wcunurs207and217.pbworks.comwcunurs207and217.pbworks.com/f/NURS+207+02.2011.d… · Web viewII. Mission and Outcomes. University Mission. At West Coast University, we embrace a

W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

Page 16February, 2011

WCU NURS 207 Promoting Pediatric Wellness in the Family and Community

Section A:

Instructor’s Name Allan J. V. Cresencia, MSN, CPN, RNI. Instructor’s Contact Information, Course Pre and Co-Requisites

Phone Number: (213) 434-6605 –Business Phone mainly for text messages onlyE-mail: [email protected] location: Room 120 (Education Suite)Office hours: Thursdays from 10:00 am – 1:00 pm

Course Prerequisites NURS 201, 211L; 202, 212L or the equivalentCourse Co requisites NURS 217L

II. Mission and Outcomes

University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

College of Nursing Mission

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

College of Nursing Philosophy

The philosophy of the College of Nursing is the education of nurses who become lifelong learners and critical thinkers. The philosophy reflects beliefs that education is a continuous process, occurring in phases throughout an individual’s lifetime

Course Name: PROMOTING PEDIATRIC WELLNESS IN THE FAMILY AND COMMUNITY

Course Number: NURS 207

Academic Program:Campus:




Program Learning Outcomes

1. Synthesize knowledge derived from liberal arts and sciences with a conceptual framework as a basis for professional nursing practice.

2. Utilize nursing process in health promotion, restoration, and disease and illness prevention.

3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting.

4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings.

5. Provide health care education to individuals, families, and aggregates. 6. Develop measurable goals that demonstrate the willingness to

become a life-long learner in building expertise as a member of the nursing profession.

7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team.

8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability.

9. Demonstrate application of the AACN 9 Essentials. 10. Be eligible to apply for the registered nursing licensing examination in

order to be employed as a registered nurse in a variety of health care settings.

III. Course InformationTerm: Term 7Class Meeting Dates: February 2, 9, 16, 23 and March 2, 2011Class Meeting Times: 14:00 – 17:30Class Meeting Location: Room 212Class Credit Hours 1 semester credit/1.67 contact hours per week/15 hours per termClass Credit Length 5 Weeks

Class Required Texts, Learning Resources

Boyd, D., Hinds, M., Hyland, J. Hyland & Saccoman, (2008) Evolve reach comprehensive review for the NCLEX-RN examination (2nd ed.) St. Louis, MO: Mosby Elsevier.

Evolve Online Learning Center. Case Studies & Practice Tests evolve.elsevier.com

Hockenberry, M. J., & Wilson, D. (2007). Wong’s nursing care of infants and children (8thed.). St. Louis, MO: Mosby Elsevier.

Hockenberry, M. J., & Wilson, D. (2009). Clinical companion for Wong’s essentials of pediatric nursing. St. Louis, MO: Mosby Elsevier.

Hockenberry, M. J., & Wilson, D. (2007). Study guide to accompany Wong’s nursing care of infants and children (8thed.). St. Louis, MO: Mosby Elsevier.




Class Required Texts, Learning Resources (continued)

Hockenberry, M. J., & Wilson, D. (2007). Virtual clinical excursions for Wong’s nursing care of infants and children (8thed.). St. Louis, MO: Mosby Elsevier.

West Coast University RN Student Handbook

Knippa, A. (Ed.). (2008). Nursing Care of Children Version 7.0: Content Mastery Series Review Module. Stilwell, KS: Assessment Technologies Institute, LLC.

Class Recommended Texts, Learning Resources

Books:Houghton, P. & Houghton, T. (2007). APA: The easy way. Point Huron, MI:

Baker College. Websites:

National Health Objectives: www.Healthy People.

NIH.gov. (Immunization schedule)

Journal of Pediatric Nursing

American Academy of Pediatrics

LIRN (Library Information Resources Network)http://www.lirn.net/services.shtmlPatron Indentification #: 52516(Available anywhere with Internet access)

http://search.ebscohost.comEbsco Databases:Login to Service: UserID: west Password: coast(Available anywhere with Internet access)Full text periodical articles

http://site.ebrary.com/lib/westcoastuEBRARY: (Only available on the WCU campus)43,000+ full text books

Course Catalog Description

This nursing science course deals with advanced concepts in the nursing care of infants, children, adolescents, and their families. It focuses on the nurse’s role in the promotion of pediatric wellness in the family and community through cultural sensitivity. The course emphasizes the utilization of the nursing process and current evidence-based research findings in planning, implementing, and evaluating therapeutic care for the pediatric population and their families. It highlights the development of effective communications which will promote teaching, learning, and professional, appropriate, accurate and timely exchange of information between clients, families, and the health care team.

http://search.ebscohost.com/

http://www.lirn.net/services.shtml




Course Catalog Description(continued)

The course will guide the students towards a holistic consideration of clients’ and families’ functional health care needs, utilizing Gordon’s 11 Functional Health Patterns. It underscores the development of RN roles as leaders, managers, and providers of care.

Course Learning Outcomes

1. Interpret how the Healthy People 2010 Objectives will improve the health and welfare of the pediatric population and their families.

2. Describe the role of the nurse, using Gordon’s 11 Functional Health Patterns, in the care of the pediatric client and the expanding family.

3. Analyze the central role of therapeutic care relationship in providing nursing care to pediatric clients in all care settings and situations.

4. Analyze potential and actual problems to the health and well being of children and families and plan appropriate nursing interventions for selected cases, including high risk cases.

5. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

6. Identify principles, concepts, research and evidenced based findings from a variety of sources including the pharmaceutical, biological, psychosocial, and behavioral sciences for inclusion when planning nursing care for pediatric populations and their families.

7. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to the health care of pediatric populations and their families.

8. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

9. Plan nursing care for children of all ages and their families utilizing the level of child and family development, therapeutic communication, pharmacologic needs, and nutritional needs respecting the physiologic characteristics, attitudes, values, and behaviors related to children of all ages.

10. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care. Identify community resources and referrals appropriate for children with major health problems and special health care needs.

Teaching Strategies Lecture, group analysis of selected case studies, research studies, internet search, evaluation of evidence-based practice, interactive software programs (e.g., Qwizdom), and independent study. Case and group presentations.




IV. Evaluation Methods, GradingFormative Assessment of Student Learning: Will not count more than

80% of final grade

Formative Assesment:Assignment/Assessment Activity Due Date PointsATI & HESI Practice Tests 5Participation 15Examinations 60

Summative Assessment:Final Exam 20

Student must attain a score of at least 76% out of the 80% examination-oriented part of the total course grade. In other words, if the total number of points available in a given class is 100, then a minimum of 80 of those points are earned by taking examinations, and a student must earn at least 61 points of the 80 points (76%) out of those exam questions in order to pass the course. Assuming the student attains the minimum 76% (61 points), then the 20% non-examination activities (20 points) are added to calculate the final course grade. Note – A student can attain 76% of the combined examinations and still fail the course if not attaining enough points from non-examination assignments.

Summative Assessment of Student Learning: Will not count more than

20% of final gradeParticipation: Student Participation will

not account for more than 10% of the final grade.

V. Policies and ProceduresWest Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)

Grade Points

WCU Numerical Scale

for non program specific courses

Nursing and Dental HygieneSpecific Numerical Score

A 4 90-100 91-100B 3 80-89 84-90C 2 70-79 76-83D 1 60-69 64-75F 0 59 and below 63 and below

TC N/A Transfer Credit Transfer CreditW N/A Withdrawal WithdrawalI N/A Incomplete Incomplete

CR N/A CreditCredit granted for 75% or higher

on a challenge exam or Credit awarded for NURS 199

West Coast University Attendance Policy

Satisfactory attendance in courses is a requirement of the university and linked with student success. The percentage of attendance is calculated on the basis of the clock hours identified and varies by the type of course or major. For




example, 30% of a three credit lecture course is 13.5 hours. Absences in excess of 30% of any course will result in a grade of “F” and the student will be required to repeat the course. Nursing students may not be absent for more than 20% of a NURS lab or clinical course identified as “L”. Dental hygiene students may not be absent for more than 20% of any DHYG course whether theory or clinical.

If any student is absent from the University for more than 14 consecutive calendar days, excluding holidays, and no contact has been made during that period, the student will be withdrawn from the University.

Students must provide the Academic Dean or Dean of Nursing with written documentation verifying the required military leave and length of time requested.

Course Completion Requirements

Students are expected to participate in class. Participation includes being present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

West Coast University Make-up Work Policy

In order to meet course outcomes students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence. Hours of make-up work cannot be accepted as hours of class attendance.

West Coast University Make-up

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the




Work Policy (continued)

immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade). Lack of preparation at the scheduled exam time is not an acceptable excuse for not taking an examination or quiz.

Classroom Policies Students are expected to dress professionally during class time, as they will in their future roles and positions.

No children are allowed in class or unattended on campus. Personal use of cell phones, Blackberries or any other electronic devises

in the classroom during class time is not permitted. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Consistent breaches of this policy will be addressed by the University as a student conduct issue.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' abilities to learn and the instructor’s abilities to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem. Consistent breaches of this policy will be addressed as a student conduct issue.

Academic Integrity Policy

Academic honesty, integrity, and ethics are required of all members of the West Coast University community. Students are expected to conduct themselves in a manner reflecting the ideals, values, and educational aims of the University at all times. Academic integrity and honorable behavior are essential parts of the professionalism that will be required well beyond graduation from WCU. They are the foundation for ethical behavior in the workplace.

A student who acts in an unethical or unprofessional manner on an assignment will receive a grade of zero for that assignment. A second incident of unethical or unprofessional behavior may result in administrative termination from the university.

In its commitment to academic honesty and accurate assessment of student work, West Coast University uses a plagiarism-detection web-service to help prevent plagiarism. Consequently, instructors reserve the right to submit student assignments to the website to check for similarities between student submissions and the internet, various research databases, and the web-site’s database of previous student submissions.

Academic Integrity Policy (continued)

Students may be required to electronically submit their work to the instructor or to the website, and by taking WCU courses, students agree that all assignments are subject to plagiarism detection processes and Academic Honesty policies.




Assignments submitted to the website by the student or instructor will become part of the service’s database and will be used for plagiarism prevention and detection. Student papers, however, will remain the intellectual property of the authors.

Any submitted papers that are not the student’s original work will be considered plagiarism, in violation of the Academic Honor Code. For clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor.

Academic Dishonesty

The University considers plagiarism and falsification of documents, including documents submitted to the University for other than academic work, a serious matter that may result in a failure in the class or dismissal from the program. All student work is to be submitted to faculty and represent the student’s original work. All students are required to follow the American Psychological Association (APA) writing guidelines. All sources used as references must be properly identified

Students who violate university standards of academic integrity are subject to disciplinary sanctions, including failure in the course and suspension from the university. Since dishonesty in any form harms the individual, other students and the university, policies on academic integrity will be strictly enforced. Familiarize yourself with the Academic Integrity guidelines and the Academic Honor Code in WCU catalog and program handbooks.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers, hats or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed. Please review the policy for the complete list of testing requirements and the Academic Honor Code.

Once the exam results are available, the students will be offered a test review. The student will be provided with a test copy (not applicable to HESI, ATI exams), answer sheet, and a copy of his or her Scranton, which must all be returned unchanged upon completion of review. No written or oral notes can be taken when a student reviews his or her exam. The school encourages students to review their test results as soon as the exam is completed. HESI (or ATI) exam results are available for review on line through the Elsevier (or ATI) website usually within 24 hours of completing the exam. Students are encouraged to use this information to tailor their remediation in areas of weakness as identified by subjects missed on the HESI or ATI exam. The HESI and ATI testing policy require that you may not share any of the testing information with anyone at any time. Please read it carefully as this is a legal document you are signing and will be legally held accountable to uphold, when taking these examinations. See Testing policy and Academic Honor Code in WCU catalog and/or Nursing Student Handbook.

Reasonable Any student requesting accommodations based on a verified disability is required




Accommodations to register with the Director of Student Services each semester. A letter or clinical evaluation form from a learning specialist showing proof of a learning disability and what accommodations are required to assist the student, is required to be on file with the Director of Student Services. A letter of verification for approved accommodations can be obtained from that office. Please be sure the letter is delivered to your instructors at the beginning of each term so they may appropriately assist you.

Changes to the Course Schedule

Any changes to the course schedule as outlined in this syllabus will be thoroughly discussed with students attending the class prior to implementation.

Additional Program or Accreditation Requirements

AACN Essentials for Baccalaureate Education for Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 207 Promoting Pediatric Wellness in the Family and Community include the following:

Essential I: Liberal Education Content Outcome 1. Selected content and ways of knowing from the sciences

o Readings and testing of materials in the assigned textbooko Lectures covering scientific principles of pediatric nursingo Lectures and readings concerning the scientific aspects of

pediatric health issues Outcome 3. Principles related to working with people from diverse

cultureso Scientific, evidence-based information is utilized in a

professional, holistic, and effective manner to maximize the quality of nursing care provided to clients, including those in vulnerable populations, from diverse socioeconomic backgrounds, and with different health conditions

Outcome 4. Concepts related to intellectual diversity, tolerance and social justice

o Reading materials and lectures related to pediatric nursing from ethical and professional viewpoints; historical information is included, as necessary, to indicate the past, current, and future trends of the art and science of nursing

Essential II: Organizational and Systems Leadership Outcome 1. Leadership theory, behaviors, characteristics, contemporary

approaches, leadership development, styles of leadershipo Readings and lectures, which address issues of the nurse as a

leader effectively working, communicating, and collaborating with patients, colleagues, and other professionals, are emphasized to provide optimal pediatric nursing care

Additional Program or Accreditation

Outcome 2. Leadership skills and strategies (negotiating, collaborating, coordinating) decision-making to promote quality patient care in a




Requirements (continued)

variety of health settingso Student group projects and presentations promote teamwork,

including negotiating, collaborating, and coordinatingo Case scenarios/ studies address decision-making to maximize

quality of patient care, efficiency of nursing interventions, and safety of patients and healthcare workers in a changing society, nursing profession and science, and socioeconomic environment

Outcome 6. Creative & imaginative strategies in problem-solvingo Lectures (with class participation), reading materials, and quizzes

or examinations address decision-making and problem-solving in the field of pediatric nursing within the organizational and societal context, by incorporating the use of both qualitative and quantitative information to enhance the delivery of pediatric nursing care and the advancement of the art and science of pediatric nursing

Outcome 7. Principles of interpersonal communicationo Student group projects and presentations promote interpersonal

communication Outcome 8. Communication: Elements, channels, levels, barriers,

models; communication skill development, workplace communication, conflict resolution, optimizing patient care outcomes; chain-of-command

o Student group projects and presentations promote communication skill development, workplace communication, conflict resolution, and optimize patient care outcomes

Outcome 10. Reliability and reliability sciences in health care (statistics).o Lectures, readings, and student group projects utilize both

qualitative and quantitative information, as necessary Outcome 11. Teamwork skills: Effective teams/characteristics,

application to patient care teams, team process, conflict resolution, delegation, supervision, and collaboration in teams

o Lectures, readings, and student group projects address teamwork skills necessary to provide optimal pediatric nursing care

Outcome 13. Patient safety principles including safety standards, organizational safety processes, reporting processes, department responsibilities, ownership, national initiatives, and financial implications

o Lectures, readings, and student group projects address patient safety and quality of patient life necessary to provide optimal pediatric nursing care

Outcome 15. Principles of nursing care delivery management and evaluation.

o Lectures, readings, student group projects, and tests incorporate maximizing the quality of patient care, efficiency of nursing interventions, and safety of all involved in pediatric nursing




Additional Program or Accreditation Requirements (continued)

Essential III: Scholarship for Evidence-based Practice Outcome 1. Explain the interrelationships among theory, practice, and

research.o Lectures, readings, and student group projects address the

interrelationships among theory, practice, and research Outcome 2. Demonstrate an understanding of the basic elements of the

research process and models for applying evidence to clinical practiceo Lectures incorporate current evidence-based research findings in

pediatric nursingo Students are encouraged to incorporate evidence-based

research, obtained via professional and academic sources, in their group projects to enhance nursing their knowledge and skills

Outcome 3. Advocate for the protection of human subjects in the conduct of research

o Lectures, reading materials and group projects incorporate principles of the protection of human subjects in all aspects of nursing, including research. Students complete HIPAA training before starting clinical courses

Outcome 4. Evaluate the credibility of sources of information, including but not limited to databases and Internet resources

o Students are encouraged to utilize current and peer-reviewed professional journals as sources of information for their group presentations

Outcome 5. Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes.

o Group projects include the development of professionally delivered oral presentations, which report current evidence-based practice, nursing trends, and recommendations for future study needed to enhance the nursing profession

Outcome 6. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care

o Interpret how the Healthy People 2010 objectives will improve the health and welfare of children and families

o Family assessment paper Outcome 7. Collaborate in the collection, documentation, and

dissemination of evidenceo Group projects include the development of professionally

delivered oral presentations, which report current evidence-based practice, nursing trends, and recommendations for future studies needed to enhance the nursing profession





Essential IV: Information management and application of patient care technology

Outcome 7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment

o Nursing informatics is utilized to promote efficient and evidence-based decision making in the enhancement of patient care and patient safety. Students are encouraged to use applicable data from patients, medical records, and other databases in the preparation and presentation of professional quality papers and oral projects

o Use of the Hockenberry & Wilson CD Companion Guide, the HESI StudyWare CD and the ATI Video Companion Guide

Essential V: Health care policy, finance & regulation Outcome 8. Discuss the implications of healthcare policy on issues of

access, equity, affordability, and social justice in healthcare deliveryo Lectures, reading materials, and group projects address the

promotion of both nursing science/practice and quality of patient care. These help students develop and refine their roles as patient advocates within the context of the Nurse Practice Act

Outcome 9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations

o Genomic information and vulnerable population information are included in the readings and lectures to help students in their preparation of written assignments and oral presentations

Outcome 10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas

o Lectures and reading materials incorporate some issues pertaining to communication of healthcare delivery to decision makers

Essential VI: Interprofessional communication/collaboration for improving patient health outcomes

Outcome 1. Compare/contrast the roles and perspectives of the nursing profession with other care professionals on the healthcare team (i.e., scope of discipline, education and licensure requirements)

o Lectures, reading materials, and group projects address nursing as it interacts and collaborates with other healthcare fields and in the context of nursing as an interdisciplinary specialty. These will maximize both individual and group (team) nursing skills, decision-making, and advocacy in an ethical, efficient, and professional manner

Outcome 2. Use inter- and intraprofessional communication and collaborative skills to deliver evidence-based, patient–centered care

o Lectures, reading materials, and group projects address and help develop inter and intraprofessional communication and collaborative skills to deliver evidence-based, patient–centered care





Outcome 3. Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships

o Lectures, reading materials, and group projects address and develop effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships

Outcome 4. Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes

o Lectures, reading materials, and group projects help nursing students learn how to contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes

Outcome 5. Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams

o Lectures, reading materials, and group projects help address the development of appropriate teambuilding and collaborative strategies when working with interprofessional teams

Outcome 6. Advocate for high quality and safe patient care as a member of the interprofessional team

o Lectures, reading materials, and group projects address and help nursing students develop their role as advocates for high quality and safe patient care as members of the interprofessional team

Essential VII: Clinical Prevention and Population Health Outcome 1. Assess protective and predictive factors, including genetics,

which influence the health of individuals, families, groups, communities, and populations

o Lectures, reading materials, and group projects address quality of patient care and improvement of quality of life which minimize or prevent harm (physical, social, economic, spiritual) through the use and application of evidence-based and culturally sensitive information (including epidemiological, occupational, environmental, genomic, physiologic, and theoretical) in an ethical and legal manner as indicated in the practice of professional nursing

Outcome 2. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems

o Lectures, reading materials, and group projects address the assessment of health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations

Outcome 6. Use information and communication technologies in preventive care

o Analyze the central role of communicating preventive care through the use of current technology in providing nursing care to pediatric clients in all care settings and situations.





Outcome 10. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death

o Lectures, reading materials, and group projects (case scenarios/ studies) promote student collaboration with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

Essential VIII: Professionalism and Professional Values Outcome 1. Demonstrate the professional standards of moral, ethical,

and legal conduct. Outcome 2. Assume accountability for personal and professional

behaviors Outcome 3. Promote the image of nursing by modeling the values and

articulating the knowledge, skills, and attitudes of the nursing profession Outcome 4. Demonstrate professionalism, including attention to

appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers

Outcome 5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice

Outcome 6. Reflect on one’s own beliefs and values as they relate to professional practice

Outcome 7. Identify personal, professional, and environmental risks that impact personal and professional choices and behaviors

Outcome 8. Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care

Outcome 9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations

Outcome 10. Protect patient privacy and confidentiality of patient records and other privileged communications

o Students complete HIPAA training before starting clinical classes Outcome 11. Access interprofessional and intraprofessional resources to

resolve ethical and other practice dilemmas Outcome 12. Act to prevent unsafe, illegal, or unethical care practices Outcome 13. Articulate the value of pursuing practice excellence,

lifelong learning, and professional engagement to foster professional growth and development





Outcome 14. Recognize the relationship between personal health, self renewal, and the ability to deliver sustained quality care

Essential IX: Baccalaureate Generalist Nursing Practice Outcome 1. Conduct comprehensive and focused physical, behavioral,

psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches

Outcome 2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology

Outcome 3. Implement holistic, patient-centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health-illness continuum, across the lifespan, and in all healthcare settings

Outcome 4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network

Outcome 5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences

Outcome 6. Implement patient and family care around resolution of end-of-life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences

Outcome 7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care

Outcome 8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan

Outcome 9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions

Outcome 10. Facilitate patient-centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care

Outcome 11. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare microsystems.

Outcome 12. Create a safe care environment that results in high quality patient outcomes

Outcome 13. Revise the plan of care based on an ongoing evaluation of patient outcomes

Outcome 14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team





Outcome 15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload

Outcome 16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care

Outcome 17. Develop a beginning understanding of complementary and alternative modalities and their role in health care

Outcome 18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care

Outcome 19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes

Outcome 20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

Outcome 21. Engage in caring and healing techniques that promote a therapeutic nurse-patient relationship

Outcome 22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice




Section B:

Week/ Date

Class Objectives Content Outline Specific Course Activity Student Assignments

102/02/11

1. Interpret how the Healthy People 2010 Objectives will improve the health and welfare of the pediatric population and their families.


3. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to the health care of pediatric populations and their families.

Introduction to the Course

Growth & Development Concepts-Erikson’s-Piaget-Kohlberg

All homework assignments are MANDATORY. Failure to submit required assignments on due dates is not acceptable and will be grounds for failing the course. Late assignments will not be accepted.

Chapters 1 to 5

Chapters 12 , 14, 15Of main textbook and the study guide.

Other Student Resources include:1. HESI Textbook & CD2. ATI Textbook & Video3. Pearson’s Real Nursing

Skills Video on Pediatric Nursing Skills

202/02/11

1. Describe nutritional requirements for infants, children, and adolescents, and plan nursing interventions for actual and potential nutritional deficits for selected clients.

2. Assess children and families in relation to health care for infants, toddlers, and preschoolers, respecting commonalties and differences in performing data collection.

3. Develop expected outcomes to maintain health or meet health alterations, respecting the physiologic characteristics, attitudes, values, and behaviors related to children of all ages.

The Infant

The Toddler

The Preschooler Health Promotion

and Maintenance

Classroom activities for each week:

Lecture Discussion Case studies and

mini-group presentations

Exam(s) on weeks assigned.

Chapter 13, 14, 15Of main textbook and the study guide.

Please submit HESI Pediatrics practice test results.

Other Student Resources include:1.HESI Textbook & CD2.ATI Textbook & Video

3. Pearson’s Real Nursing Skills Video on Pediatric Nursing Skills




Week/ Date


302/02/11

1. Describe the role of the nurse in using Gordon’s 11 Functional Health Patterns in the care of the pediatric client and the expanding family.

2. Demonstrate an understanding of the nursing process, as well as written and verbal communications, utilized in pediatric health settings.

3. Analyze the central role of therapeutic care relationship in providing nursing care to pediatric clients in all care settings and situations.Analyze potential and actual problems to the health and well being of children and families and plan appropriate nursing interventions for selected cases, including high-risk cases.


5. Discuss and apply the nursing process in conjunction with Gordon’s 11 Functional Health Patterns to pediatric clients who suffer from a variety of acute and chronic disease states.


Nursing Care of the Child with a Cognitive or Sensory Disorder-Mental Retardation-Down Syndrome-Autism-Attention deficit hyperactivity disorder (ADHD)

Nursing Care of the Child with a Respiratory Disorder-Acute streptoccal pharynigitis-Tonsillitis-Influenza-Otitis media/externa-Croup syndrome-Aucte epiglotitis-Acute laryngitis-Acute laryngotractheobronchitis (LTB)-Bronchitis-Pertussis-Foreign body aspiration-Asthma-Cystic fibrosis

DUE: HESI Case Studies on: 1.) Cystic Fibrosis and 2.) Respiratory Syncytial (RSV) Bronchiolitis with a score of 100% on each.

Chapter 24, 32Of main textbook and the study guide.

Other Student Resources include:1. HESI Textbook & CD2. ATI Textbook & Video





Week/ Date


3(cont)

7. Assess children and families in relation to health care for infants, children, and adolescents, respecting commonalties and differences in performing data collection.


9. Plan nursing care for children of all ages and their families utilizing the level of child and family development, therapeutic communication, pharmacologic needs, and nutritional needs.

10. Identify nursing interventions and validate their effectiveness in restoring optimal health.

402/09/11

1. Describe the role of the nurse in using Gordon’s 11 Functional Health Patterns in the care of the pediatric client and the expanding family.

2. Demonstrate an understanding of the nursing process, as well as written and verbal communications, utilized in pediatric health settings.

3. Analyze the central role of therapeutic care relationship in providing nursing care to pediatric clients in all care settings and situations.

The School-Age Child

The Adolescent

- Health Promotion of School Age Child and Family-Health Promotion of Middle Childhood-Health Promotion of Adolescent and Family

EXAM 1 – 20% of Grade

DUE: HESI Practice Test and HESI Practice Quiz for Pediatrics with a score of 100% on each exam.

EXAM 1

Chapter 33, 34Of main textbook and the study guide.

Other Student Resources include:1. HESI Textbook & CD2. ATI Textbook & Video3. Pearson’s Real Nursing Skills Video on Pediatric Nursing Skills




Week/ Date


4 (cont)

02/09/11

4. Analyze potential and actual problems to the health and well being of children and families and plan appropriate nursing interventions for selected cases, including high-risk cases.






Nursing Care of the Child with a Cardiovascular Disorder- Congenital heart defects/heart surgery-Rheumatic fever/rheumatic heart disease-Kawasaki disease

Nursing Care of the Child with a Gastrointestinal Disorder - Gastroenteritis-Hirschsprung disease-Gastroesophageal reflux-Acute appendicitis-Pyloric stenosis-Intussusceptions-Celiac disease-Short bowel syndrome-Diarrhea

DUE: HESI Case Study on Congenital Heart Disease with a score of 100%.

DUE: HESI Case Study on Cleft Lip and Palate with a score of 100%.




Week/ Date


4 (cont)

02/09/11



502/09/11



3. Analyze therapeutic communication strategies for application of nursing process with infants, children, adolescents, and their families.

4. Identify principles, concepts and research findings from the pharmaceutical, biological, psychosocial, and behavioral sciences for inclusion when planning nursing care for pediatric populations and their families.

The School-Age Child

The Adolescent

- Health Promotion of School Age Child and Family-Health Promotion of Middle Childhood-Health Promotion of Adolescent and Family

Chapters 16, 17, & 18

Chapters 19, 20, & 21Of main textbook and the study guide.






Week/ Date


5 (cont)

5. Incorporate evidence-based research findings from a variety of sources in the nursing process when planning care for infants, children, adolescents, and their families.

6. Describe nutritional requirements for newborns, children, and for women throughout the life cycle, with emphasis on pregnant, breast feeding, and post-menopausal women, and plan nursing interventions for actual and potential nutritional deficits for selected clients.



9. Develop expected outcomes to maintain health or meet health alterations, respecting the physiologic characteristics, attitudes, values, and behaviors related to children of all ages




Week/ Date


5 (cont)02/09/11


11. Design comprehensive teaching plans for children and their families.


13. Evaluate outcomes of nursing care of children and families.

14. Demonstrate critical thinking abilities in synthesizing and applying knowledge in child health nursing.

602/16/11




Nursing Care of the Child with a Neuromuscular or Musculoskeletal Disorder- The immobilized client-Fractures-The child in a cast-The child in tractionSlipped femoral capital epiphysis -Scoliosis-Osteomylitis-Juvenile rheumatiod arthritis-Cerebral palsy

EXAM 2 – 20% of Grade

DUE: HESI Case Studies on: 1.) Compound Fracture and 2.) Burns with a score of 100% on each.

EXAM 2

Chapters 29, 30, 39, 40 Of main textbook and the study guide.




Week/ Date


6 (Cont)02/16/11


5. Incorporate evidence-based research findings from a variety of sources in the nursing process when planning care for infants, children, adolescents, and their families.

6. Describe nutritional requirements for newborns, children, and for women throughout the life cycle, with emphasis on pregnant, breast feeding, and post-menopausal women, and plan nursing interventions for actual and potential nutritional deficits for selected clients.



-Muscular dystrophy-Tetanus

Nursing Care of the Child with a Urinary or Renal Disorder- Urinary tract infection-Vesicoureteral reflux-Acute pyelonephritis -Glomerulonephritis-Acute poststreptococcal glomerulonethritis-Nephrotic syndrome-Enuresis- Testicular torsion-Gynecomastia-Menstrual disorders






Week/ Date


6(Cont)

02/16/11






14. Demonstrate critical thinking abilities in synthesizing and applying knowledge in child health nursing

702/23/11



Nursing Care of the Child with a Hematological or Immune Disorder- Anemia-Sickle cell anemia-Hemophilia A- Diabetes mellitus I & II- Diabetes insipidus

EXAM 3- 20% of grade

DUE: ATI Practice tests for Nursing Care of Children Form A & B with a score of 100% on each exam.

DUE: HESI Case Study on Sickle Anemia with a score of 100%.

EXAM 3

Chapter 35, 37 Of main textbook and the study guide.




Week/ Date


7(cont)

02/23/11



5. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of pediatric populations and their families.

6. Assess health care of children and families, respecting commonalties and differences in performing data collection.



Nursing Care of the Child with a Neurologic Disorder -Increased intracranial pressure-Head injury-Near drowning/drowning-Bacterial meningitis-Seizures

Other Student Resources Include:1. HESI Textbook & CD2. ATI Textbook & Video


Week/ Class Objectives Content Outline Specific Course Activity Student Assignments




Date7

(cont)02/23/11

9. Analyze family structures, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

10. Identify individual and family coping mechanisms and incorporate them in planning nursing care for children facing acute or chronic disease states.



13. Identify community resources and referrals appropriate for children with major health problems and special health care needs.


15. Demonstrate critical thinking abilities in synthesizing and applying knowledge in child health nursing.

802/23/11

1. Analyze potential and actual problems to the health and well being of children and families and plan appropriate nursing interventions for selected cases, including high-risk cases.*


Nursing Care of the Child with a Neoplastic Disorder - Leukemia-Lymphomas-Hodgkins disease-Brain tumors-Bone tumorsOsteogenic sarcoma-Ewing sarcoma-Rhabdomyosarcoma

Chapter 35 Of main textbook and the study guide.





Date8

02/23/113. Analyze therapeutic communication

strategies for application of nursing process with infants, children, adolescents, and their families.

4. Identify principles, concepts, and research findings from the pharmaceutical, biological, psychosocial, and behavioral sciences for inclusion when planning nursing care for pediatric populations and their families.

5. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of pediatric populations and their families.

6. Assess health care of children and families, respecting commonalties and differences in performing data collection.

7. Develop expected outcomes to maintain health or meet health alterations, respecting the physiologic characteristics, attitudes, values, and behaviors related to children of all ages

8. Plan nursing care for children of all ages and their families utilizing the level of child and family development therapeutic communication, pharmacologic needs, and nutritional needs.

-Wilms tumor-Retinoblastoma-Testicular cancer

Other Student Resources Include:1.HESI Textbook & CD

2. ATI Textbook & Video3. Pearson’s Real Nursing Skills Video on Pediatric Nursing Skills





Date8

(cont)02/23/11

9. Analyze family structures, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

10. Identify individual and family coping mechanisms and incorporate them in planning nursing care for children facing acute or chronic disease states.



13. Identify community resources and referrals appropriate for children with major health problems and special health care needs.


903/02/11

Comprehensive Final Examination- 20% of grade @ 14:00 Room 212

GROUP PRESENTATIONS will be after the final examination. Time: 16:00- 17:30 Room 212

Comprehensive Final Examination

GROUP PRESENTATIONS will be after the final examination.

Documents

wcunurs207and217.pbworks.comwcunurs207and217.pbworks.com/f/NURS+207+02.2011.d… · Web viewII. Mission and Outcomes. University Mission. At West Coast University, we embrace a