VNSG 1509 0700 - NURSING HEALTH AND ILLNESS II

Introduction

NORTH CENTRAL TEXAS COLLEGE

COURSE SYLLABUS

 

 

 

 

 

Course title:  Nursing Health and Illness II

Course prefix, number, and section number: VNSG 1509   100

Semester/Year of course:  2023SP

Semester start and end dates: 1/17/23 - 5/13/23

Modality Face to face

Class meeting location, days, and times:  Bowie 148, M, 0900

Lab meeting location, days, and times:   N/A

Semester credit hours:  5

Course description:  Study of common health problems requiring medical and surgical interventions.

Course prerequisites:

VNSG1420

Anatomy & Physiology for Allied Health

4

VNSG1323

Basic Nursing Skills

3

VNSG 1509

Nursing in Health and Illness I

4

VNSG1227

Essentials of Medication Administration

 

2

VNSG1360

Clinical I

3

 

Required course materials: TEXTBOOKS and RESOURCE REQUIREMENTS

Ladwig, GB. and Ackley, BJ. Guide to Nursing Diagnosis 4th ed. (2014) St.Louis: Mosby.ISBN # 978-0-323-08920-3

Linton, A.D. Introduction to Medical Surgical Nursing. 6th ed. (2015) St Louis, Elsevier ISBN# 978-1-4557-7641-2

Vocational Nursing Student Handbook of North Central Texas College, revised January 2017

SimChart by Elsevier/Evolve access

*Nettina, S. Lippincott Manual of Nursing Practice  10th ed. (2013) Philadelphia: LWW. ISBN # 13: 978-1-4511-7354-3

Skidmore. Linda-Roth. Mosby’s 2017 Nursing Drug Reference 30th ed.(2016) St Louis; Elsevier. ISBN# 978-0-3234-4826-0

*Venes, Donald.  Taber’s Cyclopedic Medical Dictionary 22nd ed. (2013), Philadelphia, F.A. Davis ISBN # 13: 978-0-8036-2977-6

ATI 

 

Name of instructor: Dial Swofford M.Ed. BSN RN

Office location:  146

Telephone number: 940 872- 5204

E-mail address: dswofford@nctc.edu

Office hours for students:  Contact Instructor for appointment

 

SYLLABUS CHANGE DISCLAIMER

 

 

The faculty member reserves the right to make changes to this published syllabus if it is in the best interest of the educational development of this class. Any such changes will be announced as soon as possible in person and/or writing.

 

 

SUMMARY OF COURSE ASSIGNMENTS

 

 

List of graded assignments:

7

Unit exams

  

multiple

daily

  

1

Final exam

  

 

Final grade scale: 

Unit exams 70%

Daily           5%

Final exam   25%

 

Late work policy:  Late work will not be accepted

 

SEE CANVAS FOR THE COMPLETE COURSE CALENDAR, OUTLINE, DETAILED DESCRIPTION OF GRADED WORK, AND OTHER RELATED MATERIAL.

 

 

COURSE POLICIES

 

Academic Integrity Policy: Academic honesty is expected at all times.  Cheating in any form or fashion will be grounds for dismissal from the LVN program

Attendance Policy:

  •  Students will be allowed a maximum of two absences during this course
  • A third absence will be grounds for dismissal from the LVN program
  • Three occasions of being tardy will equal one absence
  • Tardy is defined as being more than one minute late for class
  • Students are expected to be in their seats ready to begin class on time

 

Withdrawal Policy

A student may withdraw from a course on or after the official date of record. It is the student’s responsibility to initiate and complete a Withdrawal Request Form.

 

Last day to withdraw from the course with a “W” is:  See NCTC Academic Calendar

 

Student Learning Outcomes:

 

UNIT 1:

Surgical Care

By the end of this unit, the student will be able to:

  1. Identify the purpose of each type of surgery: diagnostic, exploratory, curative, palliative, and cosmetic.
  2. Describe the phases of perioperative care.
  3. Describe the data to be included in the nursing assessment of the preoperative client, and how this information can help identify surgical risk factors.
  4. Assist in identifying the nursing diagnoses, goals and outcome criteria, and interventions relevant to the Perioperative client.
  5. Outline a teaching plan that addresses preoperative needs, postoperative care, and discharge planning needs.
  6. Describe roles & functions of each member of the surgical team.
  7. Compare common types of anesthesia and explain the nursing implications of each type.
  8. Explain how the nurse can help prevent postoperative complications.
  9. Discuss criteria used to evaluate & interventions used to provide care to the ambulatory surgical client.

 

 UNIT 2:

RESPIRATORY DISORDERS

By the end of the unit, the student will be able to:

  1. Describe the structures & normal physiology of the respiratory system.
  2. Describe data to be collected in the nursing assessment of a client’s respiratory system, including a client with a respiratory disorder.
  3. Identify the potential complications due to age-related changes in the respiratory system.
  4. Describe the pathophysiology, signs and symptoms, complications, diagnostic measures, and medical treatment for selected acute & chronic respiratory disorders.
  5. Assist in the development of a nursing care plan and concept map for the client with a respiratory disorder.
  6. Describe diagnostic tests, therapeutic treatments, teaching needs and nursing interventions for patients undergoing respiratory procedures.
  7. Explain the relationship between cigarette smoking and chronic respiratory disorders.
  8. Explain the rationales for selected medical interventions, including endotracheal intubation, chest tube insertion, and tracheostomy, and be familiar with the related nursing care required.
  9. Discuss applicable nursing care and treatment options for clients with short or long-term airway management problems.

UNIT 3:

CARDIOVASCULAR DISORDERS

By the end of the unit, the student will be able to:

  1. Describe the anatomy & physiology of the circulatory & cardiovascular systems, including normal blood flow.
  2. Explain pathophysiology, risk factors, signs & symptoms, complications, medical & nursing treatment for selected cardiac disorders: including infectious & inflammatory disorders, valvular disorders, coronary artery disease, cardiac dysrhythmias, and heart failure.
  3. State the pathophysiology, risk factors, signs & symptoms, complications, medical and nursing treatments for selected vascular disorders.
  4. Define hypertension and discuss the physiology of blood pressure regulation
  5. Name specific data to be obtained in assessing the client with a cardiac and/or vascular disorder and identify what are normal versus abnormal findings of a cardiovascular assessment.
  6. Assist in the development of nursing care plans/concept maps specific to the client with cardiac disorders, vascular disorders, &/or hypertension.
  7. Describe nursing implications for common therapeutic measures; include drugs, diet, oxygen therapy, EKG monitoring, telemetry, pacemakers, cardioverters, surgical procedures, and CPR.
  8. Discuss the conduction system of the heart and the order of normal impulse conduction.
  9. Identify EKG rhythms, including normal sinus rhythm, sinus bradycardia, sinus tachycardia, atrial fibrillation, PVC, ventricular tachycardia, and ventricular fibrillation.
  10. State nursing implications related to common dysrhythmias.
  11. Identify common procedures & tests utilized to diagnose cardiac disorders & the nursing implications of each.
  12. Identify tests and procedures used to diagnose selected vascular disorders and the nursing considerations for each.
  13. Identify risk factors, signs and symptoms, diagnosis, treatment, and complications of hypertension.
  14. Describe the nursing considerations when administering selected antihypertensive drugs.
  15. List the data to be obtained in the nursing assessment of a client with known or suspected hypertension.
  16. Identify the nursing diagnoses, goals, interventions, and outcome criteria for the client with hypertension.
  17. Identify the different types of shock and their associated signs and symptoms.
  18. Discuss medical and nursing interventions for shock.

UNIT 4:

FLUIDS & ELECTROLYTES AND IV THERAPY

By the end of the unit, the student will be able to:

  1. Identify normal location, primary sources, function and recommended intake of fluid in the body.
  2. Describe the mechanisms involved to regulate fluid & electrolyte balances in the body.
  3. Describe and give examples of diffusion, osmosis, filtration, and active transport in the human body.
  4. Detail the causes, assessment data (signs & symptoms), nursing interventions, and criteria for evaluating effectiveness of care for clients with a nursing diagnosis of Fluid Volume Deficit or Fluid Volume Excess.
  5. Detail the causes, assessment data, nursing interventions, and criteria for evaluating effectiveness of nursing care for clients with electrolyte imbalances including: sodium, potassium, calcium, and magnesium imbalances.
  6. Discuss the importance of pH regulation in the human body and identify the normal range of plasma pH.
  7. Describe the two pH buffer systems that regulate acid-base balance in the human body.
  8. Differentiate the causes, assessment data, and nursing interventions for metabolic and respiratory acidosis and alkalosis.
  9. Discuss principles of nursing management for clients receiving fluids and electrolytes via oral supplements, IV solutions, enteral feedings, and TPN.
  10. List the indications for IV therapy, including both crystalloid and colloid solutions.
  11. Describe the types of fluids and venous access devices used for IV fluid therapy.
  12. Accurately calculate hourly flow rates and drop rates.
  13. Discuss the causes, signs and symptoms, and nursing implications for the complications of IV fluid or drug therapy, including blood or blood product transfusion.
  14. Describe the nursing responsibilities when a patient is receiving IV therapy.
  15. Assist in development of nursing care plans/concept maps for clients with selected fluid, electrolyte, and/or acid-base imbalances.
  16. Assist in the development of concept maps for patients receiving IV therapy.

UNIT 5:

Hematologic & Immunologic Pathophysiology

By the end of the unit, the student will be able to:

  1. Describe the anatomy & physiology of the hematopoietic, lymphatic & immune systems.
  2. Describe the data collection when assessing a client with a hematopoietic disorder.
  3. Discuss tests and procedures used to diagnose hematopoietic disorders and the nursing implications for each.
  4. Describe the signs & symptoms, medical diagnoses, and medical treatment for selected hematopoietic disorders.
  5. Describe the nursing care for clients undergoing common therapeutic measures for disorders of the hematopoietic system.
  6. Describe the data collection necessary when assessing a client with a disorder of the immune system.
  7. Discuss tests and procedures used to diagnose immune disorders and the nursing implications for each.
  8. Describe the signs & symptoms, medical diagnoses, and medical treatment for selected immune disorders.
  9. Describe the nursing care for clients undergoing common therapeutic measures for disorders of the immune system.
  10. Differentiate between active & passive immunity & define related terms: innate immunity, actively acquired immunity, naturally acquired immunity, immunological tolerance, and anergy.
  11. Describe the signs & symptoms, medical diagnoses, and medical treatment for immune disorders.
  12. Assist in the development of nursing care plans/concept maps and teaching plans for clients with hematopoietic, lymphatic, and/or immune disorders.

UNIT 6

GASTROINTESTINAL DISORDERS

By the end of the chapter, the student will be able to:

  1. Describe the normal anatomy & physiology of the gastrointestinal system & accessory structures.
  2. Describe the signs & symptoms, complications, and medical treatment of selected upper and lower GI disorders.
  3. List the data to be collected when assessing the client with a digestive disorder.
  4. Identify nursing assessment data related to the functions of the liver, gallbladder, and pancreas.
  5. Discuss the nursing responsibilities in the care of clients undergoing diagnostic tests and procedures for GI, liver, gallbladder and pancreatic disorders.
  6. Describe the nursing care of clients undergoing the following therapeutic measures: drug therapy, GI intubation and decompression, tube feedings, TPN, EGD, injection sclerotherapy, variceal banding, colonoscopy, digestive tract surgery, and balloon tamponade.
  7. Assist in the development if nursing care plans/concept maps and teaching plans for clients receiving treatment for GI, liver, gallbladder, and pancreatic disorders.
  8. Explain the pathology, signs & symptoms, diagnoses, complications, and medical treatment of selected disorders of the liver, gallbladder, and pancreas.

UNIT 7:

NEUROSENSORY PATHOPHYSIOLOGIES & NEUROLOGICAL DISORDERS

By the end of the unit, the student will be able to:

  1.  Describe the normal anatomy & physiology of the neurological system.
  2. Identify common neurologic changes in the older person and the implication of these for nursing care.
  3. List the components of the nursing assessment of the client with a neurologic disorder.
  4. Discuss the diagnostic tests and procedures used to evaluate neurologic dysfunction and the nursing responsibilities associated with each.
  5. Identify the uses, side effects, and nursing interventions associated with common drug therapies used to treat clients with neurologic disorders.
  6. Describe the signs & symptoms associated with, and medical treatment of, increased intracranial pressure.
  7. Describe the pathophysiology, signs and symptoms, complications, and medical or surgical treatment for clients with neurologic disorders, including: HA, infectious/inflammatory disorders, TIA, CVA, aneurism, traumatic injuries, auto-immune disorders, seizures, cranial nerve and extrapyramidal disorders, tumors,neurological deficits
  8. Discuss nursing interventions used in the care of clients with the neurological disorders listed.
  9. Discuss the risk factors for CVA and identify the types of CVA.
  10. Discuss care of a CVA client during the acute and rehabilitation phases and specify criteria used to evaluate the outcomes of nursing care for the CVA client.
  11. Identify resources for the CVA client and family.
  12. Explain the impact and potential effects of spinal cord injury.
  13. Describe the diagnostic tests used to evaluate spinal cord injuries and related nursing responsibilities.
  14. Describe the medical and surgical treatment during the acute phase of spinal cord injury.
  15. Identify nursing diagnoses, goals, interventions, and outcome criteria for the client with a spinal cord injury.
  16. Assist in the development of a nursing care plans/concept maps and teaching plans for the client with a neurological disorder.

UNIT 7 (continued):

SENSORY DISORDERS

By the end of the unit, the student will be able to:

  1. Discuss normal versus abnormal anatomy & physiology of the sensory system.
  2. Identify common sensory changes in the older person and the implication of these for nursing care.
  3. Describe the diagnostic tests and procedures used to evaluate sensory dysfunction and the nursing responsibilities associated with each.
  4. Identify the uses, side effects, and nursing interventions associated with common drug therapies used to treat clients with sensory deficits.
  5. Describe the pathophysiology, signs and symptoms, complications, and medical or surgical treatment for clients with the following sensory disorders: impaired vision, blindness, traumatic injuries, infectious and inflammatory disorders, macular degeneration, glaucoma, cataracts, retinal detachment, hearing loss, disorders of the external, middle, and inner ear
  6. Assist in the development of a nursing care plans/concept maps and teaching plans for the client with a sensory deficit or disorder.

Core Objectives:  The Secretary’s Commission on Achieving Necessary Skills (SCANS) conducted extensive research and interviews and determined that “workplace know-how” consists of two elements: foundations skills and workplace competencies.

 

These SCANS Skills are referenced with each course objective and are as follows:

(1) Foundation Skills

  • Basic Skills: A worker must (i) read, (ii) write, (iii) perform arithmetic and mathematical operations, (iv) listen, and (v) speak effectively.
  • Thinking Skills: A worker must (i) think creatively, (ii) make decisions, (iii) solve problems, (iv) visualize, (v) know how to learn, and (vi) reason effectively.
  • Personal Qualities: A worker must display (i) responsibility, (ii) self-esteem, (iii) sociability, (iv) self-management, (v) integrity, and (vi) honesty.

 

 

  • Workplace Competencies
  • Resources: A worker must identify, organize, plan, and allocate resources effectively.  This includes (i) time, (ii) money, (iii) material and facilities, and (iv) human resources.
  • Interpersonal Skills: A worker must work with others effectively to (i) participate as a member of a team, (ii) teach others new skills, (iii) serve patients/customers, (iv) exercise leadership, (v) negotiate, and (vi) work with diversity.

 (c)   Information:  A worker must be able to (i) acquire and use information, (ii) organize and maintain  

        Information:   (iii) interpret and communicate information and (iv) use computers to process information.

  • Systems: A worker must understand complex interrelationships as in (i) understanding systems, (ii) monitor and correct performance, and (iii) improve and design systems.
  • Technology: A worker must be able to work with a variety of technologies, e.g. (i) select technology, (ii) apply technology, and (iii) maintain and troubleshoot equipment.

 

 

COLLEGE POLICIES

 



STUDENT HANDBOOK

Students are expected to follow all rules and regulations found in the Student Handbook.

 

ADA STATEMENT

NCTC will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations to afford equal educational opportunity. It is the student’s responsibility to contact the Office for Students with Disabilities to arrange appropriate accommodations.  See the OSD Syllabus Addendum.


STUDENT SERVICES

NCTC provides a multitude of services and resources to support students.  See the Student Services Syllabus Addendum for a listing of those departments and links to their sites.

 

 

QUESTIONS, CONCERNS, or COMPLAINTS

 

 

The student should contact the instructor to deal with any questions, concerns, or complaints specific to the class.  If the student and faculty are not able to resolve the issue, the student may contact the chair or coordinator of the division.  If the student remains unsatisfied, the student may proceed to contact the instructional dean.

 

Name of Chair/Coordinator: Theressa Borden

Office location: Gainesville Health Science Center

Telephone number: 940-668-4291

E-mail address: tjborden@nctc.edu

 

Name of Instructional Dean: Diane Neu  MSN RN

Office location: Gainesville Health Science Center

Telephone number:

E-mail address:  dneu@nctc.edu

Syllabus File(s)

There are no Handouts for this set.