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Curriculum Plan Draft: Transforming a Traditional Content Based CurriculumTo one that is Concept BasedJenny HollowayLiberty UniversityAbstractChanges in the current healthcare system are forever altering the way that nursing care is delivered. These rapid changes are having a direct impact on the education that nursing students receive. Educators are being challenged by numerous organizations including the International Organization of Medicine (IOM) and the National League for Nursing (NLN) to develop curriculums that provide evidence-based education in a manner that fosters critical thinking. This paper will present a curriculum plan to transform a traditional content driven curriculum to one that is conceptual or concept based. Focus for the curriculum plan will be on a medical/surgical course that is designed for second year associate nursing students at a community college. Keywords: healthcare system, evidence-based education, critical thinking, curriculum plan, concept basedCurriculum Plan Draft: Transforming a Traditional Content Based Curriculum to one that is Concept Based IntroductionThe evolution of healthcare has constantly changed with the addition of technologies and discoveries in science. However, recent changes have led to a revolution in the entire way that healthcare is perceived, presented and delivered. This healthcare revolution is redirecting nursing education into uncharted water as institutions call for educators to rise above and produce nurses who are capable of providing evidence-based care. In 2005, the NLN released a statement, “Innovation in Nursing Education: A Call to Reform” that directed all nursing programs to develop programs that were research-based and prepared by nurses who received education for a faculty role. The NLN (2005) further stressed the importance that education should be student driven and the students must be active participants in the process. In addition they noted that curriculums need to be flexible and adaptive to both the needs of the students and the changes within the healthcare system. Giddens and Brady (2007) argued that in order for educators to heed the call of the NLN and transform nursing education, a major paradigm shift in the education of nursing students would have to occur. Transforming a curriculum is no easy undertaking and taking a curriculum from one that is saturated with content and rewriting it to present information in an organized conceptual method is daunting even for the most experienced faculty member (Hardin & Richardson, 2012). The logic behind shifting the curriculum from one that is saturated with content to one that is conceptual is based on research that demonstrated the inability for nursing educators to cover all the material and the inability for nursing students to memorize all the material presented as noted by Hardin and Richardson (2012). According to Hardin and Richardson (2012) conceptual curriculum is focused on presenting material that is evidenced- based in a manner that is more useful as a base for nursing practice.Concepts are “presented across the life span” (Giddens& Brady, 2007) rather than only in a specific course such as pediatrics that commonly occurs in traditional nursing courses. Within each concept is an exemplar that is presented to the students rather than attempting to teach every disease process. For example, perfusion is a concept within a second level nursing course for medical/surgical nursing. When students grasp the concept of perfusion they should be able to apply their understanding of perfusion as a concept to the diseases that are related to interruptions in perfusion (Giddens& Brady, 2007). Curriculum Plan Change for Associate Degree Nursing ProgramSettingThe curriculum plan change is designed for undergraduate, Associate Degree nursing students at a local community college. The community college is located within a rural county in North Carolina that serves a diverse population of students. 90% of the nursing students are female (VGCC, 2012). 38% of the female students identify themselves as African American (VGCC, 2012). Several international students are currently enrolled in the program. Kenya, India, and Mexico are three of the countries represented by the international students. The concept curriculum is devised to be applicable to any learning environment the student may encounter including the classroom, simulation laboratory, and the clinical setting. Program/Course DescriptionThe Associate Degree Nursing program curriculum is designed to provide the student with the knowledge, skills, and strategies to integrate safety and quality into the nursing care they provide (Vance Granville Community College, 2012). The course in which the curriculum blueprint change will be presented is NUR 211, Health Care Concepts. Concept curriculum within this course is designed to expand the development of concepts within the domains of the individual, healthcare and nursing (Vance Granville Community College, 2012).Mission and GoalsDevelopment of the mission and goals for the nursing department and program must not only reflect the philosophical beliefs of the faculty but must also be congruent with the organization that the program lies within ( Iwasiw, Goldenberg, &Andrusyszyn, 2009). Lange, Ingersoll, and Novotny (2008) argue that successful transition to innovative curriculum is dependent on the support of everyone involved beginning with goals that align. The nursing department at Vance Granville Community College demonstrates a mission that aligns with the college while incorporating a philosophy that supports the values of the IOM and NLN. College Wide Mission and Vision StatementMission Statement.Vance-Granville Community College educates, inspires, and supports a diverse community of learners to achieve professional and personal success.Vision Statement. In partnership with our community, Vance-Granville Community College will lead the economic development of our region, be nationally-recognized for educational excellence, and improve our world through stewardship and sustainability.Nursing Department Mission and PhilosophyMission Statement. The Associate Degree Nursing program supports the mission of the North Carolina Community College System and the mission of Vance-Granville Community College. The faculty is committed to providing accessible high quality nursing education to meet the diverse and changing healthcare needs of the service area and to promoting the development of qualified students prepared for the professional role of the registered nurse at the entry level. Graduates of this program meet the education requirements to take the National Council Licensure Examination (NCLEX-RN). Philosophy. The philosophy of the Associate Degree Nursing (ADN) Program is derived from statements about health, quality of life, achievement of potential, the individual, environment, healthcare and nursing. The goal of nursing faculty is to promote the highest quality of nursing care to the individual through ADN education. The aim is to facilitate health, quality of life and achievement of potential for the individual. The graduate of the Associate Degree Nursing program of Vance-Granville Community College is prepared to meet the educational competencies defined by the National League for Nursing and the Nursing Practice Act of North Carolina. The practice of nursing is directed toward meeting the health care needs of individuals throughout their lifespan. The Associate Degree prepared nurse’s role is characterized by evidence-based clinical practice with the provision of care for individuals in structured settings. The ADN graduate demonstrates the competencies identified by the National League for Nursing (2010) and the Institute of Medicine (2003) to provide nursing care. The National League for Nursing identifies these competencies as: 1. Human Flourishing: Advocating for patients and families in ways that promote their self-determination, integrity, and ongoing growth as human beings. 2. Nursing Judgment: Making judgments in practice, substantiated with evidence, that integrate nursing science in the provision of safe, quality care and that promote the health of patients within a family and community context. 3. Professional Identity: implementing one’s role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality care for diverse patients within a family and community context. 4. Spirit of Inquiry: examining the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities. Determining Current Demographics of Students Being ServedIwasiw, Goldenberg, and Andrusyszyn (2009) ascertained that “Assessing population demographics is germane to developing relevant nursing curricula” (p. 111). Obtaining pertinent census data such as age, sex, and ethnicity can provide information pertaining to external contextual factors that directly impact a curriculum (Iwasiw, Goldenberg, &Andrusyszyn, 2009). In 2011, the IOM called for nursing programs to not only recruit, but retain students with diverse ethnical backgrounds including minorities and men. Plan for determining current demographicsInformation pertaining to a student’s age, sex and ethnicity will be collected after the student has been accepted into the nursing program to ensure that discrimination does not occur. The same information will be collected at the beginning of each semester in order to track matriculation among students by several different identifying factors including age, sex and race. Assessing the Needs of the Program and the Nursing StudentsCurriculum Design/FrameworkConceptual Design Brady et al. (2008) acknowledge that in order to successfully prepare future nurses today’s curriculum must be innovative. The curriculum design being utilized is a conceptual design. Iwasiw, Goldenberg, and Andrsyszyn (2009) note that the use of a conceptual framework is a contemporary strategy for organizing a curriculum design. Programs that adopt curriculum designs based on conceptual models are usually “derived from the contextual data and the philosophical approach” (Iwasiw, Goldenberg, and Andrsyszyn, 2009, p. 210). A philosophical approach utilizing the Betty Neuman Systems Theory Model to incorporate the five variables: physiological, psychological, sociological, spiritual, and developmental when introducing concepts can be appropriately combined with a conceptual curriculum design.Theoretical Framework for Implementing Curriculum ChangeImplementation of a concept-based curriculum is a monumental undertaking that will require an organized framework for success (Brady, et al., 2008). Implementing a change in curriculum designs using Kanter’s 7 skills for effective change is appropriate. Despite the limited research on Kanter’s model being utilized in nursing education, Lethbridge, Andrusyszyn, Iwasiw, Laschinger, and Fernando (2011) argue that being empowered to produce change is paramount to success. Kanter’s model works through seven skills that facilitate faculty with implementing change. The first skill begins with tuning into the environment and determining what does and does not work. The second skill recognizes that sometimes it is necessary to get another view point. Development of a task force or consortium is helpful to faculty to prevent what Kanter calls “kaleidoscope thinking” (as cited in Brady et al., 2008, p. 199). From there, the third step of change in Kanter’s model communicating a compelling aspiration should occur. Brady et al. (2008) noted change leaders will demonstrate to everyone involved how the change will produce better outcomes. Stage four includes building a network of supporters. The fifth stage begins as the working teams take ownership of the change. Kanter acknowledges that the more innovative the change, the more resistance that occurs (as cited by Brady et al., 2008). This perseverance is stage six. The last stage of Kanter’s model ensures that everyone involved in the process is acknowledged (Brady et al., 2008). Current State of Healthcare and Impact on Nursing EducationThe revolution that is currently reshaping healthcare has taken nursing education by storm. Major healthcare changes are occurring daily since the IOM (2010) recognized a necessary shift in the delivery of patient care from the acute setting to a community-based setting (Cowen &Maisano, 2013). Cowen and Maisano (2013) acknowledged that the IOM then took it one step further calling on nursing schools to educate and graduate nurses who not only understand the principles of community care but are prepared to engage in community nursing practice. Program Objectives for ADN Program at Vance Granville Community CollegeUpon completion of the program, the graduate Associate Degree Nursing student will:Practice professional nursing behaviors incorporating personal responsibility and accountability for continued competence. Communicate professionally and effectively with individuals, significant support person(s), and members of the interdisciplinary healthcare team.Integrate knowledge of the holistic needs of the individual to provide an individual centered assessment.Incorporate informatics to formulate evidence-based clinical judgments and management decisions.Implement caring interventions incorporating documented best practices for individuals in diverse settings.Develop a teaching plan for individuals, and/or the nursing team, incorporating teaching and learning principles. Collaborate with the interdisciplinary healthcare team to advocate for positive individual and organizational outcomes.Manage health care for the individual using cost effective nursing strategies, quality improvement processes, and current technologies. (Vance Granville Community College, Nursing Student Handbook, 2013-2014). Course Objectives for NUR 211 Objective I: Upon completion of the course, the learner will incorporate concepts within the domain of the individual.Learning Outcomes:1.1. Applies knowledge of the pathophysiology, prevalence, and clinical course to the care of the individual with specific alterations in health. 1.2. Relates the concepts of the holistic individual and the inter-play of these concepts in the promotion of health, wellness and illness.1.3. Responds to changes within the internal and external environment of the individual alterations in health.Objective II: Upon completion of the course, the learner will be able to prioritize safe, culturally competent, therapeutic nursing care to the individual with alterations in health.Learning Outcomes:2.1. Responds to situations with an awareness of the values, attitudes, behaviors, and beliefs important to professional nursing. 2.2. Incorporates all concepts within the domain of nursing to safely provide therapeutic care.2.3. Competently performs ongoing assessments including diagnostic tests and procedures, caring nursing interventions, and clinical decision-making.2.4. Communicates professionally and effectively incorporating advocacy.2.5. Uses the appropriate member(s) of the interdisciplinary healthcare team to safely provide therapeutic care.6. Implements a teaching plan based on the learning needs of the individual incorporating teaching and learning principles. 7. Incorporates cost effective nursing strategies, quality improvement processes, and current technologies.Objective III: Upon completion of the course, the learner will be able to safely and ethically execute the management of therapeutic nursing care within the healthcare system for the individual with alterations in health.Learning Outcomes:3.1. Practices safely and ethically within the healthcare system according to the nursing practice act, healthcare policy, and National Patient Safety Goals.3.2. Selects appropriate information technology resources to support clinical decision-making.3.3. Incorporates evidence-based practice while safely providing therapeutic nursing care to the individual in the healthcare system.3.4. Uses advocacy to protect and support the individual’s rights and interests.3.5. Demonstrates accountability for his/her behaviors, actions and judgments. (NUR 211, 2013). Teaching Strategies for Developed AssignmentOutline of Class Content for the Concept of Perfusion About PerfusionFunctions of the cardiovascular systemNormal presentations of perfusionThe heartPeripheral vascular systemCirculation related to perfusionPulmonary circulationCoronary circulationSystemic circulationAlterations in perfusionNormal changes in perfusion related to agingAlterations in perfusion that are not normalDeep Vein Thrombosis as it relates to perfusionPhysiology and Etiology of a thrombosisVirchow’s triadEtiology of a thrombosisRisk factors for developing a thrombosisClinical Manifestations of a thrombosisNursing assessment for signs and symptoms of a thrombosisCalf painTendernessSwellingWarmthRednessComplications associated with a Deep Vein ThrombosisEmbolism: Stroke and PulmonaryInterdisciplinary Care of the client experiencing (or at risk of developing) a Deep Vein ThrombosisDiagnostic Tests to diagnosis a deep vein thrombosisDuplex venous ultrasonography (Doppler study)Prophylactic treatment for clients at risk of developing a DVTHeparin and Lovenox injectionsOral anticoagulantsAmbulating clients Active and passive range of motion exercisesPneumatic compression devicesElastic stockingTreatment therapies for a client with a DVTIV HeparinOral anticoagulantsSurgery including thrombectomy and placement of vena cava filtersNursing interventions for the client experiencing a DVTDaily measurement of the effected extremityResting the effected extremityWarm moist compresses to effected extremityProvide pain medication as orderedEducation concerning risk factors, prevention of future DVTs and anticoagulation medication teaching (Holloway, 2013)Domains of LearningIn order to facilitate learning, educators need to recognize the domains of learning. The instructor who facilitates instead of dictates the necessary information will be effective in teaching the adult learner (McGrath, 2009). Adult learners should be guided to obtain the knowledge on their own rather than just supplying the information.Scheckel (2012) noted that a curriculum should provide students with a unified and organized body of “knowledge, attitudes and skills” necessary to achieve the learning outcomes within a program of study. Utilizing Blooms Taxonomy of learning behaviors allows for all three types of learning: cognitive, affective, and psychomotor to be actively demonstrated by students. After educators have determined outcomes for each domain, learning activities can then be planned to help students connect the concept being taught to actual patient care (Scheckel, 2012). Within the cognitive domain, Scheckel (2012) recognizes that knowledge is the most basic level learning. While didactic methods were once the most common and preferred method of transferring knowledge, the use of Blooms Taxonomy has led to educators incorporating more collaborative methods of learning such as case studies and concept maps ( MingSu, Osisek & Starnes, 2004 as noted by Scheckel, 2012). Attitudes, beliefs, values, feelings and emotions exist in the affective learning domain (Scheckel, 2012). Just as in the cognitive and psychomotor domains of learning, the affective domain is hierarchical in nature and therefore can be utilized to demonstrate growth as the student progresses in the program. Learning activities should include self-reflection by the student to recognize their own attitudes, beliefs and values related to nursing such as writing a personal nursing philosophy. The third domain, psychomotor includes three types of skills: fine motor, manual, gross motor according to Reilly and Oermann (1990) (as cited by Scheckel, 2012). Students are required to learn, mimic and finally demonstrate independent competency in numerous skills throughout the nursing programs. Where once these skills were only demonstrated in a clinical setting, the use of technology such as simulation mannequins has afforded the student the opportunity to gain confidence and hone in on their skills prior to actual client care. Teaching StrategiesSlavin (2006) noted that an effective educator recognizes that every student learns differently. McGrail (2011) argued that without utilizing teaching approaches that encompass different learning styles, students will fail to learn the presented material regardless of the capability of the instructor. Several research studies demonstrated that educators who acknowledge and prepare lectures that include a multitude of learning styles are more likely to develop a student’s critical thinking skills (Chabeli, 2010). These critical thinking skills are essential to nursing today.Developing the lesson plan on deep vein thrombosis allows for the incorporation of several teaching techniques. Material will be presented by utilizing a case study while incorporating technology with the use of a power point. This provides the necessary information in a modality that addresses both auditory and visual learners. In addition this method of presenting material allows for the students to lead the instruction and build upon the knowledge they obtained in their first year. Accommodations for kinesthetic learners will be made by allotting time during the presentation for hands-on activities such as palpating pulses, and measuring calf circumference (Holloway, 2013). Collaborative learning will be the teaching method utilized in the simulation lab. Education has shifted from regurgitation of information by instruction to actual application of the information by the student as noted by Banfield, Fagan and Janes (2012). Collaborate learning in simulation allows for this application of knowledge. Other strategies can be utilized in collaborative teaching including concept maps, and problem-based learning (Holloway, 2013). Plan for Evaluation/AssessmentClass Goals. Goal 1.Upon Completion of the class the learner will incorporate concepts within the domain of the individual as it relates to perfusion.Describe the concept of perfusionExplain the pathophysiological process involved in perfusionDescribe factors affecting perfusionGoal 2.Upon completion of the class the learner will be able to prioritize safe, competent therapeutic nursing care to the individual with an alteration in perfusion. 2.1 Explain assessment findings as they relate to perfusion2.2 Develop nursing diagnoses with appropriate outcomes related to perfusion.2.3 Implement nursing interventions with rationales related to perfusion.Goal 3.Upon completion of the class the learner will be able to safely execute the management of therapeutic nursing care to the individual with an alteration in perfusion. 3.1 Implement nursing interventions with rationales related to perfusion.3.2 Recognize the achievement of outcomes related to perfusion.3.3 Apply the concept of perfusion to the client with deep vein thrombosis, pulmonary embolism, peripheral vascular disease and cerebrovascular accident (Holloway, 2013). Evaluation Methods Just as the learner must be aware of the goals and objectives of the presented material, they must also be aware of how their retention of the information will also be assessed. The evaluation process can begin before any material is presented by administering a pre-lecture assessment that is not graded. This allows the learner to complete a self- assessment of their knowledge base of the concept being presented. Presenting the students with a post-lecture assessment will then provide both the instructor and the learner with a measurement of the learners understanding of the material presented (Holloway, 2013).A formal evaluation will be required by all nursing students in the form of a written, multiple choice exam. This exam will allow students to opportunity to demonstrate their ability to apply the concept to scenarios that were not specifically covered during class. The synthesis of the concept of perfusion will be evaluated by their ability to apply the concept of perfusion and the alteration of a deep vein thrombosis to a client in the simulation lab and in the clinical setting when appropriate (Holloway, 2013). Iwasiw, Goldenberg, and Andrusyszyn (2009) noted that regardless of design, curriculum development and evaluation is a never ending process. Successful program evaluation requires regular “assessment of stated curricular goals and outcomes and the identification of curricular strengths and weakness” (Giddens & Morton, 2010). Identifying the strengths and weaknesses of a curriculum requires a plan to collect both formative and summative data on a scheduled frequency according to Gidden and Morton (2010). Biblical WorldviewAs Christian nurse educators we are in a unique position to not only apply a biblical worldview for nursing care, but for education as well. Shelly and Miller (2006) acknowledge that nurses are affected by current philosophies. The philosophies of our society today are far from the biblical teachings that the art of nursing is firmly rooted in. The secular world is demonstrating more tolerance for unprofessional, selfish behavior that is unfortunately carrying over into nursing. Therefore, it is our calling from God as nurse educators to demonstrate and instill the art of Christ-like compassion for all those who we are privileged to care for. An effective instructor will integrate faith with the knowledge they are teaching. Without preaching an effective teacher can exemplify the teaching demonstrated in Galatians 5:22 by displaying love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. These characteristics will guide the student through their journey of achieving a higher education and perhaps beginning their own personal relationship with Jesus Christ. One of Jesus’ last commands was for us to go forth and teach all nations (Matthew 28:19). Although Christ was speaking of baptizing people in the name of the Father, the Son, and the Holy Spirit, as Christian educators we can incorporate His teachings in our every day lessons regardless of the subject. With God’s grace my goal is to foster the scientific knowledge of nursing with the art of providing Christ-like compassion to every student that I am privileged to teach. I then pray that each student is able to go forward with compassion in their hearts and healing in their hands (Holloway, 2013). ReferencesBanfield, V., Fagan, B., &Janes, C., (2012). 2009-2010 Spacelabs Innovation Project Award:Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics23(1), 24-28.Brady, D., Welborn-Brown, P., Smith, D., Giddens, J., Harris, J., Wright, M., & Nichols, R.(2008). Staying afloat surviving curriculum change. Nurse Educator, 33(5), 198-201.Chabeli, M. (2010). Concept-mapping as a teaching method to facilitate critical thinking in nursing education: A review of the literature. Health SA Gesondheid, 15(1), 70-76.Cowen, A. &Maisano, P. (2013). Nursing education: The new era of healthcare. Oklahoma Nurse, 58(3), 6.Giddens, J.F. & Brady, D.P. (2007). Rescuing nursing education from content saturations: The case for a concept-based curriculum. Journal of Nursing Education, 46(2), 65-69.Giddens, J.F. & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum.Nursing Education Perspectives, 31(6), 372-377.Hardin, P.K, & Richardson, S.J. (2012).Teaching the concept curricula: Theory and Method.Journal of Nursing Education, 51(3), 155-159. Institute of Medicine.(IOM). (2003). Health professions education: A bridge to quality. Washington, DC: The National Academics Press. Institute of Medicine.(IOM). (2011). The future of nursing: Focus on education. Retrieved from: , C., Goldenburg, D., &Andrusyszyn, M. (2009).Curriculum development in nursing education. (2nded.). Boston: Jones and Bartlett Publishers. Lethbridge, K., Andrusyszyn, M., Iwasiw,C., Laschinger, H., & Fernando, R. (2011). Structuraland psychological empowerment and reflective thinking: Is there a link? Journal of Nursing Education, 50(11), 636-645.McGrail, S. (2011). Developing a teaching in the clinical environment: Reflections of a practice educator. Synergy, 26-27. Retrieved from , V. (2009). Reviewing the evidence on how adult students learn: An examination of Knowles’ model of andragogy. Adult Learner: The Irish Journal of Adult and CommunityEducation, 99-110. North Carolina Concept-Based Learning Editorial Board (2011). Nursing: A concept-based approach to learning, volume two.Upper Saddle River, NJ: Pearson. Scheckel, M. (2012). Selecting learning experiences to achieve curriculum outcomes. In D.M.Billings & J.A. Halstead (Eds). Teaching in nursing: A guide for faculty (4th ed.) St. Louis, MO: Elsevier Saunders.Shelly, J.A. & Miller, A.B. (2006).Called to care: A Christian worldview for nursing.(2nded.)Downers Grove, Il: InterVarsity Press. Slavin, R. E. (2006). Educational psychology: Theory and practice.(8th ed.) New York, NY: Pearson.Vance Granville Community College.(2013-2014). Student handbook.Vance Granville Community College. (2013-2014). Nursing student handbook. Appendix iExamples of Recommended Concepts to be Covered in NUR 211Concepts Related to the IndividualI-2 Behavior I-3 Cellular Regulation I-5 ComfortI-13 Health, Wellness, & IllnessI-14 ImmunityI-15 Infection I-17 Intracranial RegulationI-18 Metabolism I-19 Mobility I-22 Perfusion I-29 Thermoregulation Concepts related to NursingN-2 Caring InterventionN-3 Clinical Decision Making N-5 Communication N-6 Managing Care Concepts Related to HealthcareH-10 Safety- done with Perfusion Appendix iiExample Teaching Plan on Perfusion within the NUR 211 CourseDescription This module introduces and develops the concept of perfusion within the domain of the individual. Emphasis is placed on the exemplar of deep vein thrombosis (DVT).Learning OutcomesUpon completion of this module the student will be able to: 1. Describe the concept of perfusion. 2. Explain the pathophysiological process involved in perfusion. 3. Describe factors affecting perfusion.4. Give examples of nursing diagnoses with appropriate outcomes related to perfusion.5. Implement nursing interventions with rationales related to perfusion.6. Recognize the achievement of outcomes related to perfusion.7. Apply the concept of perfusion to the client with deep vein thrombosis, pulmonary embolism, peripheral vascular disease and cerebrovascular accident. Learning ResourcesText:ATI Medical-Surgical Nursing RN Edition 8.0, Unit 4North Carolina Concept-Based Learning Editorial Board, Nursing: A Concept-Based Approach to Learning, Volume I, Pearson,2011.Concept 22, pp. 1360-1397,1404-1437, 1462-1468, 1476-1483.Websites: The American Heart Association DVT prevention resources Videos: The National Heart Lung and Blood Institute- Animation of a clot. nhlbi.health/dci/Diseases/Dvt/DVT_WhatIs.htmlHandouts: per InstructorPowerPoint: per InstructorLearning ActivitiesClinical: Plan and implement care of individuals with risk factors for developing and the client experiencing a deep vein thrombosis. Simulation: Care of a client experiencing a hypertensive crisis and acute heart failure. Practice assessments for signs and symptoms of a DVT. Calculate heparin drips. Assignments: Read and be familiar with Learning Resources. Independently review Concept 22, pp. 1293-1332.Individual learning: Cardiac packet per instructor.EvaluationExam 1 and Final ExamSimulation/Clinical Evaluation Tool ................
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