Program Catalog Contents

LPN Program Catalog

1

Aquarius

Institute

Originated: 01/23/2014;

Updated: 3/28/14; 12/24/14; 1/23/15; 04/20/15; 12/21/15 Submitted to Illinois Board of Higher Education

for review for renewal of PN program

PRACTICAL NURSE PROGRAM CATALOG

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TO AQUARIUS INSTITUTE

The Aquarius Institute currently offers comprehensive health care educational training and

placement assistance in the Chicago land area.

Programs consist of hands-on classroom and clinical instructions depending on the type of

program selected. We limit the size of our classes to 16 students in order to provide good

interaction with every student.

The professionals at the Aquarius Institute are always available to support its every

student’s needs. We take a hands-on personal and professional interest in our student’s enrollment.

By providing qualified and skilled instructors, career seminars, and placement assistance in the

Chicago land area, we are not only more than capable to educate our students, but to also prepare

them for the job market that lies ahead.

1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and

maintain health and prevent illness for diverse patients across the lifespan in a variety of

structured healthcare settings within the scope of practice of the Practical Nurse.

2. Engage in critical thinking/clinical decision making to make patient-centered care decisions

within the scope of practice of the Practical Nurse.

3. Incorporate quality improvement activities to improve patient outcomes. CATALOG GOOD THRU: FEBRUARY 2014 – JUNE 2015

PUBLICATION DATE: January 30th 2014

WELCOME

Welcome 3

Mission 3

Choose, Commit, Succeed 4

The Aquarius Institute Information 5 to 14

LICENSED PRACTICAL NURSE PROGRAM (LPN 900) CIP Code 51-3901 15

Course Number Course Name

Nursing 101: Fundamentals of Nursing 23

Nursing 102: Critical Thinking in Nursing 31

Nursing 105: Family Health (Maternal-Child) Nursing 36

Nursing 106: Communicating in Nursing 44

Nursing 107: Geriatric/Mental Health Nursing 50

Nursing 108: Adult Health Nursing 58

Nursing 109: Transition to PN Practice 66

Item and Page #

LPN Job Description

METHODOLOGY

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LPN JOB DESCRIPTION

Mission 1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and





3. Incorporate quality improvement activities to improve patient outcomes.

4. Address patient needs through teamwork and collaboration with the interprofessional team,

the patient, and the patient's support persons

5. Use information and patient care technology to support and communicate the provision of

patient care.

6. Use management, legal, and ethical guidelines within the scope of practice of a Practical

Nurse.

7. Provide a caring environment to ensure holistic, compassionate patient care.

To be the leading provider of career training with a specific interest in high

demand job trends in America’s ever changing job market.

Our Mission

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Aquarius Institute currently provides Health Care training through the use of real hands on

practice, adult learning methodology, and technology used in the field. In an age of health and

technological globalization, the healthcare field must find methods to garner the technology and

care and transform it into a competitive advantage through quality healthcare. At Aquarius, we

train our students to enter the business and healthcare world with the knowledge and skills

necessary to add immediate value to a company/organization. However, technical knowledge

alone is not enough. But rather, a fine integration of technical, communication skills, and core

competencies that empower the individual to deliver value-added work service to their

clients/patient/customers in a clear and concise manner is where the emphasis is placed in training.

To achieve the aforementioned goal, Aquarius stresses the importance of individual

attention, state-of-the-art facilities, and clinical internships held at affiliated Healthcare Centers.

Our training is focused on empowering graduates with the ability to grasp healthcare

concepts in the human being which gives them the flexibility to solve healthcare issues that may

arise during the course of the life span of clients/patient/customers. Certified professionals earn

higher salaries than non-certified professionals; our professional certification programs give our

students the edge in today’s demanding job market.

Aquarius strives to achieve providing its students with the feeling of complete satisfaction. It is

Aquarius’ motivation to move ahead as one of the leaders in the Allied Healthcare Industry.

The individual who decides that they are going to make a change usually makes

different choices to transition from one part of their life to another. The individual

who chooses themselves to make the change in their lives has to also choose to

commit themselves to making that change. In making that commitment the

individual makes a plan, implements the plan, and evaluates the plan as it goes along

to ensure that they reach the goal that the change will lead to in the end. This

commitment to follow and adjust the plan as needed leads to success. Once they

have reached the goal then the individual knows they have succeeded and their life

is changed until they decide to make another change. If you are going through this

process and healthcare is where you want to start then the practical nursing program

is a good place to start.

Aquarius Methodology

Choose. Commit. Succeed

METHODOLOGY

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Graduation depends on the valid marks scored on the examinations conducted at appropriate times

after sufficient instruction has been provided. Passing and graduation are based upon the final

examinations and the percentage of marks scored on all the assignments.

Note: Students who achieve a grade of “D” and below are considered to have failed and

will need to repeat the course or program until they have achieved a passing grade

of “C” or above in order to graduate.

90 % - or higher “A”

80% - 89% “B”

70% - 79% “C” 60% - 69% “D”

59% or less “F”

Note: Students who score a below “C” course grade are considered to have failed and

will need to repeat the course again until they have completed it successfully with

a grade of “C” or above. Passing all clinical practicums with “satisfactory” is

mandatory.

The scoring procedure is determined by successful completion of all

homework assignments and scheduled exams. The number of exams is dependent on

the duration of the course and program. All courses have a minimum of a mid-term

and final exam. Programs with multiple modules require, on average, one exam per

module. Homework assignments are also dependent on program duration. All

exercises, specifically, homework assignments and examinations, are combined and

then averaged to produce a final program grade.

Graduation Guidelines

Grading

Scoring Procedure

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Besides a grade of “C” or better, 80%attendance is

MANDATORY to be considered for graduation.

If a student acquires a sickness or gets into an accident that precludes them from attending

classes via the established schedule, the student can retake the program at a later time without any

penalty, or if the student wants to drop the program as a result of the aforementioned possibility

then the refund policy process is applicable to them.

PURPOSE: Evaluations are a professional responsibility of both the faculty and student.

Constructive evaluation is a valuable tool utilized as a method for quality control of the

curriculum. Student evaluations are viewed by the faculty and administration as one method for

maintaining high, consistent levels of quality education. The evaluation of clinical is part of the

evaluation of classroom learning of nursing courses.

As a student whose goal is to become a licensed practical nurse the student should expect and

welcome the evaluation process with maturity and objectivity. The evaluation is a way for the

student to participate in on-going discussion and correlation with classroom learning.

Aquarius Institute believes in providing quality training and individual attention to each of

its students. As a result, Aquarius limits its classroom size to no more than 16 students – a 16:1

student to teacher ratio.

The limit for Practical Nursing students in the clinical area is a 10:1 student to teacher ratio

according to the standards and practices of the clinical affiliations and the institute policy.

Several payment options are available for registration fees and tuition payment:

Students can obtain a private educational loan from their desired private bank.

Students who are eligible to obtain the Workforce Investment Act (WIA) Grant through

the State of Illinois unemployment agencies, can submit their approved WIA Grant

Voucher towards their payments (see below)

Students can make their payments by cash/checks.

Aquarius Institute also accepts student payments via Visa, MasterCard, American

Express, or Discover.

Aquarius Institute has the option of an installment payment plan (see below).

Attendance

Student /Teacher Ratio

Methods of Student Payments

Student Evaluation Remediation Policy

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Students have the option of paying for their program of choice via an installment plan.

The student is required to sign a separate Aquarius Institute Installment Plan agreement. A copy of

the AI Installment Plan Agreement and Promissory Note will be provided to the student at the time

of enrollment. For students using the Installment Plan: if the student has a tuition and fees balance,

the balance must be paid by continuing to make installment payments upon completion of the

program. This step is completed by the student signing and additional promissory note before

requesting a certificate of completion if it was not signed at the time of the enrollment agreement. If for some reason the credit card company declines to approve any particular transactions, Aquarius Institute requires the student to replace the payment method with new and working credit card information. When the student fails to make any of the monthly payments as scheduled whether by cash, Promissory Note or credit card/debit card, then Aquarius Institute will use legal processes to collect the payments.

No interest is charged for using the installment method of payment, but a late fee of $10

per week applies to all installment payments not paid on schedule; see installment plan form for

details.

We are listed with: Work Force Development Council

Illinois Employment & Training Center

We are approved by the above agencies to provide financial aid for

unemployed and under-employed individuals for updating their skills in Healthcare

programs. Ask our career counselor how to contact the above agencies directly to find

out if you are eligible for financial aid. Prior to admission, if applicable, the

prospective student is required to gain approval from one of the above approved

agencies.

After the completion of a program, a student may repeat the completed program within

twelve months of its completion. There is no fee for repeating a program. However, space must be

available. An application must be submitted 2 weeks prior to class start date.

Installment Plans

WIA Grant

Repeating a Program

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The student has the right to cancel the enrollment agreement until midnight of the 7th

business day after the enrollment agreement has been signed by the student and the student has

been accepted by Aquarius Institute; and if the right to cancel is not given to any prospective

student at the time the enrollment agreement is signed, then the student has the right to cancel the

agreement at any time and receive a refund of all monies paid to date within 10 days of the

cancellation.

Notice of cancellation must be made in writing and sent to:

Aquarius Institute

1011 E. Touhy Avenue

Suite: 335

Des Plaines, IL. 60018

847-296-8870

Aquarius Institute wants its students to be completely satisfied. Our refund policy allows

our students to withdraw from the program up until 60% of the program has been completed.

Our refund policy also follows the guidelines set by Illinois statutes in relation to private

business and vocational schools as per PBVS Act of 2012.

The detailed refund policy is as follows:

A. The pre-entrance examination and application fees are non-refundable

and shall not exceed $200.

B. When the notice of cancellation is given before midnight of the 7th

business day following acceptance, but prior to the close of business

on the student’s first day of class attendance, Aquarius may retain no

more than the non-refundable pre-entrance examination and

application fees, i.e. $200. Aquarius will refund the entire tuition,

textbook fees, and the registration fee of $150.

C. When the notice of cancellation is given after midnight of the 7th

business day following acceptance but prior to the close of business

on the student’s first day of class attendance, Aquarius may retain no

Buyers Right to Cancel

Refund Policy

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more than the non-refundable pre-entrance examination, application,

and registration fees, i.e. $350.

D. When the notice of cancellation is given after the student’s

completion of the first day of scheduled class attendance, but prior to

the student’s completion of 5% of the program, Aquarius will retain

the non-refundable pre-entrance examination, application, and

registration fee, and an amount not to exceed 10% of the tuition and

other instructional charges, plus the cost of any books or materials,

which have been provided by Aquarius.

E. When the student has completed in excess of 5% of the program of

instruction, Aquarius will retain the non-refundable pre-entrance

examination, application, registration fees, and the cost of any books

and materials which have been provided by Aquarius, but shall refund

a part of the tuition and other instructional charges in accordance with

the following: Aquarius will retain an amount computed pro rata by

days in class plus 10% of tuition and other instructional charges up to

completion of 60% of the program of instruction. When the student

has completed in excess of 60% of the program of instruction,

Aquarius will retain the non-refundable pre-entrance examination,

application, registration fees and the entire tuition and other charges.

F. Applicants not accepted by Aquarius shall receive a refund of all tuition and

refundable fees paid within 30 days of the determination of non-acceptance.

G. Deposits and down payments shall become part of tuition.

H. All student refunds will be made by Aquarius within 30 calendar days from the

date of receipt of a student’s written cancellation notice.

I. Aquarius will refund all refundable money paid to it in any of the following three

(3) circumstances:

1. Aquarius did not provide the prospective student with a copy of the student’s

valid Enrollment agreement.

2. Aquarius cancels or discontinues the program of instruction in which the

student has enrolled.

3. Aquarius fails to conduct classes on days and times scheduled; detrimentally

affecting the student, with the exception below.

J. Aquarius Institute will reschedule the classes to make-up for the lost time due to

bad weather (natural calamities), or due to the instructor’s illness.

K. If a student is on a payment plan with Aquarius for their tuition payments, the

above refund policy is applicable for that student as well.

L. In the event a student withdraws from a program, or if the student made lesser

payments than student’s liability determined by the refund policy, the student has

to make up the difference of payment in seven (7) business days from official

withdrawal otherwise collection procedures will begin.

M. Students who enrolled as a package deal for a few courses together have to finish

all the courses within two years from the date of enrollment. Otherwise they are

not eligible to attend those courses after two years and the entire tuition and fees

paid for the courses will be retained by Aquarius Institute.

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N. If there is an unresolved problem, please first address your written grievance to

the School Director at the following address: Aquarius Institute, Corporate Office,

1011 East Touhy Avenue, Suite 335, Des Plaines, IL 60018

If after first contacting the School Director the grievance remains unresolved,

relating to the return policy or student contract/enrollment agreement, students

may submit complaints to the following Board of Education office or website:

Illinois Board of Higher Education

431 East Adam Street, 2nd Floor

Springfield, IL 62701 Or www.ibhe.org

T

We have created several programs designed to assist with placing you in the best

possible career that compliments your specialization in computers, or the healthcare

field including practical nursing. Aquarius conducts regular job fairs with local

employers and other career services.

1. Our job placement program starts with an interview performed by our Job Placement

Director to help you prepare a dynamic resume illustrating your core-competencies and

skill sets.

2. Several healthcare organizations/facilities ask us to submit resumes for different healthcare

job skills. We forward to those healthcare organizations/facilities resumes of our graduating

students with qualifying performances.

3. Aquarius Institute job placement staff makes frequent calls to employers to find possible

job openings for the students.

4. Student Services facilitate each student's intellectual, academic, social and career

development. This reflects respect for cultural, racial, religious, social, intellectual, and

economic diversity. Our commitment empowers students to become self-confident, self-

reliant, productive, resilient, compassionate, and creative individuals. Services include

making copies, resume review, interview skills and job placement assessment and

assistance.

Note: Graduate Verification

I understand that if I am responsible to provide the following information as soon as it becomes

available, after the completion of the program: Registry/License Exam: Each attempt and Result;

Registry/License Number: After passing the exam; Employer's name; Employer’s Address;

Employer’s phone number; Job Title (position held); Name of Supervisor; First day of

Employment; Hourly Wage; and Average Hours per Week. AI also has the permission to contact

my employer for this information, if needed. I understand that this information will remain

confidential and no personal information will be disclosed. Only anonymous statistical

calculations are used for the Illinois Board of Higher Education’s (IBHE) disclosure statement

and the Illinois Department of Financial and Professional Regulations (IDFPR) statistics from

AI.

Job Placement Assistance

http://www.ibhe.org/

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Students have access to the electronic library and computer lab any time during regular hours

while enrolled in a class at Aquarius. Food & drink is not allowed in the computer lab or

Library. Check at the front desk for availability. Some of the dates and times are blocked off for

study, class content, and/or final exam times on the computer.

Students should conduct themselves in a manner appropriate and conducive to a business/

educational environment. Any student involved in obstruction/disruption of the training/business

activities, theft, damage of Aquarius property or misconduct will be subject to dismissal and no

refunds will be issued. Theft or damage will be reported to the police.

1. All the students are welcome to put their comments and suggestions into the

“Comment, Suggestion and Complaint” box located in the administrative

office.

2. If the complaints are not resolved within 5 business days by the

administration, the student must first see or write to the Director of Education

at Aquarius Institute

Computer Lab. and Library

Conduct & Courtesy

STUDENT SUGGESTIONS

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1. If there is any problem, please first address your written grievance/complaint to:

Director of Education

Aquarius Institute

1011 East Touhy Avenue Suite 335

Des Plaines, IL 60018

2. For any grievances/complaints, not first resolved by the school, then students may

file complaints about the school with the Board of Higher Education at the

following office:

Illinois Board of Higher Education

431 East Adams Street, 2nd Floor

Springfield, IL 62701

Or at www.ibhe.org.

EQUAL OPPORTUNITY ASSURANCE STATEMENT

It is the policy of Aquarius to comply with Section 188 of the Workforce Investment Act

of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the

basis of race, color, religion, sex, national origin, age, sexual orientation, disability, political

affiliation or belief and against beneficiaries on the basis of either citizenship/status as a lawfully

admitted immigrant authorized to work in the United States or participation in any WIA Title 1

financially assisted program or activity.

Aquarius complies with Title VI of the Civil Rights Act of 1964, as amended which

prohibits discrimination on the basis of race, color, and national origin.

Aquarius complies with the American with Disabilities Act of 1990 and Section 504 of

the Rehabilitation Act of 1973, as amended, which prohibits discrimination against qualified

individuals with disabilities. The student needs to understand that if they need any instructional

accommodations and/or have any special learning needs, they must notify the Aquarius

administrator prior to enrollment.

STUDENT COMPLAINTS/GRIEVANCE

http://www.ibhe.org/

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Aquarius complies with Section 188 of the WIA, which provides that persons with

disabilities must be provided with reasonable accommodations and modifications for their

disabilities. The section also requires that individuals with disabilities be given services

alongside (not segregated from) people without disabilities, unless the program or activity

providing services performs an individualized assessment of a particular individual with a

disability and concludes that the individual needs special, segregated services.

Aquarius complies with the Age Discrimination in Employment Act of 1975, as

amended, which prohibits discrimination on the basis of age.

The Aquarius Institute also assures that it will comply with 29 CFR, Part 37 and all other

regulations implementing the laws listed above. The Aquarius Institute is an “equal opportunity

employer/program” and “auxiliary aids and services are available upon request to individuals

with disabilities.”

If any individual feels discriminated against based on any of the above conditions by an

Aquarius Institute staff member, that individual may file a complaint with the director of

Aquarius Institute. The director of Aquarius Institute is Jameel Ahmed; he can be reached at

(847) 296-8870. If any individual needs to file a complaint, the individual can do so by

contacting the director of Aquarius Institute or by writing to Aquarius Institute at 1011 East

Touhy Avenue, Suite 335, Des Plaines, IL 60018.

SEXUAL HARASSMENT STATEMENT

The courts have determined that sexual harassment is a form of discrimination under Title VII of

the U.S. Civil Rights Act of 1964, as amended in 1991.

Policy Statement:

It is the responsibility of each individual employee and program participant to refrain from

sexual harassment, and it is the right of each individual employee and program participant to

work in an environment free from sexual harassment.

Definition of Sexual Harassment:

According to the Illinois Human Rights Act, sexual harassment is defined as any unwelcome

sexual advances or requests for sexual favors or any conduct of a sexual nature when -

1. Submission to such conduct is made either explicitly or implicitly a term of condition

of an individual’s employment or program participation in a Aquarius Program,

2. Submissions to or rejection of such conduct by an individual is used as the basis for

employment or program participation decisions or program participation affecting

such individual, or

3. Such conduct has the purpose or effect of substantially interfering with an

individual’s work or learning performance or creating an intimidating, hostile, or

offensive working or learning environment.

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Other conduct commonly considered to be sexual harassment:

Verbal: Sexual innuendos, suggestive comments, insults, humor and jokes about sex,

anatomy – or gender – specific traits, sexual propositions, threats, repeated requests for

dates, or statements about other employees/students, even outside of their presence, of a

sexual nature.

Non-verbal: Suggestive or insulting sounds (whistling), leering, obscene gestures,

sexually suggestive bodily gestures, “catcalls,” “smacking” or “kissing” noises.

Visual: Posters, signs, pin-ups or slogans of a sexual nature.

Physical: Touching, unwelcome hugging or kissing, pinching, brushing the body,

coerced sexual intercourse, or actual assault.

Sexual harassment most frequently involves a man harassing a woman. However, it can also

involve a woman harassing a man or harassment between members of the same gender.

The most severe and overt forms of sexual harassment are easier to determine. On the other end

of the spectrum, some sexual harassment is more subtle and depends to some extent on

individual perception and interpretation. The trend in the courts is to assess sexual harassment

by a standard of what would offend a “reasonable woman” or a “reasonable man,” depending on

the gender of the alleged victim.

An example of the most subtle form of sexual harassment is the use of endearments. The use of

terms such as “honey,” “darling,” and “sweetheart,” is objectionable to many women who

believe that these terms undermine their authority and their ability to deal with men on an equal

and professional level.

Responsibility of Individual Employees or Program Participants:

Each individual employee or program participant has the responsibility to refrain from sexual

harassment in the workplace and learning environment.

An individual or program participant who sexually harasses a program participant or fellow

program participant is, of course, liable for his or her individual conduct.

The harassing employee or program participant will be subject to disciplinary action up to and

including discharge or dismissal from employment or the program in accordance with the

employment and/or program policy.

All Aquarius Institute students must refrain from sexual harassment and follow the policies set

forth for the Aquarius Institute students. Students should read the details on sexual harassment

found in this course catalog.

If any individual feels sexually harassed based on any of the above conditions by an Aquarius

Institute student or staff, and needs to file a complaint, that individual may file a complaint with

the director of Aquarius Institute. The director of Aquarius Institute is Jameel Ahmed; he can be

reached at (847) 296-8870 or by writing to Aquarius Institute at 1011 East Touhy Avenue, Suite

335, Des Plaines, IL 60018.

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Description: The Licensed Practical Nurse program is a full time one year program. This program

will prepare individuals to provide fundamental nursing skills in healthcare for sick, injured,

convalescent, disabled, and terminal individual patients/clients under the directions of physicians,

physicians’ assistants, nurse practitioners, and registered nurses. The students’ training is based on

the role of the practical nurse as defined by the Illinois Nurse Practice Act (sec 55-30). The students

are prepared to provide practical nursing assistance in structured healthcare settings where policies

and procedures are specified and guidance is available in areas as basic bedside care and taking of

vital signs – examples are temperature, blood pressure, pulse and respiration. They are also prepared

to evaluate and monitor patients/clients, provide injections, prepare and administer enemas, prepare

patients/clients for EKG tests, monitor catheters, apply dressings, for treatment regimen for bedsores

and pressure ulcers, collect urine samples, and perform simple laboratory tests.

Apart from providing medical care LPN’s are also prepared to provide personal care for

convalescent, disabled, and rehabilitating individuals, such as range of motion, feeding, bathing,

dressing, personal hygiene and bedside care.

LPN’s are prepared in handling Medical Administrative Assistant duties in doctors’ offices including

scheduling appointments, updating medical records, ordering medical supplies, collecting payments

from patients, and processing medical billing.

It will be the responsibility of the School to provide Clinical Internship opportunities to the LPN

students in nursing homes, clinics, doctor offices, and/or hospitals. The school reserves the right

to assign the student to any available Clinical Site. Clinical Internship sites are located according

to affiliations and relationships formed between Aquarius Institute and community and Chicago

land companies/organizations/facilities. And the clinical internship sites may be in excess of a

30 mile radius of Aquarius Institute’s Des Plaines’ campus. Graduates of the Practical Nurse

Certificate Program are eligible to apply to sit for the NCLEX-PN Examination and seek

licensure as a practical nurse.

Mission of Aquarius Institute Licensed Practical Nursing Certificate Program

The LPN program supports the mission of the Aquarius Institute to aspire to excellence in

preparation of competent healthcare professionals to assume practical nursing roles in the

community to meet the high demand in the changing healthcare job market.

Licensed Practical Nurse (LPN)

LPN - 900

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Program Learning Outcomes






3. Incorporate quality improvement activities to improve patient outcomes.

4. Address patient needs through teamwork and collaboration with the interprofessional team, the

patient, and the patient's support persons


patient care.


Nurse.

7. Provide a caring environment to ensure holistic, compassionate patient care.

Admission Requirements:

General

The following must be completed after acceptance into the nursing program and prior to the first

day of class. If not completed by the first day of class, the applicant will not be admitted into the

program.

1. Health assessment and physical examination submitted to the Admissions Office. This

examination and necessary titers/vaccines are at the student’s expense. A current history and

physical examination is required to comply with clinical agency requirements. The complete exam

must include:

TB test or Chest x-ray

Rubella, Rubeola, Mumps, Varicella titers (if no immunity exists, student must obtain

appropriate vaccinations and provide evidence of those vaccinations)

Hepatitis B titers (Hepatitis B vaccine is strongly recommended, but not required)

Note: Additional requirements may be necessary depending on the clinical site.

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In submitting this information the student understands that any false answer or statements made

in this application, or any supplement there to, will be grounds for immediate dismissal from the

nursing program classes/program.

IMPORTANT: A statement from the physician must document the student’s health status will

allow him/her to safely pursue the educational objectives of the nursing program at Aquarius

Institute. Students are responsible for their own medical care and health insurance.

Failure to complete the medical examination and vaccinations, and obtain written

clearance from a physician to participate in all program activities (no restrictions/physical

limitations), will result in ineligibility for admission into the program.

2. Applicants with chronic medical problems must advise the program Director concerning their

current health status, medications, and medical needs. A written statement from the applicant’s

physician addressing the applicant’s ability to perform the following activities: moving, lifting,

and transferring patients without restriction. If an acute condition arises while enrolled in the

nursing program, a written statement must also be obtained by the student from a physician stating

the student’s ability to perform the following activities: moving, lifting, and transferring patients

without restriction. This requirement also pertains to pregnancy. Students are responsible for their

own medical care.

3. Ll students enrolled in health career programs with direct patient contact must be drug tested

annually prior to a clinical experience. Any student with a positive drug screen will be

considered ineligible for the program. Information about the drug testing process is available

through the Job Developer. (Because you are a private institution, U.S. Constitutional protections

are not afforded your students. But, at the same time, you cannot act in an arbitrary, capricious,

or discriminatory manner. How does testing the student annually prior to a clinical experience

determine his/her drug use while in clinical or after the test is completed? The timing of the test

is what is confusing. Also, remember that the ADA applies to your Institute. If there is a positive

drug screen, what is required of you under the ADA? The Section of the ADA that should be

reviewed is Title III, Places of Public Accomodation (privately owned establishments that make

goods, services, or programs available to the public).

Purchase required nursing liability insurance at the time of registration.

Cost In addition to the tuition and course fees, students enrolled in the Practical Nursing Program are

required to complete and/or obtain the following which may involve additional costs:

Physical examination with possible immunization

TB testing

CPR for the healthcare provider

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Malpractice insurance coverage

Official student uniform

Criminal background check

Mandatory drug testing

Completion of these requirements is the sole responsibility of the student.

Note: Foreign students may use Educational Credential Evaluators, Inc. (ECE) or any other

U.S. equivalent agency. Contact Educational Credential Evaluators, Inc. (ECE) at

https://www.ece.org/ or ECE 101 W. Pleasant St. Suite 200 Milwaukee WI 53212-3963

Telephone number: 414-289-3400 available Monday through Friday, 9:00 a.m. to 4:00 p.m.

CST. Educational Credential Evaluators, Inc. (ECE) evaluates a foreign diploma and

transcript from an English translation only. Estimated cost $195.

To participate in the Practical Nursing Program, which has a direct patient care or clinical

education component, applicants must possess additional non-academic skills. These

occupational standards are consistent with the duties of the entry-level practical nurse. These

skills which protect the health and well-being of patients may include but are not limited to the

ability to:

1. Lift and carry thirty pounds of weight.

2. Lift and transfer patients to and from wheelchairs, stretchers, beds, and examination tables.

3. Move, adjust, and manipulate equipment.

4. Position patients for exams.

5. Respond appropriately to sounds such as the patient’s voice and movements, at a normal

conversational volume.

6. Respond appropriately to equipment signals such as sound and light.

7. Manipulate the necessary hospital equipment for patient care such as dials, switches, push

buttons, and keyboards.

8. Perform for a prolonged period such as for 4 to 8 to 12 hours.

9. Communicate clearly and effectively in oral communication and in writing with patients,

doctors, and other personnel.

10. Able to follow verbal and written directions.

Students who do not meet these standards may be considered ineligible for the Practical Nursing

Program and can be withdrawn from all program classes. If you are unsure whether you can meet

these requirements, you are advised to consult with the program director to discuss the situation,

and/or schedule an appointment with your physician, prior to making application or enrolling for

classes.

https://www.ece.org/

LPN Program Catalog

19

Conditional Acceptance Status:

The pre-entrance examination has to be completed before acceptance into the program. When

this requirement has been met, the student would be accepted into the program on a

conditional acceptance status.

After being conditionally accepted into the program the potential student has to complete a

satisfactory physical examination by a qualified physician (stating they are free of emotional,

physical, infectious, and/or contagious disease), passing the drug screen, and passing the

background check.

When these three requirements have been met, then the student would be allowed to enroll

into the program by signing the enrollment agreement and providing the initial down payment

towards tuition.

Meeting minimal requirements does not guarantee acceptance.

Accreditation: Aquarius Institute is not accredited with a U.S. Department of Education

recognized accrediting body.

Length of Program: One year (12 months) of course work and clinical internship (classroom and

clinical internship combined).The total program time, including clinicals, may take in excess of 12

months if the student does not complete all course work and clinical hours by the end of the

program. A student failing the course, program, or clinical has to repeat that course, program, or

clinical when it is available. This may cause the student to be in the program longer than 12

months. If there is some personal incident/disaster/circumstance, etc. that keeps the student from

completing the course or program on time, this may cause the student to be in the program longer

than 12 months.

Vocational Objectives:

This program has been designed to meet the growing demand for Licensed Practical Nurses (LPN)

in the field of Healthcare. The objectives of this program are to provide efficient and well trained

LPNs to satisfy the present day job market needs.

Credentials Received: Upon completion of the program (classroom and clinical internship) the

student will receive a Certificate of Completion and an Official Transcript from Aquarius Institute.

This certificate is not transferable to any other College, University or Institute. Please consult

with any institute of higher learning you are applying to for their transfer requirements.

LPN Program Catalog

20

Eligibility to take Licensure Examination: Completion of the complete program is the

prerequisite to be eligible to apply to take the Illinois NCLEX-PN Examination, but does not

guarantee passing the NCLEX-PN Examination. The Illinois Department of Financial and

Professional Regulations (IDFPR) in Springfield, Ill grants licensure for LPNs and RNs in Illinois.

Program Instructor License Requirements: Instructors teaching the field specialty parts of the

program are Master’s prepared with teaching experience per IDFPR regulations.

Job Prospect:

The LPN profession is a high demand career. According to the U.S. Bureau of Labor Statistics,

Occupational Outlook

The Licensed Practical nurse is expected to grow 25% in the 2012 – 2022 period

much faster than the average of other occupations. As the baby boom population

ages, the overall need for healthcare services is expected to increase. LPN’s…

will be needed in residential care facilities and in home healthcare environments

to care for geriatric clients.

Source: http://www.bls.gov/ooh/Healthcare/Licensed-practical-and-licensed-vocational-

nurses.htm

PAYMENTS to SCHOOL:

Non-Refundable Application Fee $50

Registration Fee $150

Non-Refundable Pre-Entrance Exam $150

Text Books $1,450

Materials and Supplies $750

Clinical Lab equipment and supplies $500

Tuition Fee $15,000

Total: 18,050

Installment Payment Plan Option: $2,500 down payment followed by $600 monthly payments

No interest is charged for using the installment method of payment.

Note: A late fee of $10 per week applies to all installment payments not paid on

schedule; see installment plan sheet for details

LPN Program Catalog

21

OTHER ESTIMATED COSTS:

Uniforms $150

Nursing shoes $85

Immunizations and Hepatitis Vaccine $400

Tuberculosis test or Chest x-ray $150

Background check - see note #3 below $45

CPR Healthcare Provider Certification – see note #5 below $75

10-Panel Urine Drug Screen – see note #4 below $50

Liability Insurance annual – see note #1 below $37

History and Physical examination $100

Evaluation of learning tests $700

Total Other Estimated Costs $1,792

* Above subject to change prior to enrollment

Notes: 1. You need to go to the HPSO web site to obtain the liability insurance. The cost is $38

for a 12 month policy. http://www.hpso.com/professional-liability-insurance/student-coverage-

description.jsp.

2. Personal Healthcare cost will vary according to individual’s situation.

3. Background check is sent from the school to the “Uniform Conviction Information Act

Name Inquiry” an Illinois state police report.

4. The 10-Panel Urine Drug Screen is completed by Quest Diagnostics at 1600 Dempster

St, Suite 218, Park Ridge, IL 60068-1172. The student may use any of the other

locations given on their web site at www.questdiagnostics.com

5. CPR courses are available twice a year at Aquarius. The alternate is for the potential

student to go to CPR Associates in Chicago at Address: 2616 W. Peterson Ave,

Chicago, IL 60659, Phone: (773) 973-6933 or where ever the student wants to choose

to obtain an AHA Healthcare Providers Certification card.

6. Note to Foreign Students: you may need to add an estimated cost of $195 for

education evaluation of diplomas and/or transcripts.

The concepts of the laws of thermodynamics; electric charge; electric potential; electric

currents; DC circuits; electromagnetic induction and Faraday’s Law; electromagnetic waves;

light: geometric optics, the wave nature of light; optical instruments; early quantum theory and

http://www.hpso.com/professional-liability-insurance/student-coverage-description.jsp

http://www.hpso.com/professional-liability-insurance/student-coverage-description.jsp

http://www.questdiagnostics.com/

http://www.bing.com/maps/default.aspx?cp=41.9906~-87.69528&where1=CPR%20Associates%20Inc&ss=ypid.YN272x5652397&FORM=SNAPST

http://www.bing.com/maps/default.aspx?cp=41.9906~-87.69528&where1=CPR%20Associates%20Inc&ss=ypid.YN272x5652397&FORM=SNAPST

LPN Program Catalog

22

models of the atom; quantum mechanics of atoms; molecules and solids; nuclear physics and

radioactivity; nuclear energy; effects of uses of radiation; and elementary particles are parts that

influence, direct, and sustain the human being. This is why the theories, principles and

application of physics in nursing are explored.

Chemistry

Chemistry in our lives and for nursing starts with the cell. Chemistry assists us to identify the

major components of chemistry that relate to nursing and be able to apply the principles and

applications to nursing care. Some of these principles and application include measurements;

matter and energy; atoms and elements; electronic structure and periodic trends; chemical

quantities and reactions; properties of solids and liquids; gases; solutions; chemical equilibrium;

acids and bases; oxidation and reduction; nuclear chemistry; organic chemistry; biochemist.

LPN Program Catalog

23

Nursing 101: Fundamentals of Nursing SYLLABUS

Department: Nursing

Nursing 101 - Fundamentals of Nursing

Course Duration: 15 weeks

Clock Hours: Theory - 7hr/wk 15 wk = 105 hr

Skills Lab - 4 hr/wk 15 wk = 60 hr

Clinical - 12 hr/wk 15 wk = 180 hr

Contact Hours: 345

Prerequisite: Admission into PN program

Corequisites: BioSci, Anatomy and Physiology; Nursing 102, Critical Thinking in Nursing

Catalog Description:

This course focuses on fundamental concepts necessary for safe, patient-centered nursing care to diverse patients

with well-defined healthcare concerns while integrating legal and ethical responsibilities of the Practical Nurse. The

course also covers the basic principles of pharmacology and introduces medication administration skills, providing

the basis for continued learning throughout the program to meet the Illinois Board of Nursing standards for

pharmacology/administration of medication course for practical nurses. Laboratory and clinical experiences provide

opportunities to apply fundamental practice and basic nursing skills in the care of older adults with normal and

common health problems.

Course Student Learning Outcomes and Competencies

1. At a basic level provide safe, quality, evidence-based, patient-centered nursing care to

promote, restore, and maintain health and prevent illness for diverse patients with well-

defined healthcare concerns within the scope of practice of the Practical Nurse.

a. At a basic level, collect data related to basic physical, developmental, spiritual,

cultural, functional, and psychosocial needs of diverse patients with well-defined

healthcare concerns.

b. Discuss with the Registered Nurse patient needs based on collected information.

c. Identify aspects of a patient-centered plan of care developed to meet the

individual patient's needs.

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d. Offer ways to provide patient-centered care when working with the Registered

Nurse to revise the plan of care.

e. Reinforce basic teaching to promote, restore, and maintain optimal health of

patients.

f. Identify patient-centered care that respects the diversity of patients with well-

defined healthcare concerns.

g. At the beginning level, safely and competently perform basic nursing skills

including medication administration.

h. Identify therapeutic communication techniques to use when interacting with

patients and the patient’s support network.

i. Communicate to the Registered Nurse information about care provided.

j. Accurately document aspects of patient care provided.

2. Begin to use critical thinking to make patient-centered care decisions within the scope of

practice of the Practical Nurse for diverse patients with well-defined healthcare concerns.

a. Begin to use critical thinking to ensure accurate and safe care when implementing steps of the

nursing process.

b. Discuss the importance of identifying potential risks that can occur in diverse

patients with well-defined healthcare concerns.

c. Begin to prioritize patient care.

3. Discuss quality improvement activities used by the Practical Nurse to improve patient care.

a. Identify quality improvement activities used to improve care of diverse patients

with well-defined healthcare concerns.

b. Relate data from quality improvement activities to patient care.

c. Identify the role of other healthcare personnel (e.g., nurse manager, risk manager, etc) related to

quality improvement.

d. Demonstrate the relationship between National Patient Safety Goals and providing basic nursing

care.

4. Identify the ways the Practical Nurse collaborates with members of the interprofessional

team when providing care.

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a. Begin to identify pertinent information to share with members of the

interprofessional team.

b. Identify ways the Practical Nurse works with other members of the healthcare

team to provide safe care for diverse patients with well-defined healthcare

concerns.

c. Discuss the impact of team functioning on safety and quality improvement.

5. Begin to use information and patient care technology to support and communicate the

provision of patient care.

a. Discuss how to maintain patient confidentiality when using information

technology

b. Identify high quality electronic sources of healthcare information.

c. Document accurately, completely, and in a timely manner care provided.

6. Describe the scope of practice of a Practical Nurse within the context of legal and ethical

practice.

a. Discuss the relationship of ethical, legal, and regulatory frameworks of nursing to

the practice of the Practical Nurse.

b. Explain accountability within the context of nursing for care given.

c. Provide examples of a Practical Nurse advocating for patients.

7. Begin to identify aspects of a caring environment when providing patient care to diverse

patients with well-defined healthcare concerns.

a. Cite examples of providing support and caring to diverse patients with well-defined

healthcare concerns.

b. Discuss ways to improve caring relationships.

c. Discuss attributes of the healthcare environment conducive to well-being.

Course Outline

I. The Field of Nursing

A. Succeeding as a Nursing Student

B. History of Nursing

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26

C. Promoting Culturally Proficient Care

D. Legal and Ethical Issues in Nursing

E. Critical Thinking and Nursing Theories and Models

F. The LPN and the Nursing Process

II. Introduction to Clinical Practice

A. Health Care Delivery Systems

B. Complementary and Alternative Medicine

C. Safety

D. Infection Control and Asepsis

E. Admission, Transfer, and Discharge

F. Client Communication

G. Client Teaching

H. Documentation and Writing a Nursing Progress Note

III. Promoting Psychosocial Health

A. Life Span, Heath Promotion, and Family Systems

B. Psychosocial Issues

C. Loss, Grief, and Death

IV. Promoting Physiological Health

A. Introduction to the Body

B. Health Assessment Data Collection

C. Hygiene

D. Vital Signs

E. Pain: the Fifth Vital Sign

F. Activity, Rest, Sleep, and Sensory Perception

G. Wound Care and Skin Integrity

H. Nutrition

I. Fluids, Electrolytes, and Acid-Base Balance

J. Medication Administration

K. IV Therapy

V. Medical-Surgical Nursing Care

A. Nursing Care of Clients Having Surgery

B. Clients with Integumentary System Disorders

C. Clients with Musculoskeletal System Disorders

D. Clients with Respiratory System Disorders

E. Clients with Cardiovascular Disorders

F. Clients with Hematopoietic and Lymphatic System Disorders

G. Clients with Immune System Disorders

H. Clients with Neurosensory System Disorders

I. Clients with Gastrointestinal System Disorders

J. Clients with Endocrine System Disorders

K. Clients with Urinary System Disorders

VI. Gerontology

A. Health Promotion for Older Adults

B. Nursing Care of Ill Older Adults

VII. Specialized Nursing Care

A. Caring for Chronically or Terminally Ill Clients

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B. Caring for Clients with Cancer

C. Long-Term Care and Rehabilitation Nursing

D. Emergency Room and Urgent Care Nursing

E. Community Health Nursing

VIII. Survey of Nursing Specialties & Subspecialties

A. Mental Health

B. Maternal-Newborn

C. Pediatric & Adolescent

D. Elder Care

E. Medical-Surgical Subspecialties

Clientele for Course:

Students enrolled in the Practical Nursing Program.

Methods of Evaluating Student Performance:

Frequency and types of assignments, tests, examinations, papers, and projects to be

determined by instructor.

Types of Instruction Used:

Lecture

Class Discussion

Group Discussion

Demonstration

Slides

Videos

Power Point Presentations

Small Group Projects

Internet Research

Computer Assisted Instruction

Case Studies

Textbooks:

Berman, Audrey and Shirley Snyder. (2015). Skills in Clinical Nursing, 7th ed. Prentice-

Hall

Ramont, Roberta Pavy., et. al. (2015). Comprehensive Nursing Care. Rev. 2nd ed.

Prentice-Hall.

Tabloski, Patricia A. (2014). Gerontological Nursing. 3rd ed. Prentice-Hall.

Thompson, Janice and Melinda Manore. (2015). Nutrition: An Applied Approach. 4th

ed. Pearson.

Wilson, Billie Ann, et. al. (2015). Pearson Nurse’s Drug Guide 2016. Prentice-Hall.

Olsen, June, et. al. (2015). Medical Dosage Calculations: A Dimensional Analysis

Approach, 10th ed. Prentice-Hall.

Fremgen, Bonnie F., and Suzanne S. Frucht. (2015). Medical Terminology: A Living

Language. 5th ed. Prentice-Hall.

LPN Program Catalog

28

Instructor:

Debbie O'Brien, RN, MSN

Office: LPN Admin Rooms

Phone: (847) 296-8870

E-mail: [email protected]

Office hours: 5:00 – 6:00 Wednesdays

Course Policies

Grading: The grades will be determined from 2 quizzes, 1 midterm exam, 1 written paper, 1

oral presentation, and a final exam. The final exam will be cumulative. The weight of each is

broken down as follows:

Quiz I – 10%

Midterm – 25%

Paper – 10%

Oral Presentation – 5%

Quiz II – 10%

Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F

The numeric value of exams and final course grades will not be rounded.

Note: Points are allocated for the didactic portion only. The skills lab and clinical portions are

pass/fail only. Students must pass the skills lab and clinical portions in order to pass the whole

course.

Quizzes & Exams: The quiz and exam schedule is as follows:

Quiz I – February 14

Midterm – March 14

Quiz II – April 18

Final Exam – May 9

Note: The only valid reasons for rescheduling a quiz or exam are illness (with

documentation from physician) or death in the family (with documentation, e.g.,

newspaper clipping of obituary notice).

LPN Program Catalog

29

Paper: The paper will focus on a specific aspect of nursing. You are expected to

research an area in the basics of nursing that is of interest to you. The paper should be 5-

10 pages in length (no more than 10 pages, though), typed, double spaced, and fully

referenced. All papers are due April 4.

Oral Presentation: The oral presentation should be based on the paper written for the

class. The intent is to share your information with others in the class. The

presentation should be about 15 minutes in length. All should be prepared to do

their presentations by April 4.

Class Participation: The level of class participation will be taken into account when

determining the final grade.

Guidelines for Paper

Each person will research and write a paper on a specific aspect of basic nursing. For this

paper, you should either pick a topic we did not cover or choose a topic we discussed briefly

and research it in more depth. You may use a variety of sources for this paper, but keep in

mind that your emphasis should be on basic nursing care. Considerations of ethical, legal,

biophysical, and psychosocial factors impacting nursing care are fine, as long as they are

presented and discussed from the aspect of the patient. Be sure to reference your paper

carefully. If the idea was not yours, reference it! Some important points to keep in mind

when writing scientific papers:

> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood

or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the

information being presented. This means that direct quotes are unnecessary. You should read

what they say and then paraphrase in your own words. Obviously you need to reference the

authors for the idea or information. I will lower the grade of any paper that abuses the use of

direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes

implies that you did not make an effort to actually try to understand what the author was saying.

> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often

useful to refer to a diagram or picture. If you come up with your own figure, great! If you use

someone else’s you must reference it; otherwise it is plagiarism.

> Referencing:

Journal Articles:

Journal articles are referenced in the text by the author(s) and the year it was published.

It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a

correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which

suggests an….

The complete reference is then listed in the bibliography as:

LPN Program Catalog

30

Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.

Journal of Physiology, 100: 200-208.

Books.

Use the same author and year referencing style as mentioned above. In this case, you can

either just reference the book without page numbers (if you used it as a general source) or you can

give specific page numbers in the bibliography, but you don’t need to list page numbers in the text

of the paper. EXAMPLE: …Several theories of aging have been proposed, including the

disposable soma theory (Ross, 1995)

….

The complete reference is listed in the bibliography as:

Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.

Web Pages:

A great deal of information can be obtained from the web. In this case, you need to

reference the web page itself (so that someone else could also access this information). The easiest

method is to cite the homepage for the information source. EXAMPLE: …Recent studies have

focused on the importance of diet in increased longevity (www.nih.gov/nia).

This website refers to the National Institute on Aging at the NIH. In the

complete references you might want to indicate this by: National Institute on

Aging, www.nih.gov/nia.

http://www.nih.gov/nia

LPN Program Catalog

31

Nursing 102: Critical Thinking in Nursing

SYLLABUS

Department: Nursing

Nursing 102 - Critical Thinking in Nursing


Clock Hours: Theory - 2 hr/wk 8 wk = 16 hr

Skills Lab - NA

Clinical - NA

Contact Hours: 16

Prerequisite: Admission into PN program

Corequisites: BioSci 100, Anatomy and Physiology; Nursing 101,Fundamentals of Nursing


This course introduces the learner to critical thinking/clinical decision making used in nursing. In

this course students learn to use critical thinking/clinical decision making that underscores the

thinking represented in the nursing process as well as dealing with aspects of the healthcare

system for safe practice in the current healthcare environment. The course covers the thinking

skills and strategies used by practical nurses that make up the larger concept of critical thinking.

This course forms the basis for the thinking processes applied throughout all nursing courses.

Course Learning Outcomes and Competencies

Apply critical thinking basic to clinical decision making to make patient-centered care decisions and solve

problems in the healthcare environment.

a. Explain the critical thinking skills and strategies that are used when applying clinical decision

making in nursing.

b. Begin to use critical thinking skills and strategies in patient care situations.

c. Begin to use critical thinking skills and strategies to problem solve in the healthcare environment.

d. Begin to use clinical decision making to identify patient risks and potential complications.

e. Explain the steps that make up the nursing process.

LPN Program Catalog

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f. Discuss how the nursing process is just one way nurses apply critical thinking as a Practical Nurse.

Course Outline

I. Overview of Critical Thinking

A. Task Orientation Vs. Thinking Orientation

B. Critical Thinking and Nursing Process

C. NCLEX-PN in the Context of Critical Thinking

II. Ways of Thinking

A. Critical Thinking

B. Nonfocused Thinking

C. Directed Thinking

D. Problem-oriented Thinking

III. Critical Thinking and Practical Nursing

A. Critical Thinking Based on Scientific Principles

B. The Thinking of a Scientist Vs. the Thinking of a Nurse

C. Reflecting on Key Critical Thinking Questions

D. Challenging Oneself to Think Critically

IV. What One Needs to Think Critically

V. Factors that Influence Critical Thinking

A. Upbringing and Culture

B. Motivation

C. Attitude

D. Effective Reading

E. Maturity

F. Problem Solving and the Nursing Process

G. Communication Skills

H. Self-confidence

I. Moral Development

J. Capability in Nursing

K. Collaboration

L. Anxiety

M. Mentors and Experience in Nursing

VI. Characteristics/Attitudes of Critical Thinkers

A. Self-confident

B. Inquisitive

C. Honest and Upright

D. Aler to Context

E. Open and Fair-minded

F. Analytical and Insightful

G. Logical and Intuitive

H. Reflective and Self-corrective

I. Sensitive to Diversity

VII. Critical Thinking and NCLEX-PN

A. Cognitive Levels

B. Integrating Cognitive Levels into NCCLEX-PN

VII. Making Critical Thinking Work

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33

X. Reflective Critical Thinking to Determine Where to Go from Here







Lecture

Class Discussion

Group Discussion

Slides

Videos



Textbooks:

Alfaro-LeFevre, Rosalinda. (2016). Critical Thinking, Clinical Reasoning, and Clinical

Judgment: A Practical Approach. 6th ed. Elsevier.

Hill, Signe S. and Helen Stephens Howlett. (2009). Success in Practical/Vocational

Nursing. 6th ed. Elsevier.

Instructor:

Darrel Follman, RN, MS


Phone: (847) 296-8870



Course Policies

Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral

presentation, and a final exam. The final exam will be cumulative. The weight of each is broken

down as follows:

Midterm – 30%

Paper – 10%

Oral Presentation - 10%

Final Exam – 50%

Grading Scale

Percentage Grade

90 – 100 A

LPN Program Catalog

34

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F





Note: The only valid reasons for rescheduling an exam are illness (with documentation

from physician) or death in the family (with documentation, e.g., newspaper clipping of

obituary notice).

Paper: The paper will focus on the use of critical thinking in nursing. You are expected to

research an area related to critical thinking that is of interest to you. The paper should be

3-5 pages in length (no more than 5 pages, though), typed, double-spaced, and fully









Each person will research and write a paper on a specific aspect of critical thinking in

nursing. For this paper, you should either pick a topic we did not cover or choose a topic we

discussed briefly and research it in more depth. You may use a variety of sources for this

paper, but keep in mind that your emphasis should be on basic nursing care. Considerations

of ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as

long as they are presented and discussed from the aspect of the patient. Be sure to reference

your paper carefully. If the idea was not yours, reference it! Some important points to keep

in mind when writing scientific papers:








LPN Program Catalog

35




> Referencing:

Journal Articles:




suggests an….




Books.






….



Web Pages:









LPN Program Catalog

36

Nursing 105: Family Health (Maternal/Child) Nursing SYLLABUS

Department: Nursing

Nursing 105 - Family Health (Maternal/Child) Nursing





Contact Hours: 98

Prerequisite: Successful Completion of Term I Courses

Corequisites: Nursing 106, Communicating in Nursing


This course incorporates and builds on previous nursing courses for the acquisition and

application of family health nursing theory necessary for safe, patient-centered nursing care to

diverse families during childbearing and the care of children. The course incorporates the legal

and ethical responsibilities of the Practical Nurse in the care of the childbearing family and

children. Pharmacology is incorporated throughout the course. Application of knowledge and

skills occurs in the nursing skills laboratory and a variety of clinical settings.


1. Assist the Registered Nurse in providing safe, quality, evidence-based, patient-centered

nursing care to promote, restore, and maintain health and prevent illness for the childbearing

family and children.

a. Relate knowledge of physical, developmental, spiritual, cultural, functional, and

psychosocial needs of the childbearing family and children.

b. Work with the Registered Nurse or other healthcare provider to incorporate

knowledge of evidence and patient information/preferences into the plan of care

for the childbearing family and children.

LPN Program Catalog

37

c. Assist with the implementation of patient-centered care as delegated.

d. Assist with the revision of the plan of care based on an ongoing collection of data


e. Provide basic patient teaching and counseling to promote, restore, and maintain

optimal health of patients.

f. Implement basic nursing care with sensitivity and respect for the diversity of the

human experience when providing care for the childbearing family and children.

g. Safely and competently perform basic nursing skills for the childbearing family

and children including medication administration.

h. Examine the effectiveness of therapeutic communication techniques when

interacting with the childbearing family and children.

i. Communicate to the Registered Nurse information about care provided and

evaluation data collected.

j. Accurately document aspects of patient care provided to the childbearing family

and children.

2. Apply critical thinking/clinical decision making to make patient-centered care decisions

within the scope of practice of the Practical Nurse for the childbearing family and children.

a. Apply critical thinking skills to engage in clinical decision making to ensure accurate and safe care

when implementing the nursing process in the care of the childbearing family and children.

b. Begin to anticipate risks, and predict and manage potential complications for the

childbearing family and children.

c. Explain rationale for prioritization of patient care.

3. Apply basic quality improvement activities to improve patient care for the childbearing


a. Examine quality improvement activities as they relate to the care of the


b. Plan ways to use data from quality improvement activities to plan care for the


c. Discuss quality improvement concerns with appropriate personnel (e.g., nurse manager, risk

manager, etc).

LPN Program Catalog

38

d. Apply National Patient Safety Goals to the care of the childbearing family and children.

4. Apply knowledge of teamwork and collaboration when interacting with the interprofessional

team, the patient, and the patient's support persons in the care of the childbearing family and

children.

a. Plan ways to share pertinent, accurate, and complete information with the

interprofessional team when caring for the childbearing family and children.

b. Practice engaging in teamwork and collaboration with members of the

interprofessional team to provide safe care for the childbearing family and

children.

c. Summarize observations about team functioning and its effect on safety and

quality improvement in the maternal/child and pediatric healthcare environments.

5. Apply data collected using information and patient care technology to support and

communicate the provision of care for the childbearing family and children.

a. Maintain patient confidentiality when using information technology.

b. Apply patient care technologies, information systems/technologies, and

communication devices to support safe nursing practice.

c. Locate high quality electronic sources of healthcare information for the


d. In the computer information system, locate patient information to use when

providing care for the childbearing family and children.

6. Apply management, legal, and ethical guidelines within the scope of practice of a Practical

Nurse when caring for the childbearing family and children.

a. Apply ethical, legal, and regulatory frameworks of nursing and the scope of

practice as outlined in the Nurse Practice Act of Illinois when caring for the


b. Apply principles of accountability for nursing care provided to the childbearing


c. Begin to advocate for patient rights and needs.

LPN Program Catalog

39

7. Apply knowledge of a culture of caring to plan ways to ensure holistic, compassionate care


a. Begin to demonstrate compassionate care toward the patient and the patient’s

support network.

b. Differentiate between caring and uncaring relationships on the maternal/child and

pediatric units.

c. Apply practice behaviors that promote an environment conducive to well-being.

Course Outline

I. Introduction to Maternal-Newborn Nursing

A. The LPN/LVN in Maternal-Newborn Nursing

B. Critical Thinking in Maternal-Newborn Nursing

C. Legal and Ethical Issues in Maternal-Newborn Nursing

D. Introduction to Nursing Care of the Family

II. Nursing Care During the Prenatal Period

A. Fetal Development

B. Prenatal Fetal Development

C. Care During Normal Pregnancy

D. Prenatal, Postpartum, and Neonatal Nutrition

E. Care of the Pregnant Adolescent

F. Care During High Risk Pregnancy

III. Nursing Care During Labor and Birth

A. Care During Normal Labor and Birth

B. Care During High Risk Labor and Birth

IV. Nursing Care During Postpartum Period

A. Care During the Postpartum Period

B. Care of the Normal Newborn

C. Care of the High Risk Newborn

V.. Introduction to Pediatric Nursing

A. Pediatric Nursing in the Community

B. Critical Thinking in Pediatric Care

C. Legal and Ethical Issues in Pediatric Care

D. Introduction to Care of the Family

E. Life Span Growth and Development

F. Illness Prevention, Health Promotion, and Nutrition in Children

VI. Care of the Ill Child

A. Care of the Hospitalized or Chronically Ill Child

B. Procedures for the Pediatric Client

C. Care of the Family with a Dying Child

D. Care of the Child with Communicable Diseases

VII. Pediatric Disorders

A. Care of the Child with Fluid, Electrolyte, and Acid-Base Disorders

LPN Program Catalog

40

B. Care of the Child with Respiratory Disorders

C. Care of the Child with Cardiovascular Disorders

D. Care of the Child with Hematologic or Lymphatic Disorders

E. Care of the Child with Psychosocial Disorders

F. Care of the Child with Neurologic and Sensory Disorders

G. Care of the Child with Gastrointestinal Disorders

H. Care of the Child with Genitourinary Disorders

I. Care of the Child with Endocrine Disorders

J. Care of the Child with Musculoskeletal Disorders

K. Care of the Child with Integumentary Disorders

L. Care of the Child with Immune Disorders





determined by instructor. See Student Handbook for grading policy.


Lecture

Class Discussion

Group Discussion

Demonstration

Slides

Videos



Internet Research


Case Studies

Textbooks:

Towle, Mary Ann and Elise D. Adams. (2012). Maternal-Newborn Nursing. Prentice-

Hall.

Adams, Elise and Mary Ann Towle. (2012). Pediatric Nursing Care. Pearson.

Pearson Resources. Real Nursing Skills: Skills for Pediatric Nursing, 2nd ed. Prentice-

Hall.


ed. Pearson.


Holland, L.N., et. al. (2015). Core Concepts in Pharmacology. Prentice-Hall.

Instructor:

LPN Program Catalog

41

Cassandra Land, RN, MSN


Phone: (847) 296-8870



Course Policies



down as follows:

Midterm – 30%

Paper – 15%


Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F




course.







Paper: The paper will focus on a specific aspect of family health nursing. You are

expected to research an area in family health nursing that is of interest to you. The

paper should be 3-5 pages in length (no more than 5 pages, though), typed, double

spaced, and fully referenced. All papers are due April 4.


LPN Program Catalog

42







Each person will research and write a paper on a specific aspect of family health nursing.

For this paper, you should either pick a topic we did not cover or choose a topic we discussed

briefly and research it in more depth. You may use a variety of sources for this paper, but

keep in mind that your emphasis should be on family health nursing care. Considerations of

ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as long

as they are presented and discussed from the aspect of the patient. Be sure to reference your

paper carefully. If the idea was not yours, reference it! Some important points to keep in

mind when writing scientific papers:











> Referencing:

Journal Articles:




suggests an….




Books.

LPN Program Catalog

43






….



Web Pages:








LPN Program Catalog

44

Nursing 106: Communicating in Nursing SYLLABUS

Department: Nursing

Nursing 106 - Communicating in Nursing



Skills Lab - NA

Clinical - NA

Contact Hours: 30


Corequisites: Nursing 105, Family Health Nursing; Nursing 107, Geriatric/Mental Health

Nursing


Collaboration with the healthcare team, necessary for safe nursing care, requires education in

communication theory and techniques. This course provides the basic concepts of clear, effective

communication in both the verbal and written format. Students practice applying communication

theory and techniques to various nursing situations including effective recording, reporting, and

constructing hand-off communications.

Course Student Learning Objectives and Competencies

1. Use effective communication for the purpose of assisting the Registered Nurse in providing

safe, quality, evidence-based, patient-centered nursing care to promote, restore, and maintain

health and prevent illness for diverse patients across the lifespan in a variety of structured

healthcare settings within the scope of practice of the Practical Nurse.

a. Indicate communication techniques to use when interacting with the Registered

Nurse.

b. Use acceptable communication skills when interacting with patients and the

patient’s support network.

LPN Program Catalog

45

c. Use acceptable written communication skills to provide data to other healthcare

providers.

d. Accurately document in writing patient care provided.

2. Use proper English language to develop professional documents.

a. Use proper English grammar in both verbal and written communications.

b. Demonstrate use of basic writing skills when producing professional documents.

c. Present information in a logical manner in oral and written forms.


the patient, and the patient's support persons.

a. Differentiate between acceptable and unacceptable use of the English language

when engaged in role playing sharing of patient information.

b. Evaluate a variety of verbal and nonverbal messages.

c. Discuss how poor communication skills can result in errors in the healthcare

environment.

Course Outline

I. Basics of Communication

A. Dynamics of Communication

B. Methods of Communication

C. Influences on Communication

D. Listening/Observing

E. Reading/Writing

F. Psychosocial Factors

G. Barriers to Communication

H. Writing and Speaking Styles

II. Documentation of Nursing Care

A. Purposes of Documentation

B. Documentation and the Nursing Process

C. The Medical Record

D. Methods of Documentation (Charting)

E. The Documentation Process

III. Communication and the Nurse-Patient Relationship

A. The Communication Process

B. Therapeutic Communication Techniques

C. Blocks to Effective Communication

LPN Program Catalog

46

D. Interviewing Skills

E. The Nurse-Patient Relationship

F. Nurse-Patient Communication

F. Professional Boundaries

G. Communication within the Health Care Team

H. Communication in the Home and Community

IV. Patient Teaching and Health Promotion

A. Purposes of Patient Teaching

B. The Teaching Plan

C. Communication as an Adjunct to Care Coordination







Lecture

Class Discussion

Group Discussion

Demonstration

Slides

Videos



Role Play

Internet Research

Textbooks:

[Textbook(s) yet to be adopted and announced.]

Instructor:

Darrel Follman, RN, MS


Phone: (847) 296-8870



Course Policies

LPN Program Catalog

47



down as follows:

Midterm – 25%

Paper – 20%


Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F








Paper: The paper will focus on a specific aspect of communicating in nursing. You are

expected to research an area related to communication that is of interest to you. The

paper should be 3-5 pages in length (no more than 5 pages, though), typed, double









Each person will research and write a paper on a specific aspect of communication in


LPN Program Catalog

48


paper, but keep in mind that your emphasis should be on basic nursing care. Considerations

of ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as

long as they are presented and discussed from the aspect of the patient. Be sure to reference

your paper carefully. If the idea was not yours, reference it! Some important points to keep

in mind when writing scientific papers:











> Referencing:

Journal Articles:




suggests an….




Books.






….



Web Pages:

LPN Program Catalog

49








LPN Program Catalog

50

Nursing 107: Geriatric/Mental Health Nursing

SYLLABUS

Department: Nursing

Nursing 107 - Geriatric/Mental Health Nursing


Clock Hours: Theory - 4 hr/wk 8 wk = 32

Skills Lab - NA


Contact Hours: 80


Corequisites: Nursing 106, Communicating in Nursing


This course incorporates and builds on previous nursing courses for the acquisition and

application of geriatric/mental health nursing theory necessary for safe, patient-centered nursing

care to diverse patients with mental health issues and the elderly while integrating legal and

ethical responsibilities of the Practical Nurse. Pharmacology is incorporated throughout the

course. Application of knowledge and skills occurs in a variety of clinical settings.


1. Assist the Registered Nurse in providing safe, quality, evidence-based, patient-centered

nursing care to promote, restore, and maintain health and prevent illness for diverse patients

with mental health issues and the elderly.

a. Relate knowledge of physical, developmental, spiritual, cultural, functional, and

psychosocial needs of diverse patients with mental health issues and the elderly

LPN Program Catalog

51

b. Work with the Registered Nurse or other healthcare provider to incorporate

knowledge of evidence and patient information/preferences into the plan of care

for diverse patients with mental health issues and the elderly.

c. Assist with the implementation of patient-centered care as delegated.

d. Assist with the revision of the plan of care based on an ongoing collection of data


e. Provide basic patient teaching and counseling to promote, restore, and maintain

optimal health of patients.

f. Implement basic nursing care with sensitivity and respect for the diversity of the

human experience when providing care for diverse patients with mental health

issues and the elderly.

g. Safely and competently perform basic nursing skills for diverse patients with

mental health issues and the elderly including medication administration.

h. Examine the effectiveness of therapeutic communication techniques when

interacting with diverse patients with mental health issues and the elderly.

i. Communicate to the Registered Nurse information about care provided and

evaluation data collected.

j. Accurately document aspects of patient care provided to diverse patients with

mental health issues and the elderly.

2. Apply critical thinking/clinical decision making to make patient-centered care decisions

within the scope of practice of the Practical Nurse for diverse patients with mental health


a. Apply critical thinking skills to engage in clinical decision making to ensure accurate and safe care

when implementing the nursing process in the care of diverse patients with mental health issues

and the elderly.

b. Begin to anticipate risks, and predict and manage potential complications for

diverse patients with mental health issues and the elderly.

c. Explain rationale for prioritization of patient care.

3. Apply basic quality improvement activities to improve patient care for diverse patients with

mental health issues and the elderly.

LPN Program Catalog

52

a. Examine quality improvement activities as they relate to the care of diverse

patients with mental health issues and the elderly.

b. Plan ways to use data from quality improvement activities to plan care for diverse


c. Discuss quality improvement concerns with appropriate personnel (e.g., nurse manager, risk

manager, etc).

d. Apply National Patient Safety Goals to the care of diverse patients with mental health issues and

the elderly.

4. Apply knowledge of teamwork and collaboration when interacting with the interprofessional

team, the patient, and the patient's support persons in the care of diverse patients with mental

health issues and the elderly.

a. Plan ways to share pertinent, accurate, and complete information with the

interprofessional team when caring for diverse patients with mental health issues

and the elderly.

b. Practice engaging in teamwork and collaboration with members of the

interprofessional team to provide safe care for diverse patients with mental health


c. Summarize observations about team functioning and its effect on safety and

quality improvement in the mental health and geriatric healthcare environments.

5. Apply data collected using information and patient care technology to support and

communicate the provision of care for diverse patients with mental health issues and the

elderly.

a. Maintain patient confidentiality when using information technology.

b. Apply patient care technologies, information systems/technologies, and


c. Locate high quality electronic sources of healthcare information for diverse


d. In the computer information system, locate patient information to use when

providing care for diverse patients with mental health issues and the elderly.

LPN Program Catalog

53

6. Apply management, legal, and ethical guidelines within the scope of practice of a Practical

Nurse when caring for diverse patients with mental health issues and the elderly.

a. Apply ethical, legal, and regulatory frameworks of nursing and the scope of

practice as outlined in the Nurse Practice Act of Illinois when caring for diverse


b. Apply principles of accountability for nursing care provided to the diverse


c. Begin to advocate for patient rights and needs.

7. Apply knowledge of a culture of caring to plan ways to ensure holistic, compassionate care


a. Begin to demonstrate compassionate care toward the patient and the patient’s

support network.

b. Differentiate between caring and uncaring relationships on the mental health and

geriatric units.

c. Apply practice behaviors that promote an environment conducive to well-being.

Course Outline

I. Foundations of Mental Health Nursing

A. Understanding Mental Health and Mental Illness

B. Ethical and Legal Issues

C. Personality Theory

D. The Nurse-Client Relationship and Communication

E. Stress and Coping

F. Psychobiology and Psychopharmacology

II. Nursing Care of Clients with Mental Disorders

A. Schizophrenia

B. Mood Disorders

C. Personality Disorders

D. Anxiety Disorders

E. Substance Abuse and Dependency

III. Nursing Care of Clients with Disorders Related to Development

A. Disorders in Childhood and Adolescence

B. Eating Disorders

C. Dementia and Cognitive Disorders

IV. Special Topics in Mental Health Nursing

LPN Program Catalog

54

A. Violence and Abuse

B. Psychosocial Issues in General Client Care

V. Foundations of Gerontologic Nursing Practice

A. Principles of Gerontology

B. Contemporary Gerontological Nursing

C. Principles of Geriatrics

VI. Challenges of Aging and the Cornerstones of Excellence in Nursing Care

A. Cultural Diversity

B. Nutrition and Aging

C. Pharmacology and Older Adults

D. Psychological and Cognitive Function

E. Sleep and the Older Adult

F. Pain Management

F. Violence and Elder Mistreatment

G. Care at the End of Life

VII. Physiological Basis of Practice

A. Integument

B. Mouth and Oral Cavity

C. Senses

D. Cardiovascular

E. Respiratory

F. Genitourinary

G. Musculoskeletal

H. Endocrne

I. Gastrointestinal

J. Hematologic

K. Neurologic

L. Immune

M. Caring for Frail Elderly with Comorbidities







Lecture

Class Discussion

Group Discussion

Role Play

Slides

Videos



LPN Program Catalog

55

Internet Research


Case Studies

Textbooks:


Eby, Linda and Nancy J. Brown. (2009). Mental Health Nursing Care. 2nd Ed.

Prentice-Hall.

Holland, L.N., et. al. (2015). Core Concepts in Pharmacology. Prentice-Hall.


Instructor:

Debra O'Brien, RN, MSN


Phone: (847) 296-8870



Course Policies



down as follows:

Midterm – 30%

Paper – 15%


Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F




course.


LPN Program Catalog

56






Paper: The paper will focus on a specific aspect of geriatric or mental health nursing. You are

expected to research one of these areas in nursing that is of interest to you. The paper

should be 3-5 pages in length (no more than 5 pages, though), typed, double spaced, and

fully referenced. All papers are due April 4.








Each person will research and write a paper on a specific aspect of geriatric/mental health



paper, but keep in mind that your emphasis should be on geriatric/mental health nursing care.

Considerations of ethical, legal, biophysical, and psychosocial factors impacting nursing care

are fine, as long as they are presented and discussed from the aspect of the patient. Be sure

to reference your paper carefully. If the idea was not yours, reference it! Some important

points to keep in mind when writing scientific papers:











> Referencing:

Journal Articles:

LPN Program Catalog

57




suggests an….




Books.






….



Web Pages:








LPN Program Catalog

58

Nursing 108: Adult Health Nursing SYLLABUS

Department: Nursing

Nursing 108 - Adult Health Nursing





Contact Hours: 220

Prerequisite: Successful Completion of Term II Courses

Corequisites: None


This course incorporates and builds on all previous nursing courses to provide for the acquisition and application of

adult health nursing theory necessary for safe, patient-centered nursing care to diverse adults focusing on wellness

and common health problems requiring various medical/surgical interventions. The course incorporates the legal and

ethical responsibilities of the Practical Nurse in the care of these patients. Pharmacology is incorporated throughout

the course. Application of knowledge and skills occurs in the skills laboratory and in a variety of clinical settings.



maintain health and prevent illness for diverse adults requiring medical/surgical

interventions.

a. Collect data related to basic physical, developmental, spiritual, cultural,

functional, and psychosocial needs of diverse adults requiring medical/surgical

interventions.

b. Collaborate with the Registered Nurse or other healthcare provider to use

knowledge of research, evidence, and patient information/preferences to develop

a comprehensive plan of care for diverse adults requiring medical/surgical

interventions.

c. Implement all aspects of the plan of care as delegated.

LPN Program Catalog

59

d. Assist with the revision of the plan of care based on an ongoing collection of

patient data including recognition of alterations to previous patient conditions.

e. Participate in health teaching and counseling to promote, restore, and maintain

optimal health of patients, as delegated.

f. Provide patient-centered care with sensitivity and respect for the diversity of the

human experience.

g. Safely and competently perform all basic nursing skills including medication

administration when caring for diverse adults requiring medical/surgical

interventions.

h. Use therapeutic communication skills when interacting with patients and the

patient’s support network.

i. Communicate information about care provided and evaluation data including

appropriate hand-off at each transition in care.

j. Accurately document all aspects of patient care provided for diverse adults

requiring medical/surgical interventions.


within the scope of practice of the Practical Nurse when caring for diverse adults requiring

medical/surgical interventions.

a. Use clinical decision making to ensure accurate and safe care when implementing steps of the

nursing process.

b. Anticipate risks, and predict and manage potential complications for diverse

adults requiring medical/surgical interventions.

c. Prioritize patient care.

3. Incorporate quality improvement activities to improve patient outcomes when caring for

diverse adults requiring medical/surgical interventions.

a. Participate in analyzing errors and identifying system improvements.

b. Use the data from quality improvement activities to plan patient care.

c. Report identified quality improvement concerns to appropriate personnel (e.g., nurse manager, risk

manager, etc).

d. Implement National Patient Safety Goals on the adult health unit.

LPN Program Catalog

60


the patient, and the patient's support persons when caring for diverse adults requiring

medical/surgical interventions.

a. Share pertinent, accurate, and complete information with the interprofessional

team.

b. Work with the Registered Nurse to plan for patient safety and quality

improvements within the context of the interprofessional team.

c. Interpret the impact of team functioning on safety and quality improvement.


care for diverse adults requiring medical/surgical interventions.

a. Maintain patient confidentiality.

b. Use patient care technologies, information systems/technologies, and


c. Use high quality electronic sources of healthcare information.

d. Enter computer documentation accurately, completely, and in a timely manner.


Nurse when caring for diverse adults requiring medical/surgical interventions.

a. Comply with the ethical, legal, and regulatory frameworks of nursing and the

scope of practice as outlined in the Nurse Practice Act of Illinois.

b. Demonstrate accountability for nursing care provided.

c. Advocate for patient rights and needs.

d. Initiate a plan for ongoing professional development and lifelong learning.

7. Provide a caring environment to ensure holistic, compassionate care to diverse adults

requiring medical/surgical interventions.

a. Demonstrate compassionate care toward the patient and the patient’s support

network.

b. Reflect on care provided to continue to improve caring relationships.

LPN Program Catalog

61

c. Maintain an environment conducive to well-being on the adult health unit.

Course Outline

I. Introduction to Adult Health Nursing

A. Contemporary Practice

B. Practice Settings

C. Considerations for the Older Adult

D. Client Assessment Guidelines

II. Core Concepts in Medical-Surgical Nursing—Caring for Clients with

A. Altered Fluid, Electrolyte, or Acid-Base Balance

B. Pain

C. Inflammation and Infection

D. Surgery

E. Altered Immunity

F. Cancer

G. Loss, Grief, or End of Life Issues

H. Shock, Trauma, or Disaster

III. Care for Patients with Physiologic Dysfunction

A. Cardiovascular

B. Hematologic

C. Respiratory

D. Gastrointestinal

E. Urinary

F. Reproductive

G. Endocrine

H. Neurologic

I. Musculoskeletal

J. Integumentary

IV. Care for Patients with Mental Health Dysfunction

A. Mind-Body Continuum

B. Psychosomatic Dynamics

V. Holistic Considerations

A. Biological

B. Physical

C. Psychological

D. Social

E. Cultural

F. Spiritual

VI. Gerontological Considerations

VII. Nutritional Considerations

LPN Program Catalog

62







Lecture

Class Discussion

Group Discussion

Demonstration

Slides

Videos



Internet Research


Case Studies

Textbooks:

Burke, Karen M., et. Al. (2015). Medical-Surgical Nursing Care. 8th ed. Prentice-Hall.



ed. Pearson.

Smith, Sandra F., et. al. (2015). Clinical Nursing Skills: Basic to Advanced Skills, 8th

ed. Prentice-Hall.

Kee, Joyce Lefever. (2015). Pearson Handbook of Laboratory & Diagnostic Tests:

With Nursing Implications, 7th ed. Prentice-Hall.


Instructor:

Debra O'Brien, RN, MSN


Phone: (847) 296-8870



LPN Program Catalog

63

Course Policies

Grading: The grades will be determined from 2 quizzes, 1 midterm exam, 1 written paper, 1

oral presentation,and a final exam. The final exam will be cumulative. The weight of each is

broken down as follows:

Quiz I – 10%

Midterm – 25%

Paper – 10%


Quiz II – 10%

Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F




course.










research an area of adult health nursing that is of interest to you. The paper should

be 5-7 pages in length (no more than 7 pages, though), typed, double spaced, and fully






LPN Program Catalog

64




Each person will research and write a paper on a specific aspect of adult health nursing. For

this paper, you should either pick a topic we did not cover or choose a topic we discussed

briefly and research it in more depth. You may use a variety of sources for this paper, but

keep in mind that your emphasis should be on adult health nursing care. Considerations of

ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as long

as they are presented and discussed from the aspect of the patient. Be sure to reference your

paper carefully. If the idea was not yours, reference it! Some important points to keep in

mind when writing scientific papers:











> Referencing:

Journal Articles:




suggests an….




Books.




LPN Program Catalog

65



….



Web Pages:








LPN Program Catalog

66

Nursing 109: Transition to PN Practice

SYLLABUS Department: Nursing

Nursing 109 - Transition to PN Practice



Skills Lab - NA

Clinical - NA

Contact Hours: 45

Prerequisite: Completion of Term II Courses; Nursing 109, Adult Health Nursing

Corequisites: None


This advanced, comprehensive course provides a synthesis of all concepts and nursing theory

and skills taught throughout the program. This course enables the individual student to recognize

areas that need enhancement prior to entering Practical Nursing practice. Includes a review for

the NCLEX-PN® and strategies for success.


1. Analyze patient situations to plan safe, quality, patient-centered, evidence-based nursing

care.

a. Contribute to a plan of care considering patient-centered care for a variety of

patients across the lifespan.

b. Analyze nursing care to determine if safe, quality, patient care was delivered.

c. Examine evidence-based practices used by the Practical Nurse.

2. Apply critical thinking/clinical decision making when addressing patient situations.

LPN Program Catalog

67

a. Apply knowledge of Practical Nursing competencies using clinical decision

making and the nursing process.

b. Incorporate risk factors and potential complications to case studies that present a

variety of patient situations across the life span.

c. Prioritize patient care.

3. Evaluate quality measures for the purpose of improving patient care.

a. Examine patient outcomes to determine if quality measures were implemented.

b. Examine nursing care to determine the effect of quality improvement measures

used to prevent errors and protect patient safety.

c. Review case studies to determine if National Patient Safety Goals were addressed.

4. Determine the effect of teamwork and collaboration with the interprofessional team, the

patient, and the patient's support persons.

a. Determine pertinent, accurate, and complete information to share with the

interprofessional team.

b. Interpret the impact of team functioning on safety and quality improvement.

5. Demonstrate the use of information technology to support and communicate the

provision of patient care.

a. Use patient care technologies, information systems/technologies, and

communication devices to document nursing care.

b. Determine sources of high quality electronic sources of healthcare information.

c. Accurately and completely document patient care.

6. Incorporate knowledge and application of management, legal, and ethical guidelines to

patient situations based in a variety of healthcare settings.

a. Incorporate practice standards and guidelines for legal and ethical conduct to

patient situations across the life span based in a variety of healthcare settings.

b. Determine if care meets acceptable standards of practice.

LPN Program Catalog

68

7. Determine ways to promote a culture of caring that supports holistic, compassionate

patient care.

a. Plan ways to provide support, empowerment, and hope when caring for diverse

patients across the lifespan.

b. Identify compassionate, culturally-competent care that respects patient and family

preferences.

8. Articulate personal performance strategies for success in passing the licensure

examination.

a. Plan study strategies for preparation for the NCLEX-PN.

b. Develop an action plan for success on the NCLEX-PN.

Course Outline

I. The Adult Learner and the Practical/Vocational Nursing Program

A. The Adult Learner: Hints to Succeed

B. Time Management: Making Time Work for You

C. Learning Methods and Skills: How Do You Learn?

D. Using Your Methods and Skills: Studying and Testing

E. Learning During School: Using Available Resources

F. Personal Health Promotion: A Role Model for Patients

II. Building Blocks for Your Career

A. How Practical/Vocational Nursing Evolved: 1836 to Present

B. Critical Thinking: A Lifelong Journey

C. Nursing Process: Your Role

D. Nursing Theory, Research, and Evidence-Based Practice

E. Ethics Applied to Nursing: Personal vs. Professional Ethics

F. Nursing and the Law: What are the Rules?

III. Patients and Coworkers

A. Straightforward Communication: Instructors, Coworkers, and Patients

B. Assertiveness: Your Responsibility

C. The Health Care Team: Where the Practical/Vocational Nurse Fits In

D. Cultural Uniqueness Sensitivity and Competence

E. Spiritual Needs: Spiritual Caring and Religious Differences

IV. Health Care Environment

A. Health Care Settings: Potential Job Sites

B. Health Care Systems: Financing Issues and Trends

V. Leading and Managing Others

LPN Program Catalog

69

A. Leadership Skills

B. LPN/LVN Charge Nurse Skills: Management Including Assignment and

Delegation

VI. End and a New Beginning

A. Finding a Job: What Works, and What Doesn’t

B. NCLEX-PN Examination

C. Future Career Decisions: Choosing what is Right For You







Lecture

Class Discussion

Group Discussion

Demonstration

Slides

Videos



Internet Research


Case Studies

Textbooks:

[Textbooks TBD.]

Instructor:

Cassandra Land, RN, MSN


Phone: (847) 296-8870



Course Policies



down as follows:

LPN Program Catalog

70

Midterm – 30%

Paper – 15%


Final Exam – 40%

Grading Scale

Percentage Grade

90 – 100 A

80 – 89 B

70 – 79 C

60 – 69 D

59 & below F











research an area related to transitioning to nursing practice that is of interest to you.

The paper should be 5-7 pages in length (no more than 7 pages, though), typed, double









Each person will research and write a paper on a specific aspect of transitioning to nursing

practice. For this paper, you should either pick a topic we did not cover or choose a topic we


paper, but keep in mind that your emphasis should be on transitioning to nursing practice.

Considerations of ethical, legal, biophysical, and psychosocial factors impacting nursing care

LPN Program Catalog

71

are fine, as long as they are presented and discussed from the aspect of the patient. Be sure

to reference your paper carefully. If the idea was not yours, reference it! Some important

points to keep in mind when writing scientific papers:











> Referencing:

Journal Articles:




suggests an….




Books.






….



Web Pages:



LPN Program Catalog

72







LPN Program Catalog

73

Institutional Disclosures Reporting Table

Reporting Period: January 1, 2013 – July 1, 2014

INSTITUTION NAME: Aquarius Institute Indicate all ways the disclosure information is distributed or made

available to students at this institution: XX Attached to Enrollment Agreement

XX Provided in Current Academic Catalog

_____ Reported on School Website _____ Other: __________________________________

Per Section 1095.200 of 23 Ill. Adm. Code 1095:

The following information must be submitted to the Board annually; failure to do so is grounds for immediate revocation of the permit of

approval.

DISCLOSURE REPORTING CATEGORY

Insert Name of Program or Course of Instruction

here:

Licensed Practical Nurse Program

A) For each program of study, report:

1) The number of students who were admitted in the program or course of instruction* as of July 1 of this reporting period.

NA

2) The number of additional students who were admitted in the program or course of

instruction during the next 12 months and classified in one of the following categories:

a) New starts

b) Re-enrollments NA

c) Transfers into the program from other programs at the school NA

3) The total number of students admitted in the program or course of instruction during

the 12-month reporting period (the number of students reported under subsection A1 plus the total number of students reported under subsection A2).

NA

4) The number of students enrolled in the program or course of instruction during the

12-month reporting period who:

a) Transferred out of the program or course and into another program or course at the school

NA

b) Completed or graduated from a program or course of instruction NA

c) Withdrew from the school NA

d) Are still enrolled NA

5) The number of students enrolled in the program or course of instruction who were:

a) Placed in their field of study NA

b) Placed in a related field NA

c) Placed out of the field NA

d) Not available for placement due to personal reasons NA

e) Not employed NA

B1) The number of students who took a State licensing examination or professional certification examination, if any, during the reporting period.

NA

B2) The number of students who took and passed a State licensing examination or

professional certification examination, if any, during the reporting period.

NA

C) The number of graduates who obtained employment in the field who did not use the

school's placement assistance during the reporting period; such information may be

compiled by reasonable efforts of the school to contact graduates by written correspondence.

NA

D) The average starting salary for all school graduates employed during the reporting

period; this information may be compiled by reasonable efforts of the school to contact graduates by written correspondence.

NA

Information Updated February 2014

*Course of Instruction is defined as a stand-alone course that meets for an extended period of time and is directly creditable toward a certificate or other completion credential; individual courses that make up a Program of Study are not considered courses of instruction.

Note: As indicated in the PBVS Administrative Rules, Section 1095.200, student retention and graduation rates must be maintained that

are appropriate to standards in the field. Furthermore, a State licensing examination or professional certification examination passage

rate of at least 50% of the average passage rate for schools within the industry for any State licensing examination or professional

certification examination must be maintained.

In the event that the school fails to meet the minimum standards, that school shall be placed on probation.

If that school's passage rate in its next reporting period does not exceed 50% of the average passage rate of that class of schools as a whole, then the Board shall revoke the school's approval for that program to operate in this State. Such revocation also shall be

grounds for reviewing the approval to operate as an institution.

LPN Program Catalog

74

LPN PROGRAM CATALOG

Call 1-847-296-8870 and let the

Aquarius Institute create a course plan for your company

or visit www.aquariusinstitute.com for more information

Convenient Chicago-area location:

O’Hare Offices

1011 East Touhy Ave.

Des Plaines, IL - 60018

1-847-296-8870

Aquarius

Institute

http://www.aquariusinstitute.com/

Documents

Program Catalog Contents