of the patient undergoing surgery.

d)      Differentiate between general, regional and local anesthesia; include advantages, disadvantages and rationale for choice of technique.

e)      Describe the nursing assessment and management of potential problems during the postoperative period.

f)        Identify the information needed by the postoperative patient and/or family members to prepare for discharge.

12.  Older Adult

a)      Discuss the characteristics and incidence of elder abuse and the nurse’s role in identifying and reporting.

b)      Describe common problems and related physiological effects

regarding drug administration and the older adult.

c)      Identify the perioperative risks and related health deviations commonly       experienced by the older adult.

13.  Physical Assessment

a)      Explain the rationale for each step of a systematic physical assessment.

b)      Implement methods of documentation for accurate recording and reporting of physical findings.

c)      Discuss the relationship of medical diagnosis, laboratory findings and physical assessment.

TEACHING METHODOLOGIES:

Lecture, case studies, discussions, demonstrations, return demonstrations, audio-visual aids, assigned reading from textbooks and journals, seminars, charting exercises, laboratory, self-learning, group discussions, written assignments.

METHODS OF EVALUATION:

1.      There are 3 multiple choice exams worth 50 points each and a comprehensive final for 80 points for a total of 230 points. 

2.      Software for Nurses will be a mandatory requirement with a point value of 0.5 points per scenario. There are 10 scenarios worth a total of 5 points.

3. Students must pass Both Nursing 15 (theory) and Nursing 15 L (clinical and laboratory) in order to successfully pass N 15 and progress to the next nursing course.
4. The Professional Role assignment is an optional assignment. Points will be assigned to those who complete N15 with 75% or better. The points will be 2% of the total score at the end of N15.
5. The total points possible equals 240 points for N15. A passing grade in the nursing program begins with 75%. A final score below 75% is considered a failing grade. A failure in Nursing 15 L (clinical) constitutes a failing grade in Nursing 15 regardless of the points earned in lecture. In order for the students to keep informed of their progress in N15 the grades will be posted in eCompanion.
6. Faculty are committed to assist students in being successful in the Nursing Program. Total Curriculum Support (TCM), a web based supplement to course content, is available to students. This program has been found to be most successful in helping students understand and interpret course content. Utilization of TCS will be required for students to access and practice. As you move through the online course you will see required content in the weeks to come.

Total Possible Points

COURSE CONTENT:

Weeks 1

            Nursing Process

            Profession of Nursing

            Parenteral Medications

Weeks II

            Client Teaching

            Communication

            Fluid & Electrolytes

            IV Therapy

Weeks III

            Fluid & Electrolytes, IV Therapy cont…

            Physical Assessment

Weeks IV

            Alterations in Elimination

            Medical/Surgical Asepsis

            Isolation Techniques

            Wound Healing

Weeks V

Perioperative Nursing

Weeks VI

            Oxygenation

            Hypovolemic Shock

            Cultural Diversity

            Sexuality/Spirituality

Weeks VII

            Introduction to Leadership

            Complimentary/Alternative Modalities

Weeks VIII

            Older Adult

EXIT SKILLS – NURSING 15

1.      Develop a plan of care that integrates Orem’s Self-Care Model and the nursing process.

2.      Collect objective data and establish priorities for nursing care based on patient diagnosis(es).

3.      Identify the student role within the scope of nursing practice.

4.      Differentiate between effective and ineffective communication techniques.

5.      Demonstrate understanding of the principles of medication administration.

6.      Demonstrate understanding of the principles of medical and surgical asepsis.

7.      Discuss the gerontological considerations and nursing management of the older adult with a fluid and/or electrolyte imbalance.

8.      Explain the impact of incorporating concepts of chronic illness, cross cultural influences, spirituality, and sexuality on the development of patient plans of care.

9.      Develop a plan of care for the patient experiencing commonly occurring alterations in the genitourinary system.

10.  Describe the nursing assessment and management of potential problems during the perioperative period.

11.  Identify age related responses to medication administration and surgery.

12.  Explain the steps and rationale for each step of a systematic physical assessment.