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GREAT BASIN COLLEGEBACHELOR OF SCIENCE IN NURSING PROGRAM
NURS 338 COURSE SYLLABUSFALL 2010
NURS 338: ACUTE HEALTH NURSING (Pathophysiology/Essentials of Critical Care) 6 CREDITS: 90 Theory Hours
I. GENERAL INFORMATION
A. CATALOG DESCRIPTION: An application of theory, knowledge, and skills in assessing human functioning, pathophysiology, pharmacology, psychosocial, cultural variation, health-care resources, and person-environment relationships with respect to select nursing strategies for acutely ill individuals of all ages in a variety of rural acute settings. Prerequisite: Admission to the BSN Program
B. INSTRUCTOR: Sharon Sutherland MSN, RN
OFFICE: 775-753-2017
CELL : 775-934-2336 FAX: 775-753-2151
E-MAIL: [email protected]
Note: Please use Web Campus mailbox to communicate with me. I will respond to your e-mails within 24 hours except on weekends. I will only check my e-mail one day out of the weekend. If it is an emergency call me on my cell phone.
C. OFFICE HOURS: by Appointment
D. SCHEDULE : Online and Web-Based Course
II. REQUIRED TEXT:
A. Perrin, K.O. (2009). Understanding the essentials of critical care nursing. Pearson Prentice Hall: Upper Saddle River, NJ.
SUGGESTED TEXTS:
B. Huether, S. E. and McCance, K. L. (2004). Understanding pathophysiology , (3rd Edition). St Louis: Mosby.
Perin, R. (2011). Pocket guide to APA style. (4th Edition). Boston:Houghton Mifflin Company.
III. REQUIRED VIDEOS: None
Revised 1/8/2011
OPTIONAL/ SUGGESTED VIDEOS: Available via streaming on Web Campus
1.Acute & Chronic Renal Failure http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/acuteandchronicrenalfailure.wmv&proto=http
2. Heart Failure & Pulmonary Edema http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/heartfailureandpulmonaryedema.wmv&proto=http
3. Coronary Artery Disease & Angina Pectoris http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/coronaryarterydiseaseandanginapectoris.wmv&proto=http
4. Hypertension http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/hypertension.wmv&proto=http
5. Myocardial Infarction http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/myocardialinfarction.wmv&proto=http
6. Diabetes Mellitus http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/diabetesmellitus.wmv&proto=http
7. Arrhythmias http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/arrhythmias.wmv&proto=http
8. Asthma, Emphysema & Chronic Bronchitis http://play.rbn.com/play.asx?url=nshe/nshe/gbc/wmdemand/nursing/asthmaemphysemaandchronicbronchitis.wmv&proto=http
IV. ATTENDANCE POLICY:
Since this class utilizes a self-directed learning format, students are not required to be physically present in a classroom. Students are expected to log-on to Web Campus to access the course at least two times a week. See the BSN Handbook for further information concerning the attendance policy.
V. METHODS OF INSTRUCTION:This application course is comprised of theoretical and clinical learning activities related to the nursing care of clients with complex acute alterations in physiological and psychological functioning. Students will have a total of 10 weekly Learning Modules.
Revised 1/8/2011
VI. COURSE FORMAT:
1. DIDACTIC LEARNING ACTIVITIES
The didactic portion of this course uses an online (Web Campus) format consisting of 10 Learning Modules. Students will have a total of 10 weeks to complete these Learning Modules based on assigned readings, group discussions, case studies, professional essay, a power point, and supplementary material available directly through the course, learning resources available through Web Campus, as well as the virtually unlimited resources available through the Internet. Students have access to the Evolve Resources on the Evolve website: https://evolve.elsevier.com. Each Learning Module will have specific directions for completion. Include a reference page with each discussion and submit as a word attachment. The professional essay must be in correct APA format to include a title page, correct headings, and references and must be submitted as a word attachment. Include a reference page with the power point.
VII. THEORY EVALUATION
1. Learning Unit Quizzes
There will be a total of 10 objective quizzes given for this course based on content covered in each of the 10 Focused Learning Modules. There will be no final examination. All quizzes will be available on Web Campus. All tests are open book and notes may be used. Students will be allowed unlimited access to each test, however the test may only be submitted once. Students are not allowed to print or copy any test or any part of a test.
The number of questions on each quiz may vary but each quiz is worth a total of 30 points.
2. Discussion Question Assignments
As part of this course, students will also be required to provide at least one (1) substantive response (1- 1 ½ pages) to a discussion question posed by the instructor for a total of 4 discussions. Students are required to post a response to one student’s posting (1/2 page of at least 250 words).The posting must be posted within the designated time frames that are under the discussion section of Web Campus. In the event of internet- related problems, responses can be faxed to the instructor or hand-delivered and should be accompanied by a phone message indicating that a problem was encountered.
Each discussion question will be graded based on a standardized writing evaluation tool and is worth a total of 50 points. The rubric is available on Web Campus for review.
Revised 1/8/2011
3. Case StudiesThe RN students will each be given 4 integrated case studies to complete. The case study will require integration of pathophysiology concepts, medications, pertinent laboratory values, and the nursing process.
Each case study assignment will be worth 50 points.
4. Professional Practice Essay
Each student will complete a professional essay of no more than 4-5 pages describing ONE current regulatory, educational, political or economic issue and/or trend affecting the standard of professional nursing practice in the ICU or ED. The topic must be approved by the instructor. The paper will need to be completed using APA formatting and must be 4-5 pages in length, excluding the title and reference page. No abstract page will be necessary. Three current (within the last 5 years) nursing journal references and a total of six references will be required to support the thesis statement and body of the paper. Prior to turning the final draft, each student will be required to provide a rough draft of their paper to the instructor. It is expected that feedback from the instructor will help the student polish and improve the paper for final submission. Students are highly encouraged to submit their paper to the writing center prior to submission.
The Professional Practice Essay Rough Draft Assignment is 50 points.The Professional Practice Essay Final Draft Assignment is worth 200 points.
6. Power Point on Hemodynamic Monitoring
Each student will complete a power point presentation describing a component of hemodynamic monitoring that will be assigned by the instructor. Each power point will be no more than 10 slides. All power point presentations will be posted for viewing by the assigned date and each student must respond to one of their classmate’s power points with a response of at least (1/2 page/250 words).
The Power Point Presentation is worth 50 points.
IX. GRADING POLICY
Assignments-Didactic Maximum Points
Quizes (30 points x 10) 300Discussions (50 points x 4) 200Case Study (50 X 4 points ) 200Power Point Presentation 50Professional Essay Rough Draft 50Professional Essay Final Draft 200Total Points Possible 1000
Revised 1/8/2011
The final grade for the class will be determined by adding up all the points received in the didactic and clinical sections and based on the following:
1000-940 points = A 939-900 points = A-899-870 points = B+ 869-840 points = B 839-800 points = B- 799-770 points = C+ 769-740 points = C739-700 points = C-699-670 points = D+669-640 points = D639-600 points = D- 599 points or below = F
Any test, assignment, etc. submitted after the deadlines listed will automatically have a 10% point deduction for each day after the deadline.
IX. OTHER COURSE RESOURCES
1. Professional Organizations. Bookmark the following list of organizational Websites and utilize them as additional content resources for this course.
American Association of Critical Care Nurseshttp://www.aacn.org
Emergency Nurses Associationhttp://www.ena.org/
American Nurses Associationhttp://www.ana.org/http://www.nursingworld.org/
American Association of Colleges of Nursinghttp://www.aacn.nche.edu/
American Association of Nurse Attorneyshttp://www.taana.org
American College of Nurse Practitionershttp://www.nurse.org/acnp/
Association of Preoperative Registered Nurses
Revised 1/8/2011
http://www.aorn.org
Association of Women’s Health, Obstetric, and Neonatal Nurseshttp://www.awhonn.org
North American Nursing Diagnosis Associationhttp://nanda.org
National Association of Orthopedic Nurseshttp://naon.inurse.com
National Association of Pediatric Nurses Associates & Practitionershttp://www.napnap.org
National Association of School Nurseshttp://www.nasn.org
National Institute of Nursing Researchhttp://www.nih.gov/ninr
National League for Nursinghttp://www.nln.org
Nursing Interventions Classificationhttp://www.nursing.uiowa.edu/cnc
Nursing Outcomes Classificationwww.nursing.uiowa.edu/centers/cncce/noc/index.htm
Sigma Theta Tau International Nursing Societyhttp://www.nursingsociety.org
American Association of Colleges of Nursinghttp://www.aacn.org
National Institutes of Healthhttp://www.nih.gov/U. S. Department of Health and Human Serviceshttp://www.hhs.gov/
U. S. Department of Health and Human ServicesHealth Resources and Services Administration-Rural Health Policyhttp://ruralhealth.hrsa.gov/overview/
Agency for Healthcare Research and Qualityhttp://www.ahcpr.gov/
Revised 1/8/2011
Nevada Hospital Associationhttp://www.nvha.net/
2. Journals: Bookmark the following nursing journal Websites and utilize them as additional content resources for this course.
Online Journal of Issues in Nursinghttp://www.nursingworld.org
Nursing Centerhttp://www.nursingcenter.comCheck this site to see a list of standing and current nursing journals. Most articles are available in both html and pdf formats.
X. ACADEMIC HONESTY
Great Basin College considers academic honesty one of its highest values. A student who obtains academic credit for work that is not the product of his or her own effort is being dishonest and undermining the academic integrity of the college. Students are expected to be the sole authors of their work. Use of another’s ideas must be accompanied by specific citation and reference. In addition, a learner may not submit the same work for credit in more than one course. The disciplinary consequences of plagiarism and other forms of academic dishonest include non-acceptance of work submitted, a failing grade in the course, and/or or other disciplinary action as outlined in Great Basin College’s Student Conduct Policy.
XI. STUDENT CONDUCT:
Student dialogue and feedback with one another and the instructor are extremely important to learning. Although student interactions are mainly through online threaded group discussions, where ideas are exchanged and needed assistance occurs, students should feel free to contact the instructor by phone, drop by during office hours or make an appointment.
The BSN Program is committed to open, frank, and insightful dialogue between and among students and faculty. Diversity has many manifestations including diversity of thought, opinion and values. Students are encouraged to be respectful of that diversity and to refrain from inappropriate commentary. Should such inappropriate comments occur, the instructor will intervene as they monitor student discussions throughout the course.
Conduct within courses should be guided by common sense and basic etiquette. The following are good guidelines to follow:
Revised 1/8/2011
a. Never post, transmit, promote, or distribute content that is known to be illegal
b. Avoid overtly harassing, threatening, or embarrassing fellow students. If you disagree with someone, respond to the subject, not the person.
c. Refrain from transmitting or distributing content that is harmful, abusive, racially or ethnically offensive, vulgar, sexually explicit, or otherwise.
d. In sum: BE POLITE
Students are strongly encouraged to print a copy of their written work to keep as a log of their participation in the discussion forum.
XII. ACCOMADATIONS FOR DISABILITIES
GBC supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie Byrnes) in Elko at 775.753.2271 at your earliest convenience to request timely and appropriate accommodation
GREAT BASIN COLLEGEBACHELOR OF SCIENCE in NURSING (RN-BSN) PROGRAM
MISSION: The mission of GBC’s Bachelor of Science in Nursing Degree Program is to provide a superior, innovative post-secondary educational experience that is highly responsive to the undergraduate RN student by preparing them for enhanced practice and leadership opportunities in a variety of health care settings in central and northeastern Nevada.
PROGRAM OUTCOMES
PROVIDER OF CARE: In this role, the registered nurse uses theory and research-based knowledge in the direct and indirect delivery of care for individuals, family, groups and communities. In this role, the registered nurse possesses and utilizes a well-delineated, broad knowledge base that incorporates strong critical thinking, communication, and assessment skills. In this role, the registered nurse also serves as an advocate and educator in the delivery of care in and across all environments to increasingly diverse populations. Fundamental to the delivery of care is continual outcomes evaluation and implementation of successive improvement measures.
DESIGNER/MANGAGER/COORDINATOR OF CARE: In this role, the registered nurse functions autonomously and interdependently in an ever-changing and evolving health care system. In this role, the registered nurse must possess the knowledge and authority to delegate tasks to other health care personnel, as well as supervise and evaluate these personnel.
PROFESSIONAL MEMBER: In this role, the registered nurse is committed to life-long learning, remains active in the political and regulatory process that influences health care delivery, and possesses a set of values and framework consistent with the delivery of high
Revised 1/8/2011
quality, cost-effective, ethical care. In this role, the registered nurse leads self and others in the incorporation of professional standards and accountability into practice.
The following essential skills and critical behaviors are key constructs that are derived from GBC’s conceptual framework. They provide the theoretical underpinnings for all nursing actions and roles in the baccalaureate degree nursing program.
ESSENTIAL SKILLS
ES 1-COMMUICATION
The ability to effectively employ therapeutic communication techniques and appropriate inter-personal relationship skills during interactions with faculty, individuals, family members, health care team members, peers and supervisors. The use of information and technology to communi-cate, manage knowledge, mitigate error and support decision making.
ES-2-CRITICAL THINKING
Critical thinking skills involve a reasoned, interactive and reflective process focused on deciding what to believe or do. Critical thinking involves the ability to identify and challenge assumptions, the ability to explore and imagining alternatives, as well as the ability to make judgments based on evidence (i.e., fact) rather than conjecture (i.e., guesswork).
ES-3 -EVIDENCE –BASED PRACTICE
Evidence based practice is an informed approach to one’s practice that uses problem-solving methods that integrate best research evidence, reflection, client preference and values, and clinical expertise.
ES-4- TECHNICAL COMPETENCY
Technical competency is the performance and monitoring of nursing interventions based on the ongoing acquisition of knowledge and skills relative to new scientific knowledge and technological advances. These actions involve critical thinking as well as processing and planning clinical interpersonal and/or physical skills that may be selected and performed with the client’s participation.
ES-5- ASSESSMENT
Assessment skills involve the gathering of information about the health status of the patient, analyzing and synthesizing those data, making judgments about nursing interventions based on the findings, and evaluating patient care outcomes. Assessment also includes understanding the family, community or population and utilizing data from organizations and systems in planning and delivering care.
Revised 1/8/2011
CRITICAL BEHAVIORS
CB-1-ACCOUNTBAILITY
Accountability is the state of being responsible for one’s individual behaviors and their outcomes when assuming the professional role. Being accountable means being attentive and responsive to the health care needs of the individual, family, or group. It means providing an explanation to self, to the client, to the organization in which one functions and/or works, as well as to the nursing profession. The RN-BSN Program faculty believes that the initial groundwork for accountability is laid during the Associate Degree in Nursing Program and continues throughout the student’s professional career. Ideally, continued educational experiences strengthen the student’s ability to further explore, analyze, and test one’s functioning relative to accountability.
CB-2-SELF-LEADERSHIP
Self leadership can be described in terms of an individual having a positive self-regard which consists of knowing one’s strengths and weaknesses, allowing oneself to be challenged and strengthened through goal setting, and understanding the fit between one’s ability to contribute to the organization and the organization’s needs. Self-leadership is also the influence that individuals have over themselves to regulate, manage, direct, and/or control their own behavior.
CB-3-PROFESSIONALISM
Professionalism is defined in terms of Flexner’s criteria of a profession. As such, nursing is regarded as an intellectual activity in which the activities and techniques can be taught, are practical in nature and based on a body of knowledge. In this context, nursing is characterized by a strong organizational community motivated by altruism. The right to self-determination (i.e., professional autonomy), respect for the inherent worth and uniqueness of individuals and groups, integrity and social justice serve as additional values that guide professional thinking and behavior.
CB-4-LIFE- LONG LEARNING
Lifelong learning involves the ongoing evaluation and re-evaluation of one’s personal and professional developmental goals and the identification of specific actions needed in order to accomplish these goals. This process is carried out in harmony with one’s current professional practice environment, in collaboration with one’s professional colleagues, and in keeping with one’s professional organizational affiliations.
CB-5-COLLABORATION
Collaboration is defined as the intentional act of professionals working together toward a common goal. In successful collaboration, mutual respect for each professional’s background and commitment to respond to problems as a whole are essential. Fundamental to the concept of collaboration is the ability to independently communicate and make decisions in support of the individual, family, group or community.
Revised 1/8/2011
CB-6- DELEGATION
Delegation is defined by the American Nurses Association as the transfer of the performance of an activity from one individual to another, with the former retaining accountability of the outcome. Delegation within the context of nursing is a complex activity because of the diversity, number, and varying degrees of knowledge and skill levels of care providers. In addition, delegation is dependent on the presence of effective interpersonal relationships among care providers, individuals and health care environments. Delegation involves knowing one’s strengths, weaknesses, knowledge, skills, job description, job-related circumstances and state practice acts. Knowing members of one’s health care team relative to these areas is also essential for effective delegation.
CB-7-EVALUATION
Evaluation involves the analysis of information received. It is a critical phase in the nursing process. In this phase, the nurse examines an individual’s, family’s, group’s or community’s progress in relation to established goals to determine whether a problem or situation is resolved, is in the process of being resolved, or is unresolved. Evaluation may also indicate a need to change the established goals because they are unattainable, inappropriate, based on inadequate information, and/or based on incorrect analysis.
NURSING ROLES &RELATED STUDENT OUTCOMES
In accordance with the philosophy and conceptual framework of the BSN Program, students who successfully complete the program will:
As a Provider of Care:
1. Utilize theory and research-based knowledge in the direct, indirect management of complex health care needs of culturally diverse patients, families, groups and communities in a variety of rural health care delivery settings.
Related Student Outcomes:
a. Integrate theories, knowledge, strategies, processes and techniques from the biological and behavioral sciences, humanities and arts in their professional nursing practice. b. Apply appropriate knowledge of major health problems and cultural diversity in performing nursing interventions.c. Demonstrate knowledge of the importance and meaning of health and illness for the patient in providing nursing care.d. Apply information and patient care technologies to maximize optimal outcomes for patients.e. Perform direct and indirect therapeutic interventions.f. Delegate and supervise the performance of nursing interventions.
Revised 1/8/2011
g. Develop a comprehensive plan of care in collaboration with the patient.h. Serve as the patient’s advocate.i. Incorporate principles of quality management into the plan of care.j. Integrate care with other members of the interdisciplinary health care team.k. Evaluate and assess the usefulness in integrating traditional and complementary health care practicesl. Describe examples of how technology and information management are related to the quality and safety of patient care.m. Explain why information and technology skills are essential for safe patient care
2. Apply methods of scientific inquiry in nursing practice as a means of improving health care delivery.
Related Student Outcomes:
a. Utilize appropriate evaluation methods including evidence based practice to evaluate the effectiveness of care.b. Evaluate and/or participate in research activities that focus on the efficacy and effectiveness of nursing interventions
As a Designer/Manager/Coordinator of Care:
3. Collaborate with consumers, other health care professionals and agencies in the planning, coordination, and delivery of comprehensive, cost-effective health care.
Related Student Outcomes:
a. Coordinate and manage care to meet the special needs of vulnerable populations, including the frail elderly, in order to maximize independence and quality of life.b. Coordinate the health care of individuals across the lifespan utilizing principles and knowledge of interdisciplinary models of care delivery and case management.c. Utilize knowledge related to healthcare policy, finance, and regulatory environments in providing and evaluating health care delivery. d. Apply principles of collaboration and effective interpersonal communication among healthcare professions in delivering high quality and safe patient care.
4. Serve as leaders and change agents in the assessment and improvement of health care delivery within the rural setting.
Related Student Outcomes: a. Assume a leadership role within one’s scope of practice by applying leadership concepts, skills and decision making.b. Delegate and supervise the nursing care given by others while retaining the accountability for the quality of care given to the patient.
Revised 1/8/2011
c. Organize, manage, and evaluate the development of strategies to promote health and disease prevention at the individual and population level. d. Demonstrate awareness and understanding of complex organizational systems.f. Employ principles of quality improvement, healthcare policy and cost-effectiveness to improve healthcare delivery.
As a Member of a Profession:
5. Understand, value and promote the professional role of nursing including accepting responsibility and accountability for individual nursing practice and for continued personal and professional growth.
Related Student Outcomes:
a. Understand the history and philosophy of the nursing profession.b. Incorporate professional nursing standards and accountability into practice.c. Advocate for professional standards of practice and adhere to licensure law and regulations. d. Understand limits to one’s scope of practice and adhere to licensure law and regulations.e. Articulate to the public the values of the profession as they relate to patient welfare.f. Negotiate and advocate for the role of the professional nurse as a member of the interdisciplinary health care team.g. Develop personal goals for professional development.h. Participate in professional organizations, working to support agendas that enhance both high quality, cost-effective health care, and the advancement of the profession.
COURSE OUTLINE
DATES READING
ASSIGNMENTS
TEST DATES
DISCUSSIONS OTHER AS-SIGNMENTS
WEEK 1
Dates: January 24-January 30, 2011
Chapter 1: What is Critical Care?
Chapter 2: Care of the Critically Ill Client
Perrin- Chapter 1
Perrin- Chapter 2
Quiz #1
Complete by January 30 at 11:59 PM
Discussion # 1
Initial response due by 11:59 PM on Jan-uary 27
Response to class-mate due by January 30
WEEK 2 Perrin- Chapter 3 Quiz #2 Discussion # 2 Case Study #1
Revised 1/8/2011
Dates: January31- February 6
Chapter 3: Care of the Patient with Respira-tory Failure
Complete by February 6 at 11:59 PM
Initial response due by 11:59 PM on Feb-ruary 3
Response to class-mate due by 11:59 on February 6
Complete Case Study by 11:59 Feb-ruary 6
WEEK 3
Dates: February7- February 13th
Chapter 4: Interpreta-tion and Management of Basic Dysrhyth-mias
Chapter 5: Cardiody-namics and Hemody-namics Regulation
Perrin-Chapter 4
Perrin-Chapter 5
Quiz #3
Complete Quiz by Feb-ruary 13th at 11:59PM
Hemodynamic Pow-erPoint
Complete Power-Point by February 13th at 11:59 PM
WEEK 4
Dates: February 14- February 20
Chapter 6: Care of the Patient Experiencing Shock or Heart Fail-ure
Chapter 17:Care of the Patient with Sep-sis
Perrin-Chapter 6
Perrin-Chapter 17
Quiz #4
Complete Quiz by Feb-ruary 20 at 11:59 PM
Discussion # 3
Initial response due by 11:59 PM on Feb-ruary 17
Response to class-mate due by 11:59 on February 20
Case Study 2
Complete Case Study 2 by February 20 at 11:59 PM
WEEK 5
Dates: February21– February 27
Chapter 7:Care of the Patient with Acute Coronary Syndrone
Perrin-Chapter 7 Quiz #5
Complete Quiz by Feb-ruary 27 at 11:59 PM
Case Study 3
Complete Case Study 2 by February 27 at 11:59 PM
Revised 1/8/2011
WEEK 6
Dates: February 28- March 6
Chapter 9: Care of the Patient Experiencing an Intracranial Dys-function
Perrin-Chapter 9 Quiz #6
Complete Quiz by March 6 at 11:59 PM
Professional
Essay Rough Draft due by February 28 at 11:59 PM
WEEK 7
Dates: March 7- March 13
Chapter 10: Care of the Patient with Cere-bral or Cerebrovascu-lar Disorders
Perrin-Chapter 10 Quiz #7
Complete Quiz by March 13 at 11:59 PM
Case Study # 3
Complete Case Study # 3 by March 13 at 11:59 PM
WEEK 8
Dates: March 14- March 20
Chapter 8: Care of the Patient Follow-ing a Traumatic In-jury
Perrin-Chapter 8 Quiz #8
Complete Quiz by March 20 at 11:59 PM
Professional Prac-tice Essay Final due March 14 by 11:59PM
Week 9
Dates: March 21- March 27
Chapter 16: Care of the Acutely Ill Burn Patient
Perrin-Chapter 16 Quiz #9
Complete Quiz March 27 at 11:59 PM
Case Study #4
Complete Case Study by March 21 at 11:59PM
Week 10
Dates: March 27- April 2
Chapter 15: Care of the Organ Donor and Transplant Recipient
Perrin-Chapter 15 Quiz #10
Complete Quiz by April 2 at 11:59PM
Discussion 4
Initial response due by 11:59 PM on March 30
Response to class-mate due by 11:59 on
Revised 1/8/2011
April 2
LEARNER OUTCOMES AND MEASUREMENTS
STATEMENT OF PROGRAM GOALS, LEARNER OUTCOMES AND MEASUREMENT ACTIVITIES
PROGRAM GOALS & COURSE MEASUREMENT ACTIVITIES LEARNER OUTCOMESCourse Learner Outcomes:
1. Understand the basic principles and processes of pathophysiology as they relate to:
a. cellular communicationb. genes and genetic diseasec. forms of cell injuryd. fluid and electrolytes and
acid and base balance.e. Immunity and inflammationf. mechanisms of infectiong. stress, coping and illnessh. tumor biology
2. Understand the mechanisms by which alterations in structure (anatomy) and function (physiology) disrupt the human body as a whole.
3. Comprehend the clinical manifestations and summaries of treatment for the most common alterations according to body system.
4. Describe the environmental and lifestyle factors that influence disease initiation and progression.
5. Discuss gender differences that affect epidemiology and pathophysiology.
1. Completion of all Reading Assignments
2. Completion of all weekly quizzes.
3. Completion of case studies
4. Completion of all online discussions
5. Completion of hemodynamics powerpoint presentation and peer review
6. Completion of Professional Practice Essay
7. Completion of end- of- course evaluation.
Revised 1/8/2011
6. Identify common life span alterations associated with common disease/disorders.
7. Identify health promotion and risk reduction activities important for clinical practice.
WEEK 1:
Module 1: January 24-January 30, 2011
Assignment:
1. Read Perrin: Chapter 1: What is Critical Care? Chapter 2: Care of the Critically Ill Client
2. Quiz #1
3. Discussion Question #1
4. Introduction
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #1
2. Discussion #1:
Module Objectives:By the completion of this Learning Module:
1. Describe the nursing role in the management of the critically ill patient and family. 2. Discuss the importance of holistic care for the acutely ill patient and family.3. Explain the safety issues in an acute care environment (e.g., the ICU or the ED setting).4. Identify and discuss common legal-ethical issues present in acute care nursing. 5. Describe the informational needs of critically ill clients and their families. 6. Discuss four methods of instruction and the appropriateness of each to the acute care
setting7. Explain the following coping strategies as they relate to critically ill patients: regression,
suppression, denial, trust, religious beliefs and family support.
Revised 1/8/2011
8. Identify appropriate nursing interventions for the magement of the client and family in the intensive care or emergency care environment.
9. Describe evidence-based practice methods for promoting sleep in acute care settings.10. Describe changes in sleep resulting from the aging process.11. Describe the adverse effects of nutritional impairments on critically ill patients.12. Identify the appropriate nursing interventions for the nutritional management of patients
with age-associated physiologic changes that occur in the cardiovascular, respiratory, renal, gastrointestinal, hepatic, integumentary and central nervous systems.
13. Explain the age-associated physiological changes and the nursing management of the older critical care patient
14. Discuss how to perform a pain assessment in the critically ill patient. . 15. Describe nursing pharmacologic and nonpharmacologic interventions that are essential to
the treatment of acute pain. 16. Explain the difference between light, moderate and deep levels of sedation. 17. Describe the role of standardized assessment tools to determine sedation requirements
WEEK 2:
Module 2: January31- February 6
Assignment:
1. Read: Perrin: Chapter 3: Care of the Patient with Respiratory Failure
2. Quiz #2
3. Discussion #2
4. Case Study # 1
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #2
2. Discussion #2
3. Case Study # 1
Module Objectives:By the completion of this Learning Module, the student will:
Revised 1/8/2011
1. Discuss the pathophysiology of ALI/ARDS. 2. Identify the clinical signs and symptoms of ALI/ARDS. 3. Compare and contrast settings for mechanical ventilation, explaining indications or guidelines pertinent to each setting. 4. Analyze a case study using evidence-based guidelines for medical and nursing treatment. 5. Prioritize nursing care for clients with ALI/ARDS.
WEEK 3:
Module 3: February7- February 13th
Assignment:1. Read Perrin: Chapter 4: Interpretation and Management of Basic Dysrhythmias Chapter 5: Cardiodynamics and Hemodynamics Regulation
2. Quiz #3
3. Hemodynamic Power Point
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #3
2. Power Point
Module Objectives:By the completion of this Learning Module:
1. Learners will be able to list and briefly describe the four properties of cardiac cells. 2. Learners will be able to explain the normal cardiac conduction system, beginning with the sinus node and ending with the Purkinje fibers. 3. Learners will be able to draw a normal cardiac cycle as seen in normal sinus rhythm and identify the waveforms, intervals and complexes. 4. Learners will be able to list the seven steps of interpreting an ECG rhythm strip. 5. Learners will be able to identify sinus tachycardia and sinus bradycardia on ECG rhythm strips. 6. Learners will be able to identify atrial fibrillation (AF) on an ECG rhythm strip and list some of the treatment measures for AF. 7. Learners will be able to distinguish between second-degree AV block, type I and second-degree AV block, type II on an ECG rhythm strip. 8. Learners will be able to name two or three antidysrhythmic medications that can be used for ventricular dysrhythmias. 9. Learners will be able to explain the difference between defibrillation and synchronized cardioversion. 10. Learners will be able to list the four malfunctions of pacemakers.
Revised 1/8/2011
11. Explain how preload, afterload and contractility determine cardiac output. 12. Describe how oxygen supply and demand can be evaluated. 13. Evaluate the accuracy of a pressure monitoring system. 14. Explain nursing responsibilities in the care of the patient with invasive pressure monitoring systems including: arterial, central venous and pulmonary artery pressure lines
WEEK 4:
Module 4: February 14- February 20
Assignment:1. Read Perrin: Chapter 6: Care of the Patient Experiencing Shock or Heart Failure
Chapter 17: Care of the Patient with Sepsis
2. Quiz #4
3. Discussion #3
4. Case Study #2
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #4
2. Discussion #3
3. Case Study #2
Module Objectives:By the completion of this Learning Module:
1. Explain how preload, afterload and contractility determine cardiac output. 2. Describe how oxygen supply and demand can be evaluated. 3. Evaluate the accuracy of a pressure monitoring system. 4. Explain nursing responsibilities in the care of the patient with invasive pressure monitoring systems including: arterial, central venous and pulmonary artery pressure lines5. Differentiate between systemic inflammatory response syndrome (SIRS), sepsis,
severe sepsis and septic shock. 6. Describe evidence based prevention strategies for ventilator associated pneumonia
(VAP), central venous catheter site infections and surgical site infections. 7. Perform a nursing assessment of the patient with SIRS and severe sepsis. 8. Discuss the elements of the Sepsis Resuscitation Bundle.
Revised 1/8/2011
9. Compare and contrast the use of three vasoactive medications in the management of septic shock.
10. Describe the elements in the Sepsis Management Bundle. 11. Evaluate methods used to reduce fever in a febrile patient. 12. Explain the process of disseminated intravascular coagulation.
WEEK 5:
Module 5: February21– February 27
Assignment:1. Read Perrin: Chapter 7: Care of the Patient with Acute Coronary Syndromes
2. Quiz #5
3. Case Study #3
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #5
2. Case Study #3
Module Objectives:By the completion of this Learning Module:
1. Explain acute coronary syndrome. 2. Differentiate among different types of acute coronary syndrome. 3. Describe emergent assessment and collaborative management of the person with chest discomfort. 4. Evaluate various laboratory tests used to determine if a person is experiencing an acute coronary event. 5. Compare and contrast fibrinolysis and angioplasty for emergent reperfusion of the cardiac patient. 6. Describe nursing management of the patient post angioplasty with stent placement. 7. Discuss care of the patient following coronary artery bypass surgery. 8. Prioritize discharge teaching for the patient who has had an acute coronary event.
WEEK 6:
Revised 1/8/2011
Module 6: February 28- March 6
Assignment:1. Read Perrin Chapter 9: Care of the Patient Experiencing an Intracranial
Dysfunction
2. Quiz #6
3. Professional Essay Draft due February 28
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #6
2. Professional Practice Essay Rough Draft Due
Module Objectives:By the completion of this Learning Module will:
1. Explain the importance of cerebral perfusion pressure to brain function. 2. List primary and secondary causes of increased intracranial pressure. 3. Describe the elements of a focused assessment of a patient with an intracranial dysfunction. 4. Discuss nursing responsibilities in the care of a patient with intracranial pressure monitoring. 5. Explain the significance of traumatic brain injury. 6. Compare and contrast epidural, subdural and subarachnoid hemorrhages. 7. Discuss the collaborative management of the patient with a severe traumatic brain injury. 8. Describe the manifestations of meningitis. 9. Explain collaborative management of status epilepticus.
WEEK 7:
Module 6: March 7- March 13
Assignment:1. Read Perrin Chapter 10: Care of the Patient with Cerebral or Cerebrovascular
Disorders
2. Quiz #7
Revised 1/8/2011
3. Case Study # 4
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #7
2. Case Study #4
Module Objectives:By the completion of this Learning Module:
1. List the common manifestations of brain tumors and explain their causation. 2. Explain why glucocorticoids are administered to patients with brain tumors. 3. Compare and contrast the care of patients with supratentoral, posterior fossa and pituitary tumors. 4. Summarize strategies used to prevent common complications post craniotomy. 5. Compare and contrast the mechanisms of hemorrhagic and ischemic strokes. 6. Describe emergent management of the patient with an ischemic stroke. 7. Compare and contrast intracerebral hemorrhage and subarachnoid hemorrhage. 8. Describe the three most common complications following rupture of an aneurysm and subarachnoid hemorrhage. 9. Discuss screening for dysphagia in the stroke survivor.
WEEK 8
Module 8: March 14- March 20
Assignment:1. Read Perrin Chapter 8: Care of the Patient Following a Traumatic Injury
2. Quiz #8
3. Professional Essay due March 14
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #8
2. Professional Practice Essay
Module Objectives:
Revised 1/8/2011
By the completion of this Learning Module will:1. Compare and contrast blunt and penetrating trauma
2. Describe elements of the primary and secondary assessments. 3. Discuss airway problems that may develop in a trauma patient.
4. Compare and contrast manifestations and management of various types of thoracic trauma.
5. Recognize the manifestations of hemorrhagic shock and plan management strategies
6. Explain cardiac tamponade. 7. Identify the patient with a spinal cord injury and describe management.
8. Describe elements of an abdominal assessment of the patient with a traumatic injury. Identify when surgery may be required.
9. Analyze the benefits of family presence during trauma resuscitation and care. 10. Discuss ways a nurse might provide comfort to the trauma patient.
WEEK 9:
Module 9: March 21- March 27
Assignment:
1. Read: Perrin: Chapter 16:Care of the Acutely Ill Burn Patient
2. Quiz # 9
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #9
Module Objectives:By the completion of this Learning Unit:
1. Explain the common etiologies of burn injuries.2. Evaluate the severity of a burn injury.3. Describe the manifestations of an inhalation injury.4. Explain the changes within body systems that occur following a burn injury.
5. Describe initial assessment and management of a patient with a burn injury Compare and contrast how acute rejection is manifested and detected in patients receiving kidney, liver or heart transplants. 6. Explain priorities in the care of the patient with major burns during the resuscitation phase Compare and contrast the postoperative collaborative management of patients who have received a transplanted kidney, liver or heart. 7. Discuss wound management during the acute phase following burn injury.
8. Develop a plan to meet the needs of the burn injury patient during the rehabilitation phase. Analyze the specific needs of older adult patients with a burn injury.
Revised 1/8/2011
WEEK 10:
Chapter 17: Care of the Patient with Sepsis
Module 10: March 27- April 2
Assignment:
1. Read: Perrin:Chapter 15: Care of the Organ Donor and Transplant Recipient
2. Quiz #10
3. Discussion #4
Assessment, Measurement & Evaluation of Learner Outcomes
1. Quiz #10
2. Discussion #4
Module Objectives:By the completion of this Learning Unit:
1. Describe the criteria used to evaluate living organ donors. 2. Explain the evaluation of a deceased individual for organ donation including the determination of brain death. 3. Describe collaborative management of the deceased organ donor awaiting organ recovery. 4. Compare and contrast eligibility criteria and evaluation of candidates for kidney, liver and heart transplants. 5. Explain the role of immunosuppressants in the prevention and management of rejection. 6. Compare and contrast how acute rejection is manifested and detected in patients receiving kidney, liver or heart transplants. 7. Discuss prevention and management of infection in transplant recipients. 8. Compare and contrast the postoperative collaborative management of patients who have received a transplanted kidney, liver or heart.
Revised 1/8/2011
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