MEDICAL-SURGICAL NURSING I



EXISTING SYLLABUS

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COLLEGE OF HEALTH AND HUMAN SERVICES

SCHOOL OF NURSING

Course Number: NUR 208

Course Title: Health-Illness Transitions in Chronic Illness

Semester: Fall & Spring

Credit Hours: 8 Hours: 4 hours weekly in classroom/theory (4 credits)

12 hours weekly in clinical (4 credits)

Course Leader:

Pamela Stetina, RN, PhD

Nursing Building, Room 109

Office Phone: 928-523-7209

Pager: 928-913-7743

Pamela.Stetina@nau.edu

Office hours: TBA and by appointment.

Faculty Team (Flagstaff):

|Donna Sutton, RN, MSN |Dawn Rivas, RN, BSN |

|Nursing Building, Room 207 |Mobile Phone: 928-699-5358 |

|Office Phone: 928-523-9317 |Dawn.Kurtz@nau.edu |

|Pager: 928-913-6881 (preferred) | |

|Donna.Sutton@nau.edu | |

| | |

|Laboratory |Simulation Specialist |

|Michelle Musich, RN, MSN |Bobby Eccleston |

|Nursing Building, Room 207 |Nursing Building, Room 121 |

|Office Phone: 928-523-5874 |Office Phone: 928-523-2608 |

|Michelle.Musich@nau.edu |Bobby.Eccleston@nau.edu |

Prerequisites: NUR 205, NUR 214, BIO 320, NUR 215

Corequisites: NUR 390W

Course Description

Focuses on beginning nursing care to promote healthy transitions for individuals exhibiting manifestations of chronic illness in well-defined practice setting. Emphasis is on basic time management concepts and continued development of critical thinking, clinical judgment, and skills.

Course Learning Outcomes

At the completion of NUR 208, the successful student will be prepared to:

Didactic Portion

Clinical Practice and Prevention

• Examines nursing situations using standards of care, critical thinking, clinical reasoning, and evidence-based practice.

• Applies a range of knowledge to promote health and well-being and prevent complications in adults experiencing illness and disease.

• Applies the nursing process to patient learning needs.

Communication

• Demonstrates professional, empathetic and therapeutic communication skills in all learning situations.

Critical Reasoning

• Applies the nursing process as a basis for clinical decision-making.

• Constructs and implements safe, effective, patient-centered nursing care using nursing knowledge, information technologies and research evidence.

Leadership

• Explores principles of collaboration and advocacy to safely provide and manage patient care.

Professionalism and Professional Values

• Emulates professional behavior in all learning situations.

• Examines ethical and legal principles and professional standards that are foundations to nursing practice.

• Explores caring’s essential elements as they are expressed in holistic patient-centered care.

Global Health

• Discusses the impact of health equity and social justice on nursing and health care in a variety of settings.

Clinical Portion

Clinical Practice and Prevention

• Applies sound nursing judgment to nursing situations using standards of care, critical thinking, clinical reasoning, and evidence-based practice.

• Applies a range of knowledge to promote health and well-being and prevent complications in adults experiencing illness and disease.

• Applies the nursing process to patient learning needs.

Communication

• Demonstrates professional, empathetic and therapeutic communication skills in all learning situations.

Critical Reasoning

• Applies the nursing process as a basis for clinical decision-making in classroom activities and in clinical experiences.

• Constructs and implements safe, effective, patient-centered nursing care using nursing knowledge, information technologies and research evidence.

Leadership

• Applies principles of collaboration and advocacy to safely provide and manage patient care.

Professionalism and Professional Values

• Emulates professional behavior in all clinical settings.

• Applies ethical and legal principles and professional standards to nursing practice.

• Applies caring’s affective characteristics into holistic patient-centered care and with other healthcare professionals.

Global Health

Plans culturally appropriate care and/or teaching in selected situations.

Course Structure/Approach

This course is learner centered. The Arizona Board of Regents (ABOR) is committed

to providing quality education and programs at Arizona's public universities. This commitment includes placing the student and the learning process at the center of education. The NAU - ABOR link for the definition of Learner Centered Education is as follows: 

NUR 208 will utilize a variety of approaches to meet the course objectives. These instructional methods may include, but are not limited to the following: lecture, audio-visual material, guided discussion, group work, demonstration and return demonstration, clinical experiences, clinical conferences, role playing, simulations, self-evaluation, computer programs, decision making exercises, written tests and quizzes, and written assignments. While the faculty will provide guidance and consultation, the student is responsible for identification of learning needs, self-direction, seeking consultation and demonstration of course and clinical objectives. The clinical experience in this course will be completed at hospitals in Arizona. You may be required to travel and spend at least one night a week in distant areas in Arizona.

Required Textbooks

ALL TEXTBOOKS FROM PREVIOUS NURSING COURSES

Kee, J. L. (2010). Laboratory and diagnostic tests with nursing implications (8th ed.). Upper

Saddle River, NJ: Prentice Hall.

Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., & Camera, I.M. (2011). Medical-

surgical nursing: Assessment and management of clinical problems (8th ed.). St Louis: Elsevier:

Mosby

Maltas, J.L. (2011) Study guide for Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., &

Camera, I.M. (2011). Medical-surgical nursing: Assessment and management of clinical

problems (8th ed.). St Louis: Elsevier: Mosby

Smith, S.F., Duell, D.J., & Martin, B.C. (2012). Clinical nursing skills: Basic to advanced skills

(8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Wilson, B.A., Shannon, M.T. & Shields, K.M. (2013). Pearson nurse’s drug guide 2013 (2nd ed.).

Upper Saddle River, New Jersey: Pearson Prentice Hall.

***YOU MAY USE ANY NURSING DRUG OR LABORATORY/DIAGNOSTIC RESULTS BOOK AS LONG AS IT IS NOT OVER TWO YEARS OLD.

Recommended Textbooks

American Psychological Association. (2010). Publication manual of the American Psychological

Association. (6th ed.). Washington, DC: American Psychological Association.

Silvestri, L.A. (2010). Saunders comprehensive review for NCLEX-RN examination (5th ed.).

 Philadelphia, PA: W. B. Saunders.

Westgard, E. (2011). Clinical coach for fluid & electrolyte balance. Philadelphia: FA Davis.

Wilson, B.A., Shannon, M.T. & Stang, C.L. (2011). Pearson intravenous drug guide 2011-2012

(2nd ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Online Requirements

• Evolve Online Case Studies:

• Kaplan Resources:

• Blackboard Learn assignments and readings:

NUR 208 COURSE OUTLINE – Fall 2012

|Week |Date |Topic |Preparation |Learning Activities* |

| |8/29 |Care of the Patient with Pain |Lecture |Read Course Content on BBLearn |

| | | | |Read Ch. 10, 12 |

| | | | |Complete Pain pre quiz |

|2 |9/5 |Management of the Perioperative Patient |Lecture |Read Course Content on BBLearn |

| | | | |Read Ch. 18, 19, 20; pp 705-710 |

| | | | |Read the blood module in BBLearn |

| |9/5 |Test Taking |Lecture |See Course Content on BBLearn |

| |9/5 |Syllabus Acknowledgement Due | |Assignments |

| |9/12 |Perioperative Case Study Due (in Fundamentals Section) |On-Line |Evolve Case Study |

| | | | |Submit score to Assignments |

|5 |9/26 |Problems of Regulation and Metabolism: Management of |Lecture |Read Course Content on BBLearn |

| | |Patients with Diabetes Mellitus | |Read Ch. 48 ,49 |

| |9/26 |Optional Disabilities Experience (Pre & Post |On-Line |Assignments |

| | |Assessment) Due | | |

| |10/3 |Diabetes Type 1 Case Study Due (in Medical-Surgical |On-Line |Evolve Case Study |

| | |Section) | |Submit score to Assignments |

| |10/10 |Chronic Kidney Disease Case Study Due (in |On-Line |Evolve Case Study |

| | |Medical-Surgical Section) | |Submit score to Assignments |

|9 |10/24 |Problems of Mobility: Management of Patients with |Lecture |Read Course Content on BBLearn |

| | |Problems of the Musculoskeletal System | |Read Ch. 62, 63, 64, 65 |

|10 |10/31 |Problems of Regulation and Metabolism: Management of |Lecture |Read Course Content on BBLearn |

| | |Patients with Endocrine Problems | |Read Ch. 48, 50 |

| |10/31 |Osteoporosis Case Study Due (in Medical-Surgical |On-Line |Evolve Case Study |

| | |Section) | |Submit score to Assignments |

|11 |11/7 |Problems of Protection: Management of Patients with |Lecture |Read Course Content on BBLearn |

| | |Burns | |Read Ch. 25 |

| |11/7 |Problems of Protection: Management of Patients with |On-Line |Read Course Content on BBLearn |

| | |Integumentary Problems | |Read Ch. 13, 23, 24 |

| |11/7 |Problems of Protection: Management of Patents with |Lecture |Read Course Content on BBLearn |

| | |Immunity and Infection Problems | |Read Ch. 14, 15, pp. 553-557, pp 1664-1674 |

| |11/7 |Thyroid Disorders Case Study Due (in Medical-Surgical |On-Line |Evolve Case Study |

| | |Section) | |Submit score to Assignments |

|12 |11/14 |Exam # 3 Weeks 8-11 (excluding Immunity and Infection) | |Proctored |

| |11/14 |Problems of Protection: Management of Patents with |Lecture |Read Course Content on BBLearn |

| | |Immunity and Infection Problems | |Read Ch. 14, 15, pp. 553-557, pp 1664-1674 |

|13 |11/21 |Problems of Protection: Management of Patents with |Lecture |Read Course Content on BBLearn |

| | |Immunity and Infection Problems | |Read Ch. 14, 15, pp. 553-557, pp 1664-1674 |

| |11/21 |Problems of Protection: Management of Patients with |Lecture |See Course Content on BBLearn |

| | |Cancer | |Read Ch. 11, 16, 51, 52 |

| |11.21 |Human Immunodeficiency Virus (HIV) and Tuberculosis | |Evolve Case Study |

| | |(Tb) Case Study Due (in Medical-Surgical Section) | |Submit score to Assignments |

| |11/21 |Patient Education Brochure Due | |Assignments |

|14 |11/28 |Problems of Protection: Management of Patients with |Lecture |See Course Content on BBLearn |

| | |Cancer | |Read Ch. 11, 16, 51, 52 |

|15 |12/5 |Kaplan Comprehensive Course Exam (Time to be | |Testing Center |

| | |Determined) | | |

|16 |12/12 |Final Exam-Comprehensive | |Proctored |

*Chapter readings are from Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., & Camera, I.M. (2011). Medical-surgical nursing: Assessment and management of clinical problems (8th ed.). St Louis: Elsevier: Mosby 

Other assigned readings, including articles, websites, handouts, and PowerPoint slides, will be on the Blackboard Learn course shell.

A separate clinical schedule is available in the clinical course pack.

EVALUATION METHODS

In order to pass NUR 208, the student must achieve the following:

1. An overall course grade of 78% or higher.

2. A combined average of 78% on all exams, except the Kaplan exam; students who do not achieve a 78% exam average will receive an F for the course.

3. A score of three (3) or higher in all elements of the Clinical Evaluation used for the clinical component of the course.

4. Completion of all required clinical requirements, including, but not limited to, clinical hours, evidence based practice project, care plans, skills check offs, simulation experiences, math exam and additional assignments required by clinical faculty.

ASSESSMENT OF STUDENT LEARNING OUTCOMES

|Evaluation Tool |Percentage |

|Five of six* online Evolve Case Studies |10% |

|Patient education brochure |10% |

|Test 1 |15% |

|Test 2 |15% |

|Test 3 |20% |

|Comprehensive Final Exam |25% |

|Kaplan Exam |5% |

|Clinical evidence based practice project |Pass/Fail |

|Clinical Assignments |Pass/Fail |

|Math Exam |Pass/Fail |

|Clinical Evaluation Tool |Pass/Fail |

|Clinical Portfolio |Pass/Fail |

|Total Percentage |100% |

Grading Scale

A = 93 + points

B = 84 - 92 points

C = 78 - 83 points (A grade of "C" or above is a passing grade in this course).

F = ................
................

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