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 | |

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| |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 |

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| | |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 | |

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| |Performing Catheterization | |

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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 |

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| |Bowel Ostomy | |

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| |Ostomy Care | |

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| |Colostomy Irrigation | |

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| |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 | |

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| |Risk Management | |

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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 | |

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| |Manipulative and Body-Based Methods | |

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| |Energy Therapies | |

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| |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 | |

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| | |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 | |

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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 |

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| | |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 |

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| | |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 |

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| | |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 |

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|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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