Introduction to Professional Nursing Practice



|[pic] | |National AmericanUniversity Course Syllabus |

Winter 2013-2014

Course Title: Holistic Nursing Care in Acute Illness II and End of Life

Course ID: NS 4143

Credit Hours: 6

Prerequisites: None

Instructor:

Name: Lori Baldrige, RN, BSN, MSN

Phone: 952-356-3693

Email: lbaldrige@national.edu

Office Hours: Wednesday 1300-1600, Friday 1300-1500

Skills Lab Coordinator:

Name: Jessie Daniels, RN, MS

Phone: 952-356-3689

Email: jdaniels@national.edu

Office Hours:

Class Time:

Theory: Wednesday & Friday 0900-1200

Clinical:

Regina: Tuesday, Thursday: 0730-1600

Martin Luther Manor: Monday, Tuesday or Wednesday: 0600-1600

Hospice: Tuesday or Thursday: 0700-1930

Course Description:

This course challenges the student to synthesize the multifaceted nursing roles associated with providing safe and effective care to complex patients in the emergent and/or acute care setting. Students will focus on the multiple dimensions of patient-centered care that promotes psychosocial and physiologic integrity of the client. The emphasis of this course will be focused on the ability of the student to synthesize knowledge from nursing, the arts and sciences in the holistic practice of professional nursing. Students will learn to provide psychosocial, physical and end of life nursing care and to perform delegated medical treatments in the emergent and/or acute care setting.

Textbooks:

|Book Title |Edition |Author |Date |Publisher |ISBN |

|Intravenous Medications - 2013 |8th ed. |Lubkin |2013 |Jones & Bartlett |9781449649050 |

|Laboratory and Diagnostic Tests with Nursing |29th ed. |Gahart |2013 |Elsevier |9780323084819 |

|Implications | | | | | |

|Medical-Surgical Nursing - 2 Volume Text and Study |8th ed. |Lewis |2011 |Elsevier |9780323098748 |

|Guide | | | | | |

|Nursing 2013 Drug Handbook with Web Toolkit |33rd ed. |Lippincott, Williams & |2012 |Lippincott |9781451150230 |

| | |Wilkins | | | |

|Nursing Diagnosis Handbook: An Evidence-Based Guide |10th ed. |Roth |2011 |Cengage |9781435486294 |

|to Planning Care | | | | | |

|Publication Manual of the American Psychological |6th ed. |American Psychological |2010 |American |9781433805615 |

|Association | |Association | |Psychological | |

| | | | |Association | |

|Taber's Cyclopedic Medical Dictionary, Index - with |21st ed. |Taber |2009 |McGraw Hill |9780077314590 |

|DVD | | | | | |

System Assessment:

None

System Research Requirements:

None

Objectives of the Course:

Upon successful completion of this course, the student will be able to:

1. Integrate and synthesize knowledge gained from previous coursework.

Knowledge and skills leading to mastery of this competency:

a. Integrate theories and concepts from liberal education into nursing practice.

b. Synthesize theories and concepts from liberal education to build an understanding of the human experience.

c. Implement holistic, patient-centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management and nursing management across the lifespan in the emergent and/or acute healthcare settings.

2. Discriminate between valid and invalid reasons for modifying evidence-based clinical practice based on clinical expertise or patient/family preferences.

Knowledge and skills leading to mastery of this competency:

a. Demonstrate an understanding of the basic elements of the research process and models for applying evidence to one’s practice.

b. Integrate the knowledge and methods of a variety of disciplines to inform decision making.

c. Describe mechanisms to resolve identified practice discrepancies between identified standards and practice that may adversely impact patient outcomes.

3. Create an artistic interpretation of a nursing care practice that illuminates the complexity of providing nursing care for clients and their family.

Knowledge and skills leading to mastery of this competency:

a. Explain the interrelationships among theory, practice and research.

b. Identify the dimensions of crisis and the nursing actions that promote adaptive coping.

c. Summarize the impact of illness and hospitalization on patients and their families.

d. Recommend caring and healing techniques that promote a therapeutic nurse-patient relationship.

e. Interpret compassionate, patient-centered, evidence-based care that respects patient and family preferences during an emergent and/or acute care experience.

4. Utilize complex teaching/learning theory.

Knowledge and skills leading to mastery of this competency:

a. Use evidence-based practices to guide health teaching and health counseling throughout the lifespan.

b. Apply the principles of teaching and learning to the care of patients and their families.

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

5. Apply theory-based decision making in the delivery of safe, competent and culturally congruent nursing care to clients in the acute care setting.

Knowledge and skills leading to mastery of this competency:

a. Apply knowledge of social and cultural factors to the care of diverse populations.

b. Identify factors that create a culture of safety.

c. Recognize quality and patient safety as complex system issues which involve individuals, families and other members of the healthcare team.

6. Critically evaluate and utilize relative finding of nursing research in planning quality patient care.

Knowledge and skills leading to mastery of this competency:

a. Use skills of inquiry, analysis and information literacy to address practice issues.

b. Acquire an understanding of the process for how nursing and related healthcare quality and safety measures are developed, validated and endorsed.

7. Apply knowledge of psychobiologic disorders to the nursing process for the client with a substance-related or non-substance-related dependency.

Knowledge and skills leading to mastery of this competency:

a. Assess protective and predictive factors towards substance misuse that influence the health of individuals, families, groups, communities and populations.

b. Access health/illness beliefs, values, attitudes and practices of individuals, families, groups, communities and populations towards substance misuse.

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

8. Identify psychosocial care and symptom management for the client experiencing substance-related withdrawal or toxicity.

Knowledge and skills leading to mastery of this competency:

a. Reflect on one’s own beliefs and values related to professional practice with individuals who misuse substances.

b. Use behavioral change techniques to promote health and manage illness.

c. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and injury prevention interventions.

9. Critically evaluate and utilize relative finding of nursing research in planning and delivery quality patient care for grief, loss or death.

Knowledge and skills leading to mastery of this competency

a. Demonstrate the ability to provide care to meet end-of-life concerns.

b. Create a critical thinking model for grief, loss or death.

Academic Integrity Policy:

Please refer to the NAU undergraduate catalog () and the SON student handbook ().

Attendance Policy:

Please refer to the NAU undergraduate catalog () and the SON student handbook ().

Teaching/Learning Strategies:

Individual and group work

Critical thinking exercises

Class lecture

Written assignments

Case studies

Assessment Methods:

Exams

Written assignments

Case Studies

Grading Scale:

A= 94-100%

B= 86-93%

C= 78-85%

D= 66-77%

F= 65%- below

Failure to achieve a passing grade in a theory or clinical course will result in the failure of the associated theory or clinical course.

For nursing courses that contain theory and lab portions, or theory, clinical, and/or preceptorship portions: Failure to achieve a passing grade in the theory portion of the course, and a “P” or “S” in the associated lab, clinical, and/or preceptorship portions, will result in a failing grade of “F” for the course, in which case the student will be required to repeat the entire course.

Course Content:

This content outline is a guide and is subject to change.

|Week |Learning Plans |Learning Activities |

|Week 1 |Coronary Artery Disease (CAD) |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 34 |

| |Angina | |

| |Acute Coronary Syndrome (ACS) |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| |Angiogram/Angioplasty |Chapters 34 & 35 |

| |Coronary Artery Bypass Graft (CABG) |Bowden, T. (2009). Evidence-based care for patients undergoing coronary angiography. |

| | |British Journal of Nursing (BJN), 18(13), 776-783. Retrieved from CINAHL Plus with |

| | |Full Text database. |

| | |Chummun, H., Gopaul, K., & Lutchman, A. (2009). Current guidelines on the management |

| | |of acute coronary syndrome. British Journal of Nursing, 18(21), 1292-1298. Retrieved |

| | |from CINAHL Plus with Full Text database. |

| | |Mulryan, C. (2010). Understanding acute coronary syndrome. British Journal of |

| | |Healthcare Assistants, 4(8), 370-374. Retrieved from CINAHL Plus with Full Text |

| | |database. |

| | |Review: |

| | |American Heart Association |

| | |

| | |age.jsp |

| |Dysrhythmias |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 36 & 66 (pp 1733-1750) |

|Week 2 |Hemodynamic Monitoring | : |

| | |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| | |Chapters 31 & 32 |

| | |Ayad, R., Assar, M., Simpson, L., Garner, J., & Schussler, J. (2010). Causes and |

| | |management of drug-induced long QT syndrome. Baylor University Medical Center |

| | |Proceedings, 23(3), 250-255. Retrieved from CINAHL Plus with Full Text database. |

| | |Collopy, K. (2009). Stable or unstable? EMS Magazine, 38(6), 42-48. Retrieved from |

| | |CINAHL Plus with Full Text database. |

| |Hypertension |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 33, pp. 894-900 |

|Week 3 |Hypertensive crisis | |

| |Aortic Aneurysms |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version |

| |Aortic Dissection |8.0:Chapter 40 & 42 |

| | |Brady, T., Siberry, G., & Solomon, B. (2008). Pediatric hypertension: a review of |

| | |proper screening, diagnosis, evaluation, and treatment. Contemporary Pediatrics, |

| | |25(11), 46-56. Retrieved from CINAHL Plus with Full Text database. |

| | |Irwin, G. (2007). How to protect a patient with aortic aneurysm. Nursing, 37(2), |

| | |36-43. Retrieved from CINAHL Plus with Full Text database. |

| | | |

| | |Review: |

| | |American Heart Association |

| | |

| | |2020_SubHomePage.jsp |

| |Hemothorax |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): pp. 585-592, & Chapter 12 |

|Week 4 |Pneumothorax | |

| |Tension pneumothorax | |

| |Chest tubes |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| |Substance Abuse/ Dependency |Chapters 19 & 29 |

| | |Bethel, J. (2008). Tension pneumothorax. Emergency Nurse, 16(4), 26-29. Retrieved |

| | |from CINAHL Plus with Full Text database. |

| | |Coughlin, A., & Parchinsky, C. (2006). Go with the flow of chest tube therapy. |

| | |Nursing, 36(3), 36-42. Retrieved from CINAHL Plus with Full Text database. |

| | |Roman, M., & Mercado, D. (2006). Clinical 'how to'. Review of chest tube use. MEDSURG|

| | |Nursing, 15(1), 41-43. Retrieved from CINAHL Plus with Full Text database. |

| | | |

| | |Review: |

| | |Atrium Interactive Computer Based Training |

| | | |

| | |Alcoholics Anonymous |

| | | |

| | |American Society of Addiction Medicine |

| | | |

| | |International Nurses Society on Addictions |

| | | |

| | |Narcotics Anonymous |

| | | |

| | |National Institute on Drug Abuse |

| | | |

| |Heart failure |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 35 & 68 |

|Week 5 |Acute Pulmonary Edema | |

| |Acute Respiratory Distress Syndrome (ARDS) |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| |Respiratory Failure |Chapters 30 & 36 |

| |Severe Acute Respiratory Syndrome (SARS) |Beattie, S. (2007). Bedside emergency. Respiratory distress. 2. RN, 70(7), 34-39. |

| | |Retrieved from CINAHL Plus with Full Text database. |

| | |Washburn, S., & Horneberger, C. (2008). Nurse educator guidelines for the management |

| | |of heart failure. Journal of Continuing Education in Nursing, 39(6), 263-267. |

| | |Retrieved from CINAHL Plus with Full Text database. |

| | |Review: |

| | |American Heart Association: |

| | |

| | |ePage.jsp |

| |Stroke |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 57 & 58 |

|Week 6 |Increased Intracranial Pressure (IICP) | |

| |Head injury |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| |Meningitis |Chapters 3, 5, 9, 15, & 16 |

| |Encephalitis |Lawson, C., & Gibbons, D. (2009). Acute stroke management in emergency departments. |

| | |Emergency Nurse, 17(5), 30-34. Retrieved from CINAHL Plus with Full Text database. |

| | |Suadoni, M. (2009). Raised intracranial pressure: nursing observations and |

| | |interventions. Nursing Standard, 23(43), 35-40. Retrieved from CINAHL Plus with Full |

| | |Text database. |

| | |Review: |

| | |American Stoke Association |

| | | |

| |Shock |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2007): Chapter 67 |

|Week 7 |Systemic Inflammatory Response Syndrome (SIRS) | |

| |Multiple Organ Dysfunction Syndrome (MODS) | |

| | |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| | |Chapter 41 |

| | | |

| | |Duhon, J. (2006). When organs fail one by one. RN, 69(5), Retrieved from CINAHL Plus |

| | |with Full Text database. |

| | |Garretson, S., & Malberti, S. (2007). Understanding hypovolaemic, cardiogenic and |

| | |septic shock. Nursing Standard, 21(50), 46. Retrieved from CINAHL Plus with Full Text|

| | |database. |

| | |Kisiel, M., & Perkins, C. (2006). Nursing observations: knowledge to help prevent |

| | |critical illness. British Journal of Nursing (BJN), 15(19), 1052-1056. Retrieved from|

| | |CINAHL Plus with Full Text database. |

| |Thermal Injury |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 25; & pp. 1830-1831 |

|Week 8 | |(frostbite) |

| | | |

| | | |

| | |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| | |Chapter 87 |

| | | |

| | |Kagan, R., & Smith, S. (2000). Evaluation and treatment of thermal injuries. |

| | |Dermatology Nursing, 12(5), 334. Retrieved from CINAHL Plus with Full Text database. |

| | |Osborn, K. (2003). Critical care. Nursing burn injuries. Nursing Management, 34(5), |

| | |49. Retrieved from CINAHL Plus with Full Text database. |

| | |Wiebelhaus, P., & Hansen, S. (2001). Managing burn emergencies. Dimensions of |

| | |Critical Care Nursing, 20(4), 2-8. Retrieved from CINAHL Plus with Full Text |

| | |database. |

| | | |

| | |Review: |

| | |Burn Survivor Resource Center |

| | | |

| |Acute Renal Failure (ARF) |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): pp. 1197-1204; 1220-1224; |

|Week 9 |Diabetes Insipidus (DI) |1278-1281; 1294-1297 |

| |Syndrome of Inappropriate Diuretic Hormone | |

| |(SIADH) | |

| |Diabetic Ketoacidosis (DKA) |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| |Hyperosmolar Hyperglycemic Syndrome (HHS) |Chapter 64, 68, & 97 |

| | |Review: |

| | |Murphy, F., & Byrne, G. (2010). The role of the nurse in the management of acute |

| | |kidney injury. British Journal of Nursing (BJN), 19(3), 146-152. Retrieved from |

| | |CINAHL Plus with Full Text database. |

| | |Perkins, C., & Kisiel, M. (2005). Renal nursing. Utilizing physiological knowledge to|

| | |care for acute renal failure. British Journal of Nursing (BJN), 14(14), 768-773. |

| | |Retrieved from CINAHL Plus with Full Text database. |

| | |Kisiel, M., & Marsons, L. (2009). Recognizing and responding to hyperglycaemic |

| | |emergencies. British Journal of Nursing (BJN), 18(18), 1094-1098. Retrieved from |

| | |CINAHL Plus with Full Text database. |

| |End Of Life (EOL) - Sudden loss |Lewis, Heitkemper, Dirksen, O’Brien, Bucher (2011): Chapter 11, and pp. 817-819 |

|Week 10 | | |

| | | |

| | |RN Review Models → 2010 Editions → Adult Medical Surgical Nursing RN Version 8.0: |

| | |Chapters 36 & 57 |

| | |Clements, P., DeRanieri, J., Vigil, G., & Benasutti, K. (2004). Life after death: |

| | |grief therapy after the sudden traumatic death of a family member. Perspectives in |

| | |Psychiatric Care, 40(4), 149-154. Retrieved from CINAHL Plus with Full Text database.|

| | |Kent, H., & McDowell, J. (2004). Sudden bereavement in acute care settings. Nursing |

| | |Standard, 19(6), 38-42. Retrieved from CINAHL Plus with Full Text database. |

| | | |

Student Responsibilities:

• Students must adhere to the policies listed in the NAU undergraduate catalog (), the NAU student handbook (), and the SON student handbook ().

• Student must also remain compliant with the policies of the nursing program and the university.

|Graded Assignments and Exams |Points Possible |Due Date |Points Earned |

|Assignments 40% of final grade |

| Lesson Plan 1 | | | |

|In class points |10 points |12/4, 12/6 | |

|Evidence-based Practice/Standards of Care Assignment |50 points |1/3 | |

|Lesson Plan 2 |10 points |12/11, 12/13 | |

|In class points | | | |

|Lesson Plan 3 | | | |

|In class points |10 points |12/18, 12/20 | |

|Lesson Plan 4 | | | |

|In class points |10 points |1/8, 1/10 | |

|Health Fair |50 points |2/3 | |

|Lesson Plan 5 | | | |

|In class points |10 points |1/15, 1/17 | |

|SimChart Case Study: Erma Willis |50 points |1/24 | |

|Lesson Plan 6 | | | |

|In class points |10 points |1/22, 1/24 | |

|Lesson Plan 7 | | | |

|In class points |10 points |1/29, 1/31 | |

|Lesson Plan 8 | | | |

|In class points |10 points |2/5, 2/7 | |

|Burn Case Study |50 points |2/14 | |

|Lesson Plan 9 |10 points |2/12, 2/14 | |

|In class points | | | |

|Lesson Plan 10 | | | |

|In class points |10 points |2/19 | |

|Simulation |

|Myocardial Infarction |25 points |1/8 or 1/10 | |

|Ischemic Stroke |25 points |2/5 or 2/7 | |

|Total Points for Assignments |350 points |x40% | |

|EXAMS 60% of final grade |

|Exam 1- ATI: Targeted Med/Surg: Cardiovascular |40 points |12/18 | |

|Exam 2- ATI: Targeted Med/Surg: Respiratory |40 points |1/15 | |

|Exam 3- ATI: Targeted Med/Surg: Neuro/Musculoskeletal |40 points |1/29 | |

|Exam 4- ATI: Targeted Med/Surg: Endocrine |40 points |2/12 | |

|Final Exam- ATI: Adult Med/Surg Online Practice |80 points |2/21 | |

|Total Points for Exams |240 points |x60% | |

|Final Grade | | | |

*ATI bonus points: Practice tests taken until 100% will earn 4 extra exam points if completed before exam, 8 extra points for final. If completed after exam date may receive 50% of those points if completed before final grades due.

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