NURS 1327 – Transition from Vocational to Professional Nursing



Unit II – Associate Degree Nursing Competencies

Part B – Cognitive Competencies

|Behavioral Objectives |Content Outline |Clinical Objectives |Learning Opportunities |

|Discuss the role of the associate degree nurse in the|I. Nursing Process |Formulate nursing diagnoses based upon |Read: |

|use of the nursing process and the development of a |A. Nursing process overview |analysis of health data. |Lewis (2011) |

|nursing care plan. |B. Role of ADN in nursing process | | |

| |C. Phases of nursing process |Implement plan of care to assist clients|Berman & Snyder (2012) |

| |Assessment |to meet physiological needs, including: | |

| |Interview |circulation, nutrition, oxygenation, |Varcarolis (2010) |

| |Examination |activity, elimination, comfort, pain | |

| |Measurement |management, rest and sleep. |View: |

| |Inspection | | |

| |Palpation |Promote a safe, effective environment | |

| |Percussion |conducive to the optimal health and |Required: MyNursingLab |

| |Auscultation |dignity of the client. |Module 1: Nursing Foundations |

| |Observation | |Lesson 4: The Nursing Process |

| |Types of data | | |

| |Objective | | |

| |Subjective | | |

| |Analysis of data (Nursing diagnosis) | |TVCC Library – Nursing Education in Video |

| |Patient problems | | |

| |Etiology | | |

| |Classification system (e.g. NANDA) | |Critical thinking in the nursing process |

| |Prioritizing nursing care | | |

| |Maslow’s Hierarchy of Needs | | |

| |Planning | | |

| |Goal development | | |

| |Measurable | | |

| |Time-limited | | |

| |Long-term vs. short term | | |

| |Therapeutic nursing interventions | | |

| |Assessing primary and secondary sources of information | | |

| |Use of current literature and research | | |

| |Implementation | | |

| |Types of interventions | | |

| |Independent | | |

| |Dependent | | |

| |Collaborative/interdependent | | |

| |Delegation | | |

| | | | |

| |Evaluation | | |

| |Observations/conclusions | | |

| |Attainment of goals | | |

| |Reassessment of problems/goals/plan | | |

| |Expected outcomes | | |

| |Method of evaluating | | |

| |Evaluation tools | | |

| |C. Discharge planning | | |

| |Referral process | | |

| |Strategies | | |

| |Coordination | | |

| |Roles of families and significant others | | |

| | | | |

| |Application of nursing process for immobility | | |

|Apply the nursing process in caring for the client |Assessment | | |

|experiencing immobility. |Interview | | |

| |Chief complaint | | |

| |Precipitating event | | |

| |Medical history | | |

| |Family/social/occupational history | | |

| |Medication history | | |

| |Prescription | | |

| |Nonprescription | | |

| |Knowledge of health maintenance | | |

| |Risk factors | | |

| |Braden Scale | | |

| |Physical exam – integumentary | | |

| |Stages of breakdown | | |

| |Other | | |

| |Cultural influences | | |

| |Hereditary | | |

| |Environmental | | |

| |Health beliefs/practices | | |

| |Developmental | | |

| |Age specific assessment data | | |

| |Vital signs | | |

| |Fluid/electrolytes | | |

| |Nutritional | | |

| |Behavioral/emotional | | |

| | | | |

| |response to health care providers | | |

| |Selected Nursing Diagnosis/Plan/ | | |

| |Implementation/Evaluation | | |

| |High risk for complications r/t immobility | | |

| |a. Prevent respiratory complication | | |

| |See respiratory assessment | | |

| |Turn, cough and deep breathe | | |

| |Position for maximum | | |

| |ventilation and prevention of | | |

| |aspiration | | |

| |Increase fluid intake | | |

| |Prevent impaired skin integrity | | |

| |See integumentary assessment | | |

| |Positioning | | |

| |Pressure relieving devices | | |

| |Staging of pressure ulcers | | |

| |(I –IV) | | |

| |Massage bony prominences | | |

| |Keep skin clean and dry | | |

| |Linen wrinkle free; avoid friction | | |

| |Monitor hydration status | | |

| |Monitor nutrition status | | |

| |Restraint protocol | | |

| |Monitor elimination status | | |

| |Prevent complications of musculoskeletal system | | |

| |Safe patient handling techniques | | |

| |Change positions | | |

| |Transfer techniques | | |

| |Nurse safety | | |

| |Safety Precautions | | |

| |Up in chair | | |

| |Prevent foot drop | | |

| |Range of motion (active and passive) | | |

| |Splinting | | |

| | | | |

| |Trochanter rolls | | |

| |Activities of daily living | | |

| |Bed low, rails up | | |

| |Assisted devices for ambulation | | |

| |Assess for vitamin and mineral deficiency | | |

| |Prevent complications of cardiovascular system | | |

| |Prevent orthostatic hypertension | | |

| |Turn, active and passive range of motion exercises | | |

| |Anti-thrombolytic devices | | |

| |Assess Homan’s sign | | |

| |Maintain fluid volume status | | |

| |Maintain IV insertion sites | | |

| |Prevent complications of elimination | | |

| |Increase fluid intake | | |

| |High fiber diet | | |

| |Increase activity | | |

| |Record characteristics/ frequency of bowel and bladder elimination | | |

| |Intake and output | | |

| |Assess abdomen (bowel sounds, distension) | | |

| |Maintain indwelling foley catheter (foley catheter care) | | |

| |Bowel and bladder training program | | |

| |Maintain skin integrity | | |

| |Collaborate with health care | | |

| |team members | | |

| |Physical therapy | | |

| |Occupational therapy | | |

| |Social worker | | |

| |Speech therapy | | |

| |Recognition of complications | | |

| |Constipation /impaction | | |

| |Contractures | | |

| | | | |

| |Thrombosis | | |

| |Respiratory Infections | | |

| |Pressure ulcers | | |

| |Sleep pattern disturbances | | |

| |Urinary retention | | |

| |Evaluation of Outcomes: The client will not experience | | |

| |complications of immobility as evidenced by: | | |

| |Breath sounds, breathing pattern | | |

| |Skin integrity | | |

| |Muscle strength, joint mobility | | |

| |Absence of contractures | | |

| |Vital signs | | |

| |Tissue perfusion | | |

| |Maintains nutritional status | | |

| |Normal elimination patterns | | |

| |Absence of injuries | | |

| |Participates in care | | |

| | | | |

| |III. Teaching-Learning Process | | |

| |Role of associate degree nurse | | |

| |Learning domains | | |

| |Cognitive | | |

| |Psychomotor | | |

| |Affective | | |

| |Developmental considerations | | |

| |Age specific | | |

| |Principles of adult learning | | |

| |Assessing learning needs | | |

| |Readiness to learn | | |

| |Ability to learn | | |

| |Learning strengths | | |

| |Teaching plan | | |

| |Objectives | | |

| |Teaching strategies | | |

| |Implementation | | |

| |Evaluation of learning | | |

| | | | |

|Discuss the role of the associate degree nurse in the| | | |

|teaching-learning process and the development of a | | | |

|teaching care plan. |IV. Critical Thinking | | |

| |Definitions | | |

| |Think model | | |

| |Total recall | | |

| |Habits | | |

| |Inquiry | | |

| |New ideas and creativity | | |

| |Process of thinking | | |

| |Characters of Critical Thinking | | |

| |Attitudes of Critical Thinking | | |

| |Independence of thought | | |

| |Fair-mindedness | | |

| |Insight into egocentricity and sociocentricity | | |

| |Humility and suspension of thought | | |

| |Courage | | |

| |Integrity | | |

| |Perseverance | | |

| |Confidence in reason | | |

|Discuss the process of critical thinking as it |Interest in related thoughts and feelings | | |

|applies to the practice of the associate degree |Curiosity | | |

|nurse. |Development of Critical Thinking/Stages of Skill acquisition | | |

| |Novice | | |

| |Advanced beginner | | |

| |Competent | | |

| |Proficient | | |

| |Expert | | |

| |Obstacles to Critical Thinking | | |

| |Critical Thinking and the nursing process | | |

| |Assessment | | |

| |Nursing diagnosis | | |

| |Planning | | |

| |Intervention | | |

| |Evaluation | | |

| |Applying T.H.I.N.K. model to the nursing process | | |

| |Critical Thinking in nursing practice | | |

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N:Syllabus/Transition/Transition Unit II PART B Revised 03/13

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