Assisting With Respiration and Oxygen Delivery
Growth & Development: Infancy through Adolescence
|Course Objectives |Content |Learning Experience |
|Identify the principles of growth and development. |Age Groups |DeWitt (2005) 2nd Ed. |
| |Theories of Development |Fundamental Concepts and Skills for Nursing |
|Discuss the stages of Erikson’s theory of psychosocial development. |Principles of Growth and Development |Philadelphia: |
| | |W.B. Saunders. |
|Discuss the stages of Piaget’s theory of cognitive development. |Prenatal Development | |
| |Events in Prenatal Development |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for Nursing |
|Discuss moral development according to Kohlberg. |Maternal Influences |Study Guide |
| | | |
|Describe the physical development of children. |Infants |Chapter 11 |
| |Appearance and Capabilities of Newborns | |
|Identify two pros and two cons of early childhood education. |Nutrition |Skills |
| |Physical Development |Exams |
|Discuss age-appropriate discipline measures for children. |Motor Development |Quizzes |
| | |CAI Programs |
|Explain the male and female physical changes of puberty. |Young Children |Videos |
| |Physical Development | |
|Identify developmental tasks of adolescence. |Motor Development |ATI Software Program |
| |Cognitive Development | |
|Discuss at least three concerns related to adolescence. |Psychosocial Development | |
| | | |
| |Middle and Older Children | |
| |Physical and Cognitive Development | |
| |Psychosocial Development | |
| |Parenting | |
| |Child Abuse | |
| | | |
| |Adolescents | |
Common Physical Care Problems of the Elderly
|Course Objectives |Content |Learning Experience |
|Discuss five age-related common physical care problems of the |Immobility |DeWitt (2005) 2nd Ed. |
|elderly. |Nursing Interventions to Promote Mobility |Fundamental Concepts and Skills for Nursing |
| |Preventing Falls |Philadelphia: |
|Discuss the physical and psychological consequences of chronic | |W.B. Saunders. |
|incontinence. |Alteration in Elimination | |
| |Urinary Incontinence |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for Nursing |
|Identify three ways to promote mobility in the elderly. |Constipation and Fecal Impaction |Study Guide |
| | | |
|Discuss four ways for the elder to prevent falls in the home. |Alteration in Nutrition |Chapter 40 |
| |Nursing Interventions | |
|Discuss how multiple factors affecting the elderly may lead to an | |Skills |
|alteration in nutrition. |Sensory Deficits |Exams |
| |Vision |Quizzes |
|Explain techniques to facilitate communication and safety for the |Hearing |CAI Programs |
|patient with a sensory deficit. | |Videos |
| |Polypharmacy | |
|Identify five reasons why the elder is prone to the problem of |Nursing Interventions |ATI Software Program |
|polypharmacy. | | |
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Adulthood and the Family
|Course Objectives |Content |Learning Experience |
|Describe the three stages of adulthood. |Theories of Development |DeWitt (2005) 2nd Ed., Fundamental |
| | |Concepts and Skills for Nursing |
|Describe the physical development and changes of young and middle adults. |Families |Philadelphia: |
| | |W.B. Saunders. |
|Explain Schaie’s theory of cognitive development |Erickson’s Stages of Adult Psychosocial Development | |
|in young and middle adults. | |DeWitt (2005) 2nd Ed. Fundamental Concepts|
| |Young Adults |and Skills for Nursing Study Guide |
|Identify Erikson’s stages of psychosocial | | |
|development in young middle adults. |Middle Adulthood |Chapter 12 |
| | | |
|Describe at least three functions of families. |Health Promotion |Skills |
| | |Exams |
|Describe the effects of divorce on involved persons. | |Quizzes |
| | |CAI Programs |
| | |Videos |
| | | |
| | | |
| | |ATI Software Program |
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Promoting Urinary Elimination
|Course Objectives |Content |Learning Experience |
|Describe the structure and functions of the urinary systems. |Normal Urinary Elimination |DeWitt (2005) 2nd Ed. |
| |Factors Affecting Normal Urination |Fundamental Concepts and Skills for Nursing|
|Identify abnormal findings on a urinalysis report. | |Philadelphia: |
| |Characteristics of Normal Urine |W.B. Saunders. |
|Describe three nursing measures to assist patients to urinate normally. | | |
| |Alterations in Urinary Elimination |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Discuss different ways for the nurse to collect a | |and Skills for Nursing Study Guide |
|urine specimen |Urinary Specimen Collection | |
| | |Chapter 29 |
|Explain the purposes and principles of indwelling |Nursing Diagnosis | |
|and intermittent catheterization. | |Skills |
| |Planning |Exams |
|Discuss ways to manage urinary incontinence. | |Quizzes |
| |Implementation |CAI Programs |
|Discuss the rationale for using a continuous bladder irrigation system. | |Videos |
| |Assisting with Use of a Urinal | |
| | |ATI Software Program |
| |Assisting a Patient to Urinate | |
| | | |
| |Types of Urinary Catheters | |
| | | |
| |Performing Catheterization | |
| | | |
| | | |
Promoting Bowel Elimination
|Course Objectives |Content |Learning Experience |
|Describe the process of normal bowel elimination. |Structures of the GI system involved in elimination |DeWitt (2005) 2nd Ed. |
| | |Fundamental Concepts and Skills for Nursing|
|Identify abnormal characteristics of stool. |Functions of the Intestines |Philadelphia: |
| | |W.B. Saunders. |
|Discuss the different types of enemas and their actions. |Effects of Aging | |
| | |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Describe three types of intestinal diversions. |Characteristics of Stool |and Skills for Nursing Study Guide |
| |Normal | |
|Discuss bowel training for incontinent clients. |Abnormal |Chapter 30 |
| | | |
| |Retention Enema. |Skills |
| | |Exams |
| |Cleansing Enema. |Quizzes |
| | |CAI Programs |
| |Medicated Enema. |Videos |
| | | |
| |Fleets Enema |ATI Software Program |
| | | |
| |Bowel Ostomy | |
| | | |
| |Ostomy Care | |
| | | |
| |Colostomy Irrigation | |
| | | |
| |Interventions for Bowel Training | |
| | | |
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Concepts of Basic Nutrition and Cultural Considerations
|Course Objectives |Content |Learning Experience |
|Review the structure and function of the gastrointestinal system. |Dietary Guidelines |DeWitt (2005) 2nd Ed. |
| | |Fundamental Concepts and Skills for Nursing |
|Utilize the components of the Food Guide Pyramid to assist patients |Protein |Philadelphia: |
|to plan their diets. |Functions of Protein |W.B. Saunders. |
| |Food Sources of Protein | |
|Discuss the function of proteins, carbohydrates, fats, vitamins, |Dietary Reference Intakes of Protein |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for Nursing |
|minerals, and water in the human body. |Protein Deficiency |Study Guide |
| |Protein Excess | |
|Identify food sources of proteins, carbohydrates, fats, vitamins, and| |Chapter 26 |
|minerals. |Vegetarian Diets | |
| | |Skills |
|List medical conditions that may occur as a result of protein, |Carbohydrates |Exams |
|calorie, vitamin, or mineral deficiency or excess. |Functions of Carbohydrates |Quizzes |
| |Simple Carbohydrates |CAI Programs |
|Describe cultural influences on nutrition practices. |Complex Carbohydrates |Videos |
| |Recommendations for Intake | |
|Identify a variety of factors that influence nutrition. |Fiber |ATI Software Program |
| | | |
|Identify nutritional needs throughout the life span. |Fats (Lipids) | |
| |Functions of Fat | |
|Discuss components of a basic nutritional assessment. |Food Sources of Fat | |
| | | |
| |Vitamins | |
| |Minerals | |
| |Water | |
| |Factors that Influence Nutrition | |
| |Cultural Influences on Nutrition | |
| |Nutritional Needs Throughout the Life Span | |
Diet Therapy and Assisted Feeding
|Course Objectives |Content |Learning Experience |
|Identify the role of the nurse related to diet therapy and special |The Goals of Diet Therapy |DeWitt (2005) 2nd Ed. |
|diet. | |Fundamental Concepts and Skills for Nursing |
| |The Postoperative Patient |Philadelphia: |
|Compare and contrast a full liquid with a clear liquid diet. | |W.B. Saunders. |
| |Health Issues Related to Nutrition | |
|Describe health issues related to nutrition. |Bulimia |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for |
| |Obesity |Nursing Study Guide |
|List disease processes that may benefit from diet therapy. |Pregnancy | |
| |Substance Abuse |Chapter 27 |
|Know the rationale for tube feedings. | | |
| |Disease Processes that Benefit from Diet Therapy |Skills |
|List the steps for the procedure to insert, irrigate, and remove a |Cardiovascular Disease |Exams |
|nasogastric tube. |Diabetes Mellitus |Quizzes |
| |HIV/AIDS |CAI Programs |
|Discuss the procedure for tube feeding. | |Videos |
| |Assisted Feeding | |
|Identify medical rationale and nursing care for a patient receiving |Nasogastric and Enteral Tubes |ATI Software Program |
|total Parenteral nutrition (TPN). |Percutaneous Endoscopic Gastrostomy Tubes | |
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Delegation, Leadership, and Management
|Course Objectives |Content |Learning Experience |
|Discuss considerations for appropriate delegation |Beginning Management |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|of tasks to an unlicensed assistive personnel. | |and Skills for Nursing |
| |The Chain of Command |Philadelphia: |
|Identify management functions of the LVN working in a long-term care facility, | |W.B. Saunders. |
|home care, or an outpatient clinic. |Leadership Styles | |
| | |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Discuss considerations for appropriate delegation of tasks to unlicensed |Keys to Effective Leadership |and Skills for Nursing Study Guide |
|assistive personnel. |Effective Communication | |
| |Clinical Competence and Confidence |Chapter 10 |
|Discuss techniques of effective time management. |Organization | |
| |Delegation |ATI Software Program |
|Compare the skills and functions of the team leader with those of the charge | | |
|nurse. |Leadership Roles |Skills |
| | |Exams |
|Compare examples of effective and ineffective communication. |Management Skills for the LVN |Quizzes |
| |Time Management |CAI Programs |
| |Using the Computer |Videos |
| |Transcribing Written Orders | |
| |Taking Verbal Orders | |
| |Documentation for Reimbursement | |
| | | |
| |Risk Management | |
| | | |
| | | |
| | | |
Complementary and Alternative Therapies
|Course Objectives |Content |Learning Experience |
|Identify therapies considered part of complementary and alternative medicine |Alternative Medical Systems |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|(CAM). |Homeopathic Medicine |and Skills for Nursing |
| |Naturopathic Medicine |Philadelphia: |
|Discuss the use of CAM in integrative medicine. |Traditional Chinese Medicine |W.B. Saunders. |
| |Ayurveda | |
|Discuss five commonly used complementary and alternative medicines. |Shamanism |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| |Folk Medicine |and Skills for Nursing Study Guide |
|Name four mind-body therapies. | | |
| |Mind-Body Interventions |Chapter 32 |
|Direct patients to information needed to make a decision on whether to use a |Relaxation Therapy | |
|herbal preparation. |Imagery |ATI Software Program |
| |Meditation | |
|Describe the desired outcome of spinal manipulation during chiropractic |Biofeedback |Skills |
|treatment. |Hypnotherapy |Exams |
| |Music, Art, and Dance Therapy |Quizzes |
| |Yoga |CAI Programs |
| |Humor |Videos |
| |Prayer | |
| | | |
| |Biologically Based Therapies | |
| |Herbal Therapy | |
| |Aromatherapy | |
| | | |
| |Manipulative and Body-Based Methods | |
| | | |
| |Energy Therapies | |
| | | |
| |The Nurse’s Role in Complementary & Alternative Therapies | |
Loss and Grief and the Dying Patient
|Course Objectives |Content |Learning Experience |
|Describe the stages of grief and dying, with their associated |Loss and Grief |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for |
|behaviors and feelings. |Stages of Grief |Nursing |
| | |Philadelphia: |
|Discuss the concept of hospice care. |Death and Dying |W.B. Saunders. |
| |The Nature of Death | |
|Identify four examples of palliative care. |End-of-Life Care within the Health Care System |DeWitt (2005) 2nd Ed. Fundamental Concepts and Skills for |
| |Hospice Care |Nursing Study Guide |
|Identify three common fears a patient is likely to experience when |The Dying Process | |
|dying. | |Chapter 15 |
| |Nursing and the Dying Process | |
|List the common signs of impending death. |Application of the Nursing Process |ATI Software Program |
| |Nursing Diagnosis | |
|Discuss the difference between the patient’s right to refuse |Planning |Skills |
|treatment and assisted suicide. |Implementation |Exams |
| |Evaluation |Quizzes |
|Discuss how the Code for Nursing provides guidelines for the nurse’s | |CAI Programs |
|behavior regarding the patient’s right to refuse treatment, |Signs of Impending Death |Videos |
|euthanasia, and assisted suicide. | | |
| |Legal and Ethical Aspects of Life and Death Issues | |
| |Advance Directives | |
| |Euthanasia | |
| |Assisted Suicide | |
| |Adequate Pain Control | |
| |Organ and Tissue Donation | |
| | | |
| |Postmortem Care | |
Providing Wound Care Treating Pressure Ulcers
|Course Objectives |Content |Learning Experience |
|Describe the physiologic process by which wounds heal. |Body Response to Injury |DeWitt (2005) 2nd Ed., Fundamental |
| |Physiology of Wound Healing |Concepts and Skills for Nursing |
|Discuss factors that affect wound healing. | |Philadelphia: |
| |Factors Affecting Wound Healing: |W.B. Saunders. |
|Explain the major purpose of a wound drain. |Age | |
| |Nutrition |DeWitt (2005) 2nd Ed. Fundamental Concepts|
|Describe four signs and symptoms of wound |Lifestyle |and Skills for Nursing Study Guide |
|infection. |Medications | |
| |Infection |Chapter 38 |
|Discuss actions to be taken if wound dehiscence or evisceration occurs. |Chronic illness | |
| | |Skills |
|Discuss the principles involved in wound cleansing and dressing. |Drains and Drainage Devices |Exams |
| |Active |Quizzes |
| |Passive |CAI Programs |
| | |Videos |
| |Signs and Symptoms of Inflammation | |
| | |ATI Software Program |
| |Complications of Wound Healing: | |
| |Dehiscence | |
| |Evisceration | |
| | | |
| |Wound Cleansing and Dressing Changes | |
| | | |
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Promoting Musculoskeletal Function
|Course Objectives |Content |Learning Experience |
|Discuss the effects of inactivity on respiratory exchange and airway clearance. |Systemic Effects of Immobilization |DeWitt (2005) 2nd Ed., Fundamental |
| | |Concepts and Skills for Nursing |
|Describe how to perform a neurovascular assessment on an immobilized extremity. |Psychosocial Effects of Immobilization |Philadelphia: |
| | |W.B. Saunders. |
|Describe appropriate care of a cast as it dries. |Types of Immobilization | |
| |Splints |DeWitt (2005) 2nd Ed. Fundamental Concepts|
|Discuss the differences among an air-fluidized bed, low-air loss bed, and |Traction |and Skills for Nursing Study Guide |
|continuous lateral-rotation-bed, listing the reasons for their use. |Casts | |
| |External Fixators |Chapter 39 |
|Explain at least four pressure-relief devices that | | |
|help prevent skin injury in immobile clients. |Devices Used to Prevent Problems of Immobility |Skills |
| |Specialty Beds |Exams |
|Discuss the use of bandages and slings to |Pressure Relief Devices |Quizzes |
|immobilize a body part. |Continuous Passive Motion Machine |CAI Programs |
| | |Videos |
| |Therapeutic Exercise | |
| | | |
| | |ATI Software Program |
| | | |
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Assisting With Respiration and Oxygen Delivery
|Course Objectives |Content |Learning Experience |
|Explain the function of the respiratory system. |Structures involved in respiration |DeWitt (2005) 2nd Ed. |
| | |Fundamental Concepts and Skills for Nursing|
|Discuss the causes of hypoxia. |Functions of the respiratory structures | |
| | |Philadelphia: |
|Describe the various methods used for oxygen delivery. |Changes that occur with aging that affect respiration |W.B. Saunders. |
| | | |
|Discuss the steps involved in suctioning a client. |Hypoxemia |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| |Symptoms of hypoxia |and Skills for Nursing Study Guide |
|Explain the rationale for using sterile technique |Pulse oximetry | |
|when performing nasopharyngeal or | |Chapter 28 |
|tracheobronchial suctioning on a client. |Airway obstruction and respiratory arrest | |
| | |Skills |
|Discuss the rationale for insertions of a chest tube |Clearing respiratory secretions |Exams |
|on a client. | |Quizzes |
| |Oxygen administration |CAI Programs |
| |Cannula |Videos |
| |Masks | |
| | |ATI Software Program |
| |Artificial airways | |
| |Nasopharyngeal suctioing | |
| |Aseptic technique | |
| |Disposable sterile suction sets | |
| |Tracheobronchial suctioning | |
| |Tracheostomy | |
| |Chest drainage tubes | |
| |Care of clients with chest tubes | |
| | | |
Common Psychosocial Care of the Elderly
|Course Objectives |Content |Learning Experience |
|Differentiate characteristics of delirium, dementia, and depression. |Changes in Cognitive Functioning in the Elderly |DeWitt (2005) 2nd Ed. |
| | |Fundamental Concepts and Skills for Nursing |
|Discuss general principles of care for elderly patients with altered cognitive |Assessment of Cognitive Changes in the Elderly |Philadelphia: |
|functioning. | |W.B. Saunders. |
| |Common Cognitive Disorders in the Elderly | |
|Identify the interrelationship between alcoholism, depression, and suicide in |Delirium |DeWitt (2005) 2nd Ed. Fundamental Concepts and |
|the elder. |Dementia and Depression |Skills for Nursing Study Guide |
| |Alzheimer’s Disease | |
|Discuss five crimes commonly occurring to the elderly. |Depression/Alcoholism/Suicide |Chapter 41 |
| | | |
|Identify the four main categories of elder abuse. |Crimes Against the Elderly |Skills |
| |Elder Abuse |Exams |
|Discuss two future psychosocial issues for the elderly. | |Quizzes |
| |Future Issues of Concern to the Elderly |CAI Programs |
| |Planning for the Future |Videos |
| | | |
| | |ATI Software Program |
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Cultural and Spiritual Aspects of Patient Care
|Course Objectives |Content |Learning Experience |
|Describe how culture influences health and health care choices. |Culture, Religion, and Spirituality |DeWitt (2005) 2nd Ed. |
| | |Fundamental Concepts and Skills for Nursing |
|Identify three beliefs or values affecting health care that might be found |Major Religions in the United States and Canada |Philadelphia: |
|among patients from the following cultural groups: Hispanic American, Asian |Christianity |W.B. Saunders. |
|American, American Indian, African American, and European American. |Islam | |
| |Judaism |DeWitt (2005) 2nd Ed. Fundamental Concepts and |
|Discuss the ways in which poverty often impedes adequate health care within |Hinduism, Buddhism, and Taoism |Skills for Nursing Study Guide |
|our country. | | |
| |Cultural Group Characteristics |Chapter 14 |
|Describe how religious beliefs and practices may affect health and health | | |
|care choices. |Transcultural Nursing |Skills |
| | |Exams |
|Identify major differences in dietary and nutritional choices among cultural |Developing Cultural Competence |Quizzes |
|and religious groups. | |CAI Programs |
| |Cultural and Ethnic Differences |Videos |
| |Communication | |
| |View of Time |ATI Software Program |
| |Organization of the Family | |
| |Nutrition | |
| |Death and Dying | |
| |Health Care Beliefs | |
| |Susceptibility to Disease | |
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Pharmacology and Preparation for Drug Administration
|Course Objectives |Content |Learning Experience |
|Describe how drugs are classified. |Pharmacology |DeWitt (2005) 2nd Ed. |
| |Uses for Drugs |Fundamental Concepts and Skills for Nursing |
|Trace the general actions of drugs in the body. |Classification of Drugs |Philadelphia: |
| |Legal Control of Drugs |W.B. Saunders. |
|Discuss three reasons why patients may be noncompliant with drug treatment. |Basic Concepts of Pharmacology | |
| | |DeWitt (2005) 2nd Ed. Fundamental Concepts and |
|Discuss areas of concern regarding medication administration to children or |Medication Administration and Safety |Skills for Nursing Study Guide |
|the elderly. |Considerations for Infants and Children | |
| |Considerations for the Elderly |Chapter 33 |
|Describe issues of medication administration in home care. |Considerations for Home Care | |
| |Types of Orders |Skills |
|Discuss measures used to prevent medication errors. |Distribution of Drugs |Exams |
| |Problems of Noncompliance |Quizzes |
| | |CAI Programs |
| | |Videos |
| | | |
| | |ATI Software Program |
| | | |
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Administering Intravenous Solutions and Medications
|Course Objectives |Content |Learning Experience |
|Identify four purposes for administering intravenous (IV) therapy. |Types of Intravenous Solutions |DeWitt (2005) 2nd Ed., Fundamental |
| | |Concepts and Skills for Nursing |
|Describe seven principles related to IV therapy of fluids or medications. |Equipment for Intravenous Administration |Philadelphia: |
| | |W.B. Saunders. |
|Describe four guidelines to follow when caring for a patient with an IV. |Complication of Intravenous Therapy | |
| | |DeWitt (2005) 2nd Ed. Fundamental Concepts|
|Describe the possible complications that can arise from the use of the IV route | |and Skills for Nursing Study Guide |
|and the corrective actions you should take for each complication. | | |
| | |Chapter 36 |
|Describe the signs and symptoms of a blood transfusion reaction and the steps you| | |
|should take should one occur. | |Skills |
| | |Exams |
| | |Quizzes |
| | |CAI Programs |
| | |Videos |
| | | |
| | | |
| | |ATI Software Program |
| | | |
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Communication and the Nurse-Patient Relationship
|Course Objectives |Content |Learning Experience |
|Describe the components of the communication process. |The Communication Process |DeWitt (2005) 2nd Ed., Fundamental Concepts |
| |Factors Affecting Communication |and Skills for Nursing |
|List three factors that influence the way a person communicates. |Communication Skills |Philadelphia: |
| | |W.B. Saunders. |
|Compare effective communication techniques with blocks to communication. |Therapeutic Communication Techniques | |
| | |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Discuss the importance of communication in the collaborative process. |Blocks to Effective Communication |and Skills for Nursing Study Guide |
| | | |
|Identify four ways to delegate effectively. |Interviewing Skills |Chapter 8 |
| | | |
|Describe the difference between a therapeutic nurse-patient relationship and |Communication within the Health Care Team |Skills |
|a social relationship. | |Exams |
| |Communication in the Home and Community |Quizzes |
|List three guidelines for effective communication with a physician by | |CAI Programs |
|telephone. | |Videos |
| | | |
|Discuss five ways in which the computer is used for communication within the | | |
|health care agency. | |ATI Software Program |
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Patient Teaching for Health Promotion
|Course Objectives |Content |Learning Experience |
|Discuss the purposes of patient teaching. |Purpose of Client Teaching |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| | |and Skills for Nursing |
|Describe three ways in which people learn and their importance to teaching. |Modes of Learning: |Philadelphia: |
| |Visual |W.B. Saunders. |
|Identify adjustments to the teaching plan needed for teaching the very young |Auditory | |
|client or the elderly client. |Kinesthetic |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| | |and Skills for Nursing Study Guide |
|Use client teaching to promote goals of health promotion and disease prevention. |Factors Affecting Learning: | |
| |Age |Chapter 9 |
| |Pain | |
| |Vision |ATI Software Program |
| |Fatigue | |
| |Poor hearing |Activities: |
| |Cognition |Lectures |
| | |Discussions |
| |Cultural Values and Expectations |Group Activities |
| | |Case Studies |
| |The Teaching Plan: |Quizzes |
| |Implementation |Exams |
| |Evaluation |Videos |
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Fluid, Electrolyte, and Acid-Base Balance
|Course Objectives |Content |Learning Experience |
|Develop a plan of care for a client who has a fluid |Composition of body fluids: |DeWitt (2005) 2nd Ed. Fundamental Concepts|
|and electrolyte imbalance. |Water |and Skills for Nursing |
| |Electrolytes |Philadelphia: |
|Identify three causes of fluid volume deficit and |Non-Electrolytes |W.B. Saunders. |
|fluid volume excess. |Blood | |
| | |DeWitt, (2005) 2nd Ed. Fundamental |
|Identify clients who might be at risk for an acid-base imbalance. |Fluid and Electrolytes Imbalances |Concepts and Skills for Nursing Study |
| | |Guide |
|Describe methods of measuring intake and output |Acid/Base Balance and Imbalance | |
|(I & O). | |Chapter 25 |
| |Measuring I & O | |
|Demonstrate proper documentation of I & O. | |ATI Software Program |
| |Recording I & O | |
| | |Activities: |
| |Client and Family Teaching |Practice measuring accurate amounts of |
| | |fluid in ounces and ml/cc. |
| | | |
| | |Exams |
| | |CAI Programs |
| | |Videos |
| | | |
| | | |
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Admitting, Transferring, and Discharging Patients
|Course Objectives |Content |Learning Experience |
|Define routine and emergency admission. |Types of Admissions |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| |Routine |and Skills for Nursing |
|Describe the role of the admitting department. |Emergency |Philadelphia: |
| | |W.B. Saunders. |
|List the elements included in a patient’s orientation to the nursing unit. |The Admission Process | |
| |Pre-Admission Procedures and Requirements |DeWitt, (2005) 2nd Ed. Fundamental Concepts |
|List five types of information that must be included in the discharge form sent|Preparing the Chart |and Skills for Nursing Study Guide |
|with a patient going to another facility. |Plan of Care | |
| | |Chapter 23 |
|Define the necessary information to include on a patient’s discharge |Patient Transfer to another Hospital Unit | |
|instructions when the patient is going directly home. | |ATI Software Program |
| |Discharging the Patient | |
|Explain the procedure for pronouncing and recording the death of a patient. |Discharge to an Extended Care or Rehab Facility |Activities: |
| |Discharge Home |Practice measuring accurate amounts of fluid |
| | |in ounces and ml/cc. |
| |Death of a Patient | |
| |Providing Support for Significant Others |Exams |
| |Pronouncement of Death |CAI Programs |
| |Autopsies |Videos |
| |Organ Donation | |
| | | |
| | | |
| | | |
Pain, Comfort, and Sleep
|Course Objectives |Content |Learning Experience |
|Explain the physiology of pain using the gate control theory. |Pain and Discomfort |DeWitt (2005) 2nd Ed. Fundamental Concepts |
| |Theories of Pain |and Skills for Nursing |
|Discuss the implications for patient care of the JCAHO pain standards. |Types of Pain |Philadelphia: |
| |Acute |W.B. Saunders. |
|Explain why pain is considered the “fifth vital sign.” |Chronic | |
| |Nociceptive |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Describe the use of a variety of nursing interventions for pain control, |Neuropathic |and Skills for Nursing Study Guide |
|including biofeedback, distraction, guided imagery, massage, and relaxation. |Phantom | |
| | |Chapter 31 |
|Discuss complementary therapies used to control pain, including chiropractic, |Sleep | |
|acupuncture, and acupressure. |Functions of Sleep |Skills |
| |Stages of Sleep |Exams |
|Describe the need for normal sleep. |Normal Sleep Requirements |Quizzes |
| |Factors Affecting Sleep |CAI Programs |
|Discuss how the need for sleep changes over the life span. |Sleep Disorders |Videos |
| | | |
|Describe the sleep disorders insomnia, sleep apnea, and narcolepsy. | |ATI Software Program |
| | | |
|Identify factors that might interfere with assigned patients’ usual sleep. | | |
| | | |
| | | |
Diagnostic Tests and Specimen Collection
|Course Objectives |Content |Learning Experience |
|Discuss appropriate psychosocial care and teaching for clients undergoing |Laboratory Tests: |DeWitt (2005) 2nd Ed. Fundamental Concepts|
|diagnostic tests. |Hematology Tests |and Skills for Nursing |
| |Blood Chemistry Tests |Philadelphia: |
|Discuss how to prepare to client for aspiration procedure such as lumbar puncture|Serology Tests |W.B. Saunders. |
|and thoracentesis. |Urinalysis | |
| | |DeWitt, (2005) 2nd Ed. Fundamental |
|Discuss use of Standard Precautions whenever obtaining or handling specimens for |Aspiration Procedures |Concepts and Skills for Nursing Study |
|diagnostic tests. |Explanation |Guide |
| |Nursing Interventions | |
|Describe each of the seven categories of test commonly performed. | |Chapter 24 |
| |Obtaining Throat and Wound Cultures. | |
|Describe documentation required for specimen collection. |Obtaining Urine and Stool Cultures. |ATI Software Program |
| | | |
| |Laboratory Tests |Activities: |
| |Radiology Procedures |Practice specimen collection in the lab. |
| |Cardiopulmonary Studies |Practice assisting with special |
| |Endoscopic Examinations |procedures. |
| |Aspirations |Practice teaching clients in preparation |
| |Ultrasonography |of various procedures. |
| |Electro Encephalography | |
| |Flexible sigmoidoscopy |Exams |
| | |CAI Programs |
| |Client and Family Teaching |Videos |
| | | |
| | | |
| | | |
| | | |
Promoting Healthy Adaptation to Aging
|Course Objectives |Content |Learning Experience |
|Give an example of a physical change associated with each biologic theory of |Overview of Aging |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|aging. |Theories of Aging |and Skills for Nursing |
| |Longevity |Philadelphia: |
|State how a person might behave in response to the psychosocial theories of |Demographics |W.B. Saunders. |
|aging. | | |
| |Physical Changes |DeWitt (2005) 2nd Ed. Fundamental Concepts |
|Identify four factors that contribute to longevity. |Health Concerns |and Skills for Nursing Study Guide |
| |Health Promotion Behaviors | |
|Discuss physical changes of older adults. | |Chapter 13 |
| |Cognitive Aspects of Aging | |
|Discuss Schaie’s theory of cognitive development in the older adult. |Wisdom and Learning |Skills |
| |Memory Issues |Exams |
|Discuss Erikson’s stage of psychosocial development in the older adult. |Employment and Retirement |Quizzes |
| |Health Promotion Behaviors |CAI Programs |
| | |Videos |
| |Psychosocial Aspects of Aging | |
| |Life Review |ATI Software Program |
| |Family Relationships | |
| |Social Activity | |
| |Living Arrangements | |
| |Health Promotion Behaviors | |
| | | |
| |When a Parent Needs Help | |
| |Planning Ahead | |
| |Observing Changes | |
| |Resources for Families | |
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