INSTRUCTIONAL PACKAGE

NURSING 201

NURSING TRANSITION

201510Fall 2015

2

INSTRUCTIONAL PACKAGE

PART I: COURSE INFORMATION

Effective Term: 201510

COURSE PREFIX: NUR 201 COURSE TITLE: Nursing Transition Class

CONTACT HOURS: 5 Contact hours per week CREDIT HOURS: 3 Credit hours

RATIONALE FOR THE COURSE:

The Nursing Department has developed a process to award credit for the Licensed Practical Nurse (LPN) for previous learning and work experience. This process allows eligible LPN candidates to advance beyond the fundamental and basic nursing courses that are covered in the early portions of the ADN program. This course is labelled NUR 201.

COURSE DESCRIPTION:

This course is a study of the transition required of an LPN to the Associate Degree in Nursing (ADN). The course emphasizes on tools needed for adaptation to a healthcare environment that is changing almost moment by moment.

The course emphasizes the application of the nursing process, critical thinking,communication and management to promote, maintain and restore the health of clientsexperiencing a variety of health problems. A review of basic and intermediate nursing careand skills is used for laboratory experiences.

PREREQUISITES: Advanced placement as a Licensed Practical Nurse

CO-REQUISITES:NUR 162 & NUR 150

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Three Semester option:Recommended sequencing:

1st SemesterNUR150 Chronic Health ProblemsNUR162 Psychiatric and Mental Health

NUR201 Nursing Transition

2nd Semester NUR161 Basic Concepts of PharmacologyNUR220 Family Centered Nursing

3rd Semester NUR221 Advanced Nursing ConceptsNUR217 Trends and Issues in Nursing

Refer to Student Policy 4, Program Progression, of the ADN Student Handbook.

REQUIRED MATERIALS:

Please visit the Bookstore online site for most current textbook information. Use the direct link below to find textbooks.http://hortec.bncollege.com/webapp/wcs/stores/servlet/TBWizardView?catalogId=10001&langId=-1&storeId=51560.

Enter the semester, course prefix, number and section when prompted and you will be linked to the correct textbook.

Note: Textbooks (in earlier editions) may be brought forward from previous nursing courses.

Associate Degree Nursing Student Handbook (2013 updates). Nursing Department Horry Georgetown Technical College. (Available online at www.hgtc.edu, Academic Web page, ADN link

REQUIRED TEXT

Curren, Anna M.(2006). Dimensional Analysis for Meds, (4th Ed.). Delmar/Thompson Learning.

Dillon, Patricia M. (2007). Nursing Health Assessment: Clinical Pocket Guide (2nd ed.). Philadelphia: F. A. Davis

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Gahart, B. & Nazareno, A. (2012). Intravenous Medications (28th ed.). Philadelphia: Elsevier & Mosby

Karch, A. (2011). Focus on Nursing Pharmacology (5th ed.). Philadelphia: Lippincott, Williams & Wilkins (Note: This is the textbook utilized for NUR 161 Pharmacology)

Kearney-Nunnery (2010). Making the Transition From LPN to RN. Philadelphia: F.A. Davis

Kee, J.L. (2005). Handbook of Laboratory and Diagnostic Tests with Nursing Implications (5th ed.). New York: Appleton & Lange/McGraw-Hill

Laws Governing Nursing in S.C. (2003). Retrieved from State Board of Nursing for S.C.at http://www.llr.state.sc.us

Nugent P. & Vitale, B., (2012). Test Success Test-Taking Techniques for Beginning Nursing Students (7th ed). Philadelphia: F.A. Davis Company

Pellico, L.H., (2013). Focus on Adult Health Medical-Surgical Nursing. Philadelphia: Lippincott, Williams & Wilkins.

Rikian, Veronica P., et al. (2014). The Basics, Kaplan.

Taylor, C., et al. (2011). Fundamentals of Nursing: The Art and Science of Nursing Care (8th ed.). Philadelphia: Lippincott, Williams & Wilkins

Taylor, C., et al. (2011). Fundamentals of Nursing Skills Checklist (8 th ed.). Philadelphia: Lippincott, Williams & Wilkins

Taylor, C., et al. (2011). Fundamentals of Nursing Skills CD (8 th ed.). Philadelphia: Lippincott, Williams & Wilkins

Thomas, C.L. (Ed.) (2005). Taber's Cyclopedic Medical Dictionary (20th ed.). Philadelphia: F.A. Davis

Wilson, B.A., et al. (2012). Nurses’ Drug Guide. Upper Saddle River: Prentice Hall

ADDITIONAL REQUIREMENTS:

The following materials are those needed for NUR 150 that must be provided by the student:

1. Course syllabus and required texts2. Complete HGTC student nurse’s uniform, HGTC ID Badge

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3. Portfolio-brought forward from the LPN course. 4. Pen, pencil, paper, calculator5 Pen light, Stethoscope6. Nursing Pack available in the Bookstore

TECHNICAL REQUIREMENTS:

Access to Desire2Learn (D2L), HGTC’s student portal for course materials.WaveNet and D2L email access. LWW The Point Account for Pellico Course Point and Prep UHESI/Evolve AccountKaplan Student Account

SPECIAL POLICIES:

1. Students enrolled in NUR 201 must have and maintain a current BLS provider course. This may be obtained from The American Heart Association - Healthcare Provider Course.

2. Students must provide their liability insurance (included in course fees).3. See the Makeup Test Policy at the end of the syllabus.4. See NUR 201 Computer Testing Policy at the end of the syllabus.5. Students must complete all Kaplan tests and Remediation in order to pass the course. See

Kaplan tests list.

CLASSROOM ETIQUETTE:

As a matter of courtesy to other students and your professor, please turn off cell phones and other communication/entertainment devices before class begins. If you are monitoring for an emergency, please notify your professor prior to class and switch cell phone ringers to vibrate.

PART II: STUDENT LEARNING OUTCOMES:1. SAFETY Demonstrate the application of safety concepts in the provision of nursing care to individuals experiencing various illnesses. 2. CLINICAL DECISION MAKING Implement nursing care that reflects critical thinking and application of nursing process for adults with selected health problems. 3. TEAMWORK and COLLABORATION Demonstrate the integration of active teamwork, collaborative processes, and the effective use of appropriate communication in order to facilitate positive patient outcomes.

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4. PROFESSIONAL BEHAVIORS Model behaviors that demonstrate accountability and reflect standards of the profession.5. PATIENT-CENTERED CARE Respect the rights of individual patients while establishing a caring and empathetic connection with diverse patient populations.

COURSE LEARNING OUTCOMES and ASSESSMENTS*:

Module 1: Material covered: Syllabus, Calendar, Course policies. Electronic course assignments (Prep U and Evolve cases. Discuss APA paper on Commonalities between LPN and RN. Concept Integration Model of the HGTC Associate Degree Nursing Program.Calculation of Dosages and Solutions (Chapter 9 in JB Transition text page 221)

Assessment: Active class participation Complete Math Test with a score of 100% LPN to RN Paper Unit 1 Test

Learning Outcomes:1. Identify common conversion factors used in calculating dosages and solutions2. Become familiar with the “desired over available” method of calculating dosages and solutions.3. Become familiar with the dimensional analysis method of calculating dosages and calculations.4. Become familiar with the various formulas used in calculating flow rates and infusion times of

intravenous dosages and solutions.5. Pass Math Test (100% requirement per HGTC’s Student Handbook policy)6. Apply of the Concept Integration Model to the nursing care of the adult client

experiencing health problems7. The Nursing 201 Student Learning Outcomes students will:

1. SAFETY Demonstrate the application of safety concepts in the provision of nursing care to individuals experiencing chronic illness. 2. CLINICAL DECISION MAKING Implement nursing care that reflects critical thinking and application of nursing process for adults with selected chronic health problems. 3. TEAMWORK and COLLABORATION Demonstrate the integration of active teamwork, collaborative processes, and the effective use of appropriate communication in order to facilitate positive patient outcomes. 4. PROFESSIONAL BEHAVIORS Model behavior that demonstrate accountability and reflect standards of the

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profession. 5. PATIENT-CENTERED CARE Respect the rights of individual patients while establishing a caring and empathetic connection with diverse patient populations.

Module 2:Material covered: Critical thinkingPhysical Assessment

Assessment: Active class participation Complete Kaplan testing Complete Physical assessment skill in the laboratoryLearning Outcomes:A. Critical Thinking Learning outcomes: 1. Reinforce learning and the use of proper test taking skills 2. Reinforce learning and the use of effective study techniques. 3. Reinforce learning and time management skills. 4. Examine parts of multiple choice test questions.B. Kaplan Integrated Testing – Critical Thinking Learning outcomes: 1. Appreciate their critical thinking skills through Kaplan Testing.C. Physical Assessment Learning outcomes: 1. Review the information on Physical assessment 2. Relate physical assessment to Nursing skills check off activity.

Module 3:Material covered: Safe Nursing Care (Kearney-Nunnery, chapter 6 and Appendix F)Physical Assessment and Vital Signs- power point on D2LNursing skills-IV insertion and IV fluid monitoringUnit 1 Test

Assessment: Complete Physical assessment and vital signs skills in the laboratory. Peer learning on IV insertions and IV fluid monitoring. Kaplan 1 Test Learning Outcomes:A. The Imperative for Safe Nursing Care and the use of the Nursing Process Learning Outcomes: 1. Discuss the imperative for safety in the healthcare setting. 2. Explain the root cause analysis for a sentinel event.

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3. Review current safety initiatives designed for primary, secondary and tertiary health promotion.B. Nursing Skills Laboratory Learning outcomes: a. Demonstrate the correct steps of Physical assessment and vital signs monitoring. Nursing Skills – IV insertion and IV fluid monitoring b. Review and demonstrate the correct steps for inserting an intravenous access. c. Review and demonstrate the correct steps of IV fluid monitoring.

Module 4:Material covered: Nursing Assessment, Diagnosis and Planning (Kearney-Nunnery, chapter 7, 8, Appendix B &E)GI and Metabolic Concepts( Pellico chapter 22, Nugent & Vitale chapter 6)

Assessment: Active class participation Complete of seatwork on Test taking practice Unit 1 TestLearning Outcomes: A. Nursing Assessment Learning Outcomes: 1. Differentiate between data collection and assessment 2. Describe the different techniques used in comprehensive nursing assessment 3. Discuss the use of critical thinking in the assessment phase of the nursing processB. Diagnosis and Planning Learning Outcomes: 1. Name major types of nursing diagnosis 2. Formulate actual types of nursing diagnosis 3. Describe the difference between goals and outcomesC. Review of GI and Metabolic Concepts Learning Outcomes: 1. Review the concepts on Gastrointestinal and Metabolic care 2. Relate information to the patient care 3. Apply information to test taking skills

Module 5: Material covered:Complete Unit 1 TestSterile Procedures- lab practice and demonstration LABORATORY: Skills Laboratory after Unit Test (Sterile Procedures) 1. Central line dressing change 2. Wound dressing 3. Urinary catheterization 4. Tracheostomy care

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Assessment: Unit 2 Test Lab check offLearning Outcomes: A. Review and demonstrate the proper steps for the following skills: 1. Central line dressing change 2. Wound dressing 3. Urinary catheterization 4. Tracheostomy care

Module 6:Material covered: Nursing Process- Implementaion and Evaluation (Kearney-Nunnery, chapter 9, Appendix C, chapter 10, Appendix H)Pain Management- Pellico, Chapter 7

Assessment: Active class participation Complete seatwork on Test taking practice Unit 2 TestLearning Outcomes: A. Implementation Learning Outcomes: 1. Discuss the implementation phase of the nursing process 2. Describe techniques to assess learning readiness and motivation 3. Develop an implementation plan for a client with a knowledge deficitB. Evaluation Learning Outcomes: 1. Discuss the importance of the evaluation phase of the nursing process 2. Review the Nursing Interventions Classifications (NIC) and the Nursing Outcomes Classifications (NOC) systems and their use in the evaluation phase of the nursing process 3. Evaluate client outcomes to determine the effectiveness of nursing care 4. Identify documentation requirements in the evaluation phase of the nursing processC. Review on Pain Management Learning Outcomes: Students will be able to: 1. Review the concepts on Pain management 2. Relate information to the patient care 3. Apply information to test taking skills

Module 7:Material Covered:Care of the Surgical Patient (Pellico chapters 1,2,5)

Assessment: Active class participation Complete homework for Library tutorial

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Unit 2 TestLearning OutcomesA. Care of the Surgical Patient Learning outcomes: the student will be able to: 1. Discuss care of the pre-operative patient. 2. Discuss care of the peri-operative patient. 3. Discuss care of the post-operative patient.B. Homework Library Tutorial Learning Outcome: 1. Demonstrate understanding of resources in the library

Module 8:Material Covered:Complete Unit 2 Test SSTC/ Library Review

Assessment: Class discussion Unit Test 3Learning Outcomes:SSTC/ Library Meeting Learning Outcomes: Students will be able to: 1. Review information available in the Library and SSTC regarding APA paper assignment 2. Demonstrate navigation skills of the tools available in the library and SSTC

Module 9:Material Covered:Multiple Roles ( Kearney-Nunnery, chapter 1)Professional Practice Parameters (Kearney-Nunnery, chapter 2 and Appendix D)Skills- Wound care, tracheostomy care, central line dressing change, urinary catheterization

Assessment: Active class participation Complete laboratory check off for sterile proceduresLearning Outcomes:A. Multiple Roles Learning Outcomes: 1. Examine the multiple and sometimes competing roles of the adult returning to school 2. Identify learning style and the strategies used to best address your individual learning preferences 3. Evaluate your personal and collegial resources to assist with your success.B. Professional Practice Parameters Learning Outcomes: 1. Identify the components of professional nursing practice 2. Relate core competencies for health professionals to professional nursing practice 3. Discuss responsibility and accountability in professional nursing practiceC. Lab: Check Off for Sterile Procedures

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Learning Outcomes: 1. Demonstrate proper steps for the following skills; a. Tracheostomy care b. Wound care c. Central line dressing change d. Urinary catheterization

Module 10:Material Covered:Complete Unit test 3Nursing Theory (Kearney-Nunnery, chapter 3)Ethics (Kearney-Nunnery, chapter 4 and Appendix G)Neurological Concepts (Pellico, chapter 43)

Assessment: Unit Test 4 Active class participation Learning Outcomes:B. Nursing Theory Learning Outcomes: 1. Discuss how the hierarchy of needs and stages of development are used to guide practice 2. Identify selected theories and how they are used to guide practice 3. Explain how theory defines and guided professional practice C. Review of Neurological concepts Learning Outcomes: 1. Review the concepts on Neurological management 2. Relate information to the patient care 3. Apply information to test taking skills.

Module11:Material Covered: Evidence based practice in nursing practice (Kearney-Nunnery, chapter 11)Planning your future (Kearney-Nunnery, chapter12)Cardiovascular Concepts (Pellico, chapter 16 and 18)Assessment: Active class participation Complete seatwork Unit Test 4Learning Outcomes: A. Evidence-based Practice Learning Outcomes: 1. Explain the importance of evidence-based nursing practice 2. Describe barriers to evidence-based practice 3. Plan for the inclusion of evidence-based care in your practice settingB. Planning for your future

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Learning Outcomes: 1. Examine options and future development in your nursing career 2. Reexamine your knowledge, skills and abilities, and resources to assist with your success 3. Set realistic goals for your future as a professional nurseC. Review of Cardiovascular concepts Learning Outcomes: 1. Review the concepts on Cardiovascular management 2. Relate information to the patient care 3. Apply information to test taking skills.

Module 12:Material Covered:Nursing skillsKaplan testing

Assessment: Active class participation. Completion of the seatwork on Test

A. Kaplan Integrated Testing – Med/Surg 190 #2 Test Learning Outcomes: Students will be able to: 1. Remediate test items for Med/Surg 190 test 2. Demonstrate increase score for Med/Surg 190 Test #2 3. Complete remediation of Med/Surg 190 #2B. APA Paper Submission and Presentation Learning Outcomes: Students will be able to: 1. Demonstrate compliance with APA paper assignment description. 2. Submit correct APA paperC. Simulation Laboratory Activity Learning Outcome: 1. Demonstrate appropriate nursing skills related to patient care thru the use of simulation.

Module 13:Material Covered: Complete Unit 4 TestReview Course Learning OutcomesSkills PortfoliosAssessment: Active class participation. Submission of portfolio

Learning Outcomes:A. Portfolio Review Learning Outcomes: Students will be able to: 1. Present artifacts related to the Student Learning Outcomes for NUR 201

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2. Present Nursing Portfolio for review.B. Review of Course Learning outcomesC. Simulation Laboratory Activity Learning Outcome: 1. Demonstrate appropriate nursing skills related to patient care thru the use of simulation.

Module 14FINAL EXAM

*Students – please refer to the Instructor’s Course Information sheet for specific information on assessments and due dates.

General Education Outcomes (See College Catalog/Student Handbook, pg. 46)

PART III: GRADING AND ASSESSMENT

EVALUATION OF REQUIRED COURSE MEASURES/ARTIFACTS*Students’ grade may be used for accreditation purposes.Students’ performance will be assessed and the weight associated with the various measures/artifacts are listed below.

UNIT EXAMS (4) Average 60%Kaplan/Quizzes/Homework 5%Portfolio 5 %LPN vs RN Paper 5%APA Paper 5%Final Exam 20%

100%

Dosage calculation exam Each student must pass a dosage calculation exam at 100%. Students will be allowed to take the calculation exam three times, if needed, in order to achieve a score of 100%. A different exam is offered each time. The consequence of a score less than 100% on the third attempt will result in the student being withdrawn from the course. The first exam will be administered at orientation. The second and third exams will be scheduled when it is determined how many students need to re-take the exam, date TBA. Calculators and scrap paper will be provided by the instructor. Cell phones or other types of devices may not be used as calculators and must be put away during all testing.

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The student must achieve 100% on the math calculation exam (maximum of three attempts) to continue in the course.

*Students, for the specific number and type of evaluations, please refer to the Instructor’s Course Information Sheet.

GRADING SYSTEM:

Grades earned in courses impact academic progression and financial aid status. Measures of assessment include class participation, testing and Laboratory activities. Before withdrawing from a course, be sure to talk with your instructor and financial aid counselor about the implications of that course of action. Ds, Fs, Ws, WFs and Is also negatively impact academic progression and financial aid status.

The Add/Drop Period is the first 5 days of the semester for full term classes. Add/Drop periods are shorter for accelerated format courses. Please refer to the academic calendar for deadlines for add/drop (http://www.hgtc.edu/academics/academiccalendars.html). You must attend at least one meeting of all of your classes during that period. If you do not, you will be dropped from the course(s) and your Financial Aid will be reduced accordingly.PART IV: ATTENDANCE

Horry-Georgetown Technical College maintains a general attendance policy requiring students to be present for a minimum of eighty percent (80%) of his or her classes in order to be eligible to receive credit for any course. However, due to the varied nature of courses taught at the College, a more rigid attendance policy may be required by individual instructors. At a minimum, a student may be withdrawn from a course(s) after he or she has been absent in excess of ten percent (10%) of the total contact hours for a course. Instructors define absentee limits for their class at the beginning of each term; please refer to the Instructor Course Information Sheet.

PART V: STUDENT RESOURCES

The Student Success and Tutoring Center (SSTC)The SSTC offers to all students the following free resources:

1. Academic coaches for most subject areas, Writing Center Support, and college success skills.

2. On-line student success and academic support resources.Visit the SSTC website: www.hgtc.edu/sstc and visit the student services tab in your WaveNet account to schedule

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appointments using TutorTrac. For more information, call: SSTC Conway, 349-7872; SSTC Grand Strand, 477-2113; and SSTC Georgetown, 520-1455. Room locations and Live Chat is available on the SSTC website.

Student Information Center: WaveNet Central (WNC) WNC offers to all students the following free resources:

1. Getting around HGTC: General information and guidance for enrollment! 2. Use the Online Resource Center (ORC) for COMPASS support, technology education,

and online tools. 3. Drop-in technology support or scheduled training in the Center or

in class.4. In-person workshops, online tutorials and more services are

available.

Visit the WNC website: www.hgtc.edu/wavenetcentral. Live Chat and Center locations are posted on the website. Or please call one of the following locations: WNC Conway, 349-5182; WNC Grand Strand, 477-2076; and WNC Georgetown, 520-1473.

Disability Services:

HGTC is committed to providing an accessible environment for students with disabilities. Inquiries may be directed to Jocelyn Williams, Director of Student Development on the Conway Campus Jaime Davis, Counselor/Advisor on the Georgetown Campus or Jim Ratliff, Counselor on the Grand Strand Campus. These individuals will review documentation of the student’s disability and, in a confidential setting with the student, develop an educational accommodation plan.

Note: It is the student’s responsibility to self-identify as needing accommodations and to provide acceptable documentation. After a student has self-identified and submitted documentation of a disability, accommodations may be determined, accepted, and provided.

Title IX Requirements

The South Carolina Technical College System does not discriminate on the basis of race, color, gender, national or ethnic origin, age, religion, disability, marital status, veteran status, sexual orientation, gender identity, or pregnancy in educational programs and activities as required by Title IX. As outlined in the Violence Against Women Act, Horry Georgetown Technical College prohibits the offenses of domestic violence, dating violence, sexual assault, and stalking. Students who believe he or she has experienced or witnessed discrimination including sexual harassment, domestic violence, dating violence, sexual assault or stalking are encouraged to report such incidents to the Title IX Coordinators:

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Dr. Melissa Batten, AVP of Student Affairs Building 1100, Room 107A, Conway Campus 843-349-5228 Melissa.Batten@hgtc.edu

Jacquelyne Barrett, AVP Human ResourcesBuilding 200, Room 212A, Conway Campus843-349-5212Jacquelyne.Barrett@hgtc.edu

*Faculty and Staff are required to report incidents to the Title IX Coordinators when involving students. The only HGTC employees exempt from mandatory reporting are licensed mental health professionals (only as part of their job description such as counseling services).

ADDENDUM:

A. WRITTEN WORK IN APA FORMAT - GUIDELINES

All written work will follow guidelines as set forth by the American Psychological Association (APA). A copy of the most recent guidebook can be found in each campus library under reference number BF76.7, .P83, 2009. The book will be located in the reference section of the library.

For APA assistance utilize the Grand Strand/Myrtle Beach Campus SSTC or Library. Visit in person, do not call. You may also try utilizing the APA website at apa.org. Do not use Noodle. Do not use online APA formatting services.

Follow the directions provided by the course instructor as listed below

1. Follow APA format 2. Double spacing is the general rule, except for references, but double space between Different references 3. Margins - 1.5 inches on the left, others 1 inch 4. Centering is used on the title page for paper identification 5. Paragraphs begin with an indentation of 1/2 inch 6. No abstract is required 7. References begin on a separate page 8. No more than one spelling error

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9. No more than one grammar error10. No more than one APA format error11. No more than a total of two errors (9, 10, 11)12. Staple in upper left corner. If the paper is not stapled it will not be accepted.13. Do not put the paper in any type of folder14. You may utilize New Times Roman font in 12 pitch or Calibri font in 11 pitch. If you

select Calibri font also select the no spacing option on the home - tool bar.15. Total paper length will vary per assignment.

APA paper on Commonalities and Differences between LPN and RN RolesDiscuss the similarities and differences in the roles of the LPN and the RN in a 1-2 page typed APA paper citing any references you use. Refer to course calendar for paper due date.

EVIDENCE-BASED PRACTICE PAPER GUIDE Purpose: 1. To introduce the nursing student to the use of medical-related electronic databases as a tool for locating best practice standards2. To research and evaluate published research evidence 3. To value the correlation between valid research findings and improved patient care. 4. To apply appropriate APA formatting to written work.

Directions: 1. Select a topic from the attached list. As the topics are "broad" you may "narrow" your topic as necessary. Focus on nursing care provided by the RN.2. Research the selected topic within CINAHL, or other electronic database, for best practice guidelines. You are required to locate two EBR articles for the basis of your APA paper. The paper topic and the articles must be approved by the course instructors prior to compiling the paper, due date TBA.3. Summarize your findings in the form of a recommendation for modifying standards of practice with the goal of improving patient outcomes.4. Cite references using APA format. 5. Limit the body of paper to no more than 2-3 typed, double spaced pages. The total pages should be a maximum of five pages - title page, 2-3 pages of the body, and the reference page.6. Develop a presentation to share your findings with the class, maximum of 5 minutes.

Notes: 1. This paper actually focuses on "research utilization" which is a forerunner to EBP2. There is a specific series of steps/events in EBP:

Step 1. Define and ask the specific clinical question based on the patient population, the intervention of interest, comparison interventions, and outcome.

Step 2. Collect the best evidence by identifying, appraising, and synthesizing studies to answer the specific clinical question.

Step 3. Critically evaluate the evidence for validity and whether benefits outweigh risks

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for patient careStep 4. Integrate the evidence with the provider's clinical expertise, the health-care Status and preferences of the patient and the health-care resources available in making a clinical practice decision.Step 5. Evaluate the practice decision

3. The Agency for Health Research and Quality (AHRQ) is a resource for EBP: http://www.ahrq.gov

Topic List: CHOOSE 1 TOPIC. SEE CALENDAR FOR DUE DATE

1. Management of acute post-operative pain 2. Clostridium difficile--managing diarrhea4. Hyperkalemia5. Hypokalemia6. Incision site care7. Nausea management in the cancer patient8. Post-operative nausea and vomiting

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