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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