NU: Spring 2015- 12/19/14 1

Lake-Sumter State College Course Syllabus

Course / Prefix

Number NUR 1023

Course

Title: Nursing Foundations II

CRN: 20001/20011 Credit: 3 Term: Spring 2015

Course Catalog

Description:

Students will be introduced to the health/illness continuum as they focus on health

promotion, illness, and primary, secondary, and tertiary levels of preventative care.

Students will explore community care issues and resources as well as the nursing role

in disaster preparedness. The nursing process will be applied as students learn to meet

end of life client needs.

Instructor:

NURSING FACULTY

Contact

Information:

See department directory –

http://www.lssc.edu/academics

/nursing/Pages/Current-

Students--

Program%20Forms%20and%2

0Information.aspx

Office

Location:

Nurse

faculty

suite

Office Hours: Posted on faculty offices

All students are required to use Lakehawk Mail for official college e-mail

communications.

See the college webpage for instructions on activating Lakehawk Mail.

Prerequisites:

NUR 1022 Nursing Foundation I

NUR 1234, NUR 1234L Alterations in Health I, Clinical Nursing I

NUR 1820 Management of Care I Co-requisites NUR 1242 Alterations in Health II, NUR 1242L Clinical Nursing II

Textbook and Other

Course Materials:

REQUIRED:

PEARSON

LeMone. (2011). Medical Surgical Nursing: Critical Thinking in Patient

Care 5th ed. Hardcover

F.A. DAVIS

Townsend. (2014) Essentials of Psychiatric Mental Health Nursing 6th ed.

Wilkinson and Treas. (2011) Fundamentals of Nursing Vol’s I and II 2nd

ed.

Doenges, Moorhouse and Murr. (2013) Nurse’s Pocket Guide 13th ed.

ELSEVIER

PACKAGE 1:

James, Nelson & Ashwill (2013) Nursing Care of Children: Principles and

Practice 4th ed.

James, Nelson & Ashwill. (2013) Nursing Care of Children: Principles and

Practice 4th ed. (eBook)

PACKAGE 2:

Lilley. (2014) Pharmacology and Nursing Process 7th ed.

Lilley. (2014) Pharmacology and Nursing Process 7th ed (eBook))

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CENGAGE

Pickar. (2013) Dosage Calculations 9th ed. Cengage.

(May use currently owned, older edition)

NCLEX REVIEW GUIDES- SELECT ONE

Silvestri. (2013) Saunders Comp Rev for NCLEX-RN 6th ed. Elsevier.

Lagerquist. (2012) Davis’ NCLEX-RN Success 3rd ed. F.A. Davis.

YOUR CHOICE FROM EACH:

Drug Guide

(Suggested Title)

Vallerand. (2013) Davis's Drug Guide for Nurses 13th ed.

Medical Dictionary

(Suggested Title)

Taber’s Cyclopedic Medical Dictionary 22nd ed. F.A. Davis

Lab & Diagnostics Handbook

(Suggested Title)

Van Leeuwen. (2013) Davis’s Comprehensive Handbook of Laboratory and

Diagnostics Tests w/Nursing Implications 5th ed. F.A. Davis

RECOMMENDED:

LeMone. (2011). Study Guide for Medical Surgical Nursing: Critical Thinking

in Patient Care 5th ed.

OPTIONAL:

Dunham. (2008) How to Survive, Maybe Even Love Nursing School 3rd ed.

F.A. Davis

Nugent. (2012) Test Success: Test-Taking Techniques for Beginning Nursing Students

6th ed. F.A. Davis.

Technology and

Online Computer

Access Requirements:

Minimum requirements to access Evolve/Reach/Elsevier testing, remediation, case

studies, simulation, SimChart, and textbook resources:

Browsers: Internet explorer 9 or above; or Firefox 14-18; or Chrome 21-28; or Safari

5.0.6 – 6.0.2

Computer operating system: Windows XP SP 2 32/64 bit; or Windows Vista

32/64bit; or Windows 7 32/64 bit; or MAC OSX 10.5-10.9 (NOTE: Windows XP will

suffice until Elsevier/Evolve ceases to support it- termination date not yet posted)

Specific Elsevier products may work better in one environment than another. For

specific product functioning, please see Elsevier's Computer Requirements Page

Reliable internet access is required. This course is designated as a Technology

Enhanced Course which utilizes multiple areas of asynchronous online environments

including: Lake Sumter State College Website which includes the Blackboard

Distance Learning Environment, Faculty Webpages, and the LSSC Libraries.

Beginning the first week of the term, the instructor will assume students are well

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acquainted with the Blackboard environment and have become proficient at the

following:

navigating through Blackboard;

attaching documents;

creating discussion postings;

submitting assignments to the Assignments section;

browsing the Internet;

creating and formatting documents in a standard word-

processing application; saving documents in rtf or "rich text

format" or as a “compatible” WORD document

By the END of the FIRST week of the term, all students should have resolved all

technical issues with the Lake-Sumter State College Helpdesk and be ready to fulfill

the requirements of the course. No exceptions will be made; no excuses will be

accepted.

A USB Drive is REQUIRED: Do not depend upon the stability of any online

environment or of your computer’s hard drive. All materials for submission online

should be FIRST saved on a USB/Flash Drive and submitted by using the upload or

cut and paste feature of your computer. Portable drive back up files is a course

requirement.

Firefox is the only acceptable browser for accessing Blackboard. If you do not

have Firefox, you can download it at http://Firefox.com.

Student Learning

Outcomes (SLOs)

Assessed in this

Course:

(what the students take

with them beyond this

course)

Upon completion of this course of study, the student will be able to:

1. Identify the roles of the Registered Nurse in a variety of community settings.

2. Develop a client-centered teaching plan to promote self-care management and

health.

3. Utilize the nursing process to identify the physiological and psychosocial

needs of clients and their families at end of life.

4. Identify the standards for safe medication administration.

Explain the role of the nurse and the interdisciplinary team in disaster planning and

response to mass casualty.

Academic Integrity:

The successful functioning of the academic community demands honesty, which is the

basis of respect for both ideas and persons. In the academic community, there is an

ongoing assumption of academic integrity at all levels. There is the expectation that

work will be independently thoughtful and responsible as to its sources of information

and inspiration. Honesty is an appropriate consideration in other ways as well,

including but not limited to the responsible use of library resources, responsible

conduct in examinations, and the responsible use of the Internet. (See college catalog

for complete statement.)

Important Information

for Students with

Disabilities:

Any student with a documented disability who requires assistance or academic

accommodations should contact the Office for Students with Disabilities immediately

to discuss eligibility. The Office for Students with Disabilities (OSD) is located on the

Leesburg Campus, but arrangements can be made to meet with a student on any

campus. An appointment can be made by calling 352-365-3589 and specific

information about the OSD and potential services can be found at www.lssc.edu, then

go to “Quick Links” and click on Disability Services.

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Privacy Policy

(FERPA):

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34

CFR Part99) is a Federal law that protects the privacy of a student’s education records.

In order for your information to be released, a form must be signed and in your records

located in the Admissions/Registrar’s Office.

Social Media: Be aware of your student responsibilities as you engage in social media. Refer to your student handbook’s code of conduct under campus policies. Administrative Procedures 2-20. • Students must abide by the student code of conduct at all times. • Students are liable for all interactions with social media. • Students may be held accountable for the content posted on behalf of LSSC.

Attendance /

Withdrawal Policies:

Although attendance in class is not mandatory, the nursing program faculty believes

that classroom attendance and active participation is critical to your educational

success. Research findings demonstrate the educational efficacy of consistent class

attendance. Many studies confirm a positive relationship between attendance and

grades and conversely, class absences negatively affecting grades. Students will be

asked to sign an attendance roster at the start of each class for purposes of program

record keeping.

Withdrawal Deadline: Tuesday, March 31, 2015

Methods of Teaching-

Learning

Classroom and Online Assignments/Activities

Lecture/Discussion

Group participation & individual presentations

Reading assignments

Case Studies

Methods of

Evaluation:

Grade Breakdown Spring 2015

Assignments/Assessments Percentages

Test 1 20%

Test 2 20%

Test 3 20%

Test 4 20%

HESI 10%

** In order to receive credit for the

course project and assignments toward

the final grade, student must have

achieved an average of 80% on course

examinations including the HESI.**

Teaching and Learning

Project

5%

Weekly online

assignments

5%

Total Points 100%

Grading Scale:

90%-100% = A 80%-89.9% = B

75%-79.9% = C

70%-74.9% = D

BELOW 70% = F

Note: You must obtain a cumulative average of 80% on all examinations

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including the HESI exam in order to advance in the nursing program.

In order to receive credit for the course project toward the final grade, student

must have achieved an average of 80% on course examinations including the

HESI.

Exam Policy

EXAM ABSENCE/TARDINESS POLICY:

APPROVED ABSENCE: The student must notify the instructor prior to the start of the exam and schedule a

make-up exam with the instructor. The student must complete the make-up exam

within one week of the scheduled exam in the Learning Center. A deduction of 10

points will be taken. Failure to make up the exam within one week will result in a

zero.

UNAPPROVED ABSENCE: If the student does not notify the instructor prior to the start of the exam, the student

must complete a make-up exam no later than one day following the scheduled exam in

the Learning Center. A deduction of 10 points will be taken. Failure to make up the

exam by the end of the following day will result in a zero.

TARDINESS:

The student must notify the instructor if they are going to be tardy. If the student

arrives after testing has begun, the student will not be permitted into the testing area.

Arrangements will be made for the exam to be taken in the Learning Center. The

exam must be completed no later than the end of the same day of the exam. A

deduction of 10 points will be taken. Failure to make up the exam by the end of the

same day will result in a zero.

Course Calendar: See Course Calendar on Blackboard under Course Policies.

Classroom Rules and

Policies:

Arrive to class on time: Common courtesy requires that you arrive on time so as not to disrupt your instructor or fellow students. Faculty retains the right to refuse you entry to the classroom if you are late. Arrive prepared for class: You will have class preparation assignments that will include textbook readings and may include other assignments as announced by the instructor. It is an expectation that you have completed those assignments before class and come to class prepared to participate actively. Attire per your handbook: “Dress is to be appropriate to the learning environment and should not cause distraction to fellow students. Skimpy or suggestive clothing is unacceptable. Short shorts, short tops, halter tops, and jeans riding below boxer shorts are examples of inappropriate attire.” Behavior: All students are expected to exhibit courteous, respectful, and attentive behavior in all classes and with all interactions with instructors and fellow students. Students exhibiting disruptive behavior will be dismissed from the classroom. Professionalism entails keeping an open mind and nonjudgmental attitude in academic and clinical interactions.

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Electronics: Cell phones and beepers will be turned off during class. You may check your calls during class breaks. You may not be texting during class. You may use a computer in class for note-taking and classroom work only. Email: Please use LakeHawk mail for all non-course communication. Use the messaging option in BB for any course related correspondence.

Note: Email regarding course questions will be answered within 48 hours within BB.

Violence Statement:

Lake-Sumter State College has a policy of zero tolerance for violence as stated in

College Board Rule 2.17. Appropriate disciplinary action will be taken in accordance

with Board Rule 2.17.

Syllabus Disclaimer:

Information contained in this syllabus is, to the best knowledge of this instructor,

considered correct and complete when distributed to the student. The instructor

reserves the right, acting within policies and procedures of Lake-Sumter State

College, to make necessary changes in course content or instructional techniques

without prior notice or obligation to the student.

Course Content Following are specific unit outcomes and content outlines for this course. Please refer to www.lssc.edu/academics/nursing for course schedule and reading assignments.

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OXYGENATION

Unit Outcomes: Upon completion of this unit of study, the student will be able to:.

I Safe, Effective Care Environment

A. Describe physiological processes affecting the client's ventilation, perfusion,

and perfusion and exchange of respiratory gases.

B. Assess the client’s oxygenation status through nursing history and physical

assessment.

II Health Promotion and Maintenance A. Recognize nursing interventions that promote oxygenation.

B. Describe methods to promote mobilization of pulmonary secretions.

C. Identify factors affecting oxygenation.

D. Describe techniques used to promote lung expansion.

III Physiological Integrity A. Recognize diagnostic testing related to oxygenation, breathing, circulation, gas

exchange and cardiac monitoring.

B. Identify appropriate methods used in oxygen delivery.

CONTENT FOR OXYGENATION

I Respiratory Gas Exchange

A. Oxygen transport

B. Carbon dioxide transport

C. Regulation of respiration

II Factors affecting oxygenation

A. Physiological factors

B. Conditions affecting chest wall movement

C. Alterations in cardiac functioning

D. Alterations in respiratory functioning

1. Hyperventilation

2. Hypoventilation

3. Hypoxia

E. Developmental factors

F. Lifestyle factors

III Assessment

A. Nursing history

1. Fatigue

2. Dyspnea

3. Cough

4. Wheezing

5. Pain

6. Environmental exposures

7. Respiratory infections

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8. Risk factors

9. Medications

B. Physical examination

C. Diagnostic tests

1. Ventilation and oxygenation studies

a) Pulmonary Function Tests

b) Arterial Blood Gas Tests

c) Pulse Oximetry

2. Visualizing Respiratory system

a) Chest x-ray

b) Bronchoscopy

c) Lung scan

3. Basic cardiac monitoring

a) Lead placement

b) Cardiac cycle/wave form

IV Acute Care

A. Mobilization of pulmonary secretions

1. Hydration

2. Humidification

3. Nebulization

4. Chest physiotherapy

a) Chest percussion

b) Vibration

c) Postural drainage

B. Artificial airways

1. Oral

2. Tracheal

C. Promotion of lung expansion

1. Positioning

2. Incentive spirometry

3. Chest tubes

D. Promotion of oxygenation

1. Oxygen therapy

a) Safety precautions

2. Methods of oxygen delivery

a) Nasal cannula

b) Transtracheal

c) Masks

3. Breathing exercises

a) pursed-lip breathing

b) Diaphragmatic breathing

V Home Oxygen Therapy

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A. Compressed gas cylinders

B. Liquid oxygen systems

C. Concentrators

MEDICATION MANAGEMENT Unit Outcomes: Upon completion of this unit of study, the student will be able to:

A. Safe, Effective Care Environment

1. Interpret terms and abbreviations frequently used in medication administration. 2. Describe the Registered Nurse's legal responsibilities and

liabilities in preparation and administration of medications.

3. Identify the responsibilities of the nurse for each type of medication order.

4. Discuss principles of safe medication administration across the lifespan,

including the six rights of medication administration.

B. Health Promotion and Maintenance

Develop teaching guidelines for clients regarding self-

administration of medications in the home.

C. Physiological Integrity

5. Explain the principles of pharmacokinetics, including absorption,

distribution, metabolism, and excretion of drugs.

6. Describe factors that can affect a drug’s action.

7. Differentiate between allergic reactions, side effects, toxic effects, and

idiosyncratic reactions to medications.

8. Calculate appropriate dosage for medications as prescribed.

9. Explain the procedures for different methods of medication

administration including the choice of route and site.

CONTENT FOR MEDICATION MANAGEMENT I. Legal aspects/regulation

A. controlled substances

B. prescription

C. OTC

D. investigational

E. MD orders

1. telephone

2. verbal

3. written

F. Documentation

1. routines

2. PRN's

3. MAR's

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4. Kardex

5. Computerized

II. Basic Concepts

A. actions

B. pharmacokinetics

C. reading drug labels

D. classes of drugs

III. Preparing and Administering Meds

A. Forms of medications

1. powders

2. creams

3. solutions

4. ointments

5. gels

6. lotions

7. suspensions

8. tablets

9. emulsions

10. elixirs

11. granules

12. troches

13. time released / sustained release/extended release

14. pastes

15. patches

B. Routes

1. Oral

2. topical

3. intradermal

4. intramuscular

a. Z-track

5. subcutaneous

a. insulin administration

6. nasal

7. rectal

8. optic and ophthalmic

9. inhalations

10. vaginal

IV. Monitoring drug therapy

A. Assessment

1. therapeutic effect

2. adverse effects

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3. peaks and troughs

V. Intravenous (IV) therapy, peripheral

A. Equipment

1. administration sets

2. IV catheters

3. saline locks

4. solutions

B. Assessing intravenous sites

1. Guidelines for assessment

2. Complication

C. Dressing changes

D. Accessing IV

1. flushing

2. hanging fluids

3. IV Piggy backs

4. Setting infusion rates

a. electronic infusion devices

b. gravity flow devices

E. Discontinuing IV therapy

F. Documentation

NURSING CARE OF THE CLIENT WITH TEACHING/LEARNING NEEDS Unit Outcomes: Upon completion of this unit of study, the student will be able to:

D. Safe Effective Care Environment 1. Provide information on teaching/learning to client, family, and significant others. 2. Discuss the nurse's professional responsibilities related to client teaching.

3. Evaluate education provided to clients.

4. Select appropriate teaching approach.

5. Utilize teaching principles when providing instruction.

6. Use clinical decision making when teaching clients.

7. Describe the domains of learning

8. Identify principles of effective teaching and learning.

9. Develop a teaching plan for a client.

10. Identify barriers to learning.

CONTENT FOR NURSING CARE OF THE CLIENT WITH

TEACHING/LEARNING NEEDS I. Purpose of client education

A. Health promotion /

maintenance

B. Health restoration

C. Coping

II. Professional Responsibilities related to teaching

III. Domains of Learning

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A. Cognitive

B. Affective

C. Psychomotor

IV. Assessment of client

A. Ability to learn

B. Learning needs/knowledge level

C. Motivation / readiness to learn

D. Resources for learning

E. Developmental level

F. Literacy level

F. Expectations of learning

V. Barriers to Learning

VI. Teaching / Learning environment

VII. Planning

A. Teaching goals

B. Learning Objectives

C. Selection of teaching strategies

1. One-on-one discussion

2. Group instruction

3. Demonstration and return demonstration

4. Printed materials

5. Role playing/role modeling

6. Self-instruction

D. Setting priorities

E. Building on existing knowledge

F. Creating teaching plans

VIII. Documentation of client teaching

IX. Evaluation of client learning

HEALTH PROMOTION AND DISEASE PREVENTION Unit Outcomes: Upon completion of this unit of study, the student will be able to:

Safe, Effective Care Environment

1. Apply Health People 2020 report to health promotion strategies. 2. Identify activities in primary, secondary, and tertiary levels of prevention.

Health Promotion and Maintenance: 3. Develop a plan of care to assist a client in maintaining an optimal level of health. 4. Evaluate incorporation of healthy behaviors into lifestyle by client.

5. Collaborate with the client to implement actions to implement actions

to maintain health and prevent disease.

6. Identify the Registered Nurse role in health promotion programs.

7. Describe recommendations for age specific screening exams.

8. Discuss client outcomes who are engaging in high risk behaviors.

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9. Differentiate internal and external variables influencing health.

E. Physiological Integrity

10. Identify risk factors for disease/illness. 11. Consider ethnicity when evaluating client risk factors.

F. Psychosocial Integrity

12. Describe ways to incorporate a holistic approach to health promotion

considering the clients emotions, spiritual and psychosocial

dimensions.

CONTENT FOR HEALTH PROMOTION I. Models of Health

A. Health Illness Continuum

B. Health Belief

C. Basic Human Needs

II. Variables Influencing Health

A. Internal factors

1. developmental stage

2. intellect

3 emotion

4. spiritual

B. External factors

1. family

2. socioeconomic

3. culture / ethnicity

III. Risk Factors

A. Genetic

B. Age

C. Environment

D. Lifestyle

IV. Health Behaviors

A. Lifestyle

B. Locus of control

C. Self efficacy

D. Attitudes

E. Self concept

V. Levels of Preventative Care

A. Primary

B. Secondary

C. Tertiary

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VI. Health Promotion Activities

A. Health promotion / protection

1. disseminating information

2. group lifestyle programs

3. environmental control

4. health risk appraisal

B. Registered Nurse role

C. Vulnerable populations

VII. Holistic View of Health

A. Physiologic

B. Psychologic

C. Sociocultural

D. Intellectual

E. Spiritual

VIII. Healthy People 2020

IX. Health Screening Activities

A. Lifespan considerations

B. Cultural considerations

COMMUNITY CARE/DISCHARGE PLANNING Unit outcomes: Upon completion of this unit of study, the student will be able to:

Safe Effective Care Environment

1. Provide client/family with information on process and procedures for discharge to

home, hospice or community setting.

2. Evaluate client care environment for safety hazards to recommend modifications.

Health Promotion and Maintenance

3. Explore resources to assist the client with achieving or maintaining independence. 4. Explore community resources available in local area .

5. Identify characteristics and needs of vulnerable populations.

Physiological Integrity

6. Plan care for clients based on client need upon discharge. 7. Identify collaborative care in the community setting.

CONTENT FOR COMMUNITY CARE I. Community Assessment

A. Home environment

B. Available resources

C. Client needs (ADLs)

D. Illness/disease support

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II. Nursing Roles in the Community Setting

A. Collaborator

B. Educator

C. Counselor

D. Change agent

III. Types of Community Services

A. Public health

B. Home health care

C. Hospice care

D. Free clinic support

E. Transitional/long term care

IV. Vulnerable Populations

A. Homeless/poor

B. Abused clients

C. Substance abusers

D. Older adults

DISASTER PREPAREDNESS Unit outcomes: Upon completion of this unit of study, the student will be able to:

G. SSafe Effective Care Environment 1. Identify principles of mass casualty management 2. Identify nursing roles in disaster planning.

3. Follow procedure for handling bio-hazardous materials.

4. Review emergency response plans.

5. Explore the concept of bioterrorism.

CONTENT FOR DISASTER PREPAREDNESS I. Mass Casualty Principles

A. Activation of Emergency preparedness

B. Hospital personnel roles and responsibilities

C. Event Resolution

II. Bioterrorism

A. Health care provider’s role

B. Types of agents

III. Chemical or Radiological Exposure

IV. Emerging Health Disasters

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ALTERNATIVE THERAPIES Unit outcomes: Upon completion of this unit of study the student will be able to:

1. Integrate complementary therapies into health promotion activities for the well client.

2. Assess client need for alternative/complementary therapy.

3. Identify use of alternative and complementary therapy.

4. Evaluate outcomes of alternative/complementary therapy practices.

5. Provide non-pharmacologic measures for pain relief.

CONTENT FOR ALTERNATIVE THERAPIES I. Mind-Body Therapies

A. Journaling

B. Imagery

C. Meditation

II. Manipulative Therapies

D. Massage

E. Tai Chi

III. Biologic Based Therapies

A. Aromatherapy

B. Herbal preparations

C. Energy Therapies

NURSING CARE OF THE CLIENT AT THE END OF LIFE Unit Outcomes: Upon completion of this unit of study, the student will be able to:

Safe Effective Care Environment 1. Discuss the legal and ethical obligations of the nurse with regards to end of life care. 2. Explain the purpose for advance directives in end of life care.

3. Identify the characteristics of the nurse as a client advocate.

4. Discuss the purpose of palliative and hospice care.

Health Promotion and Maintenance

5. Develop a plan for assisting the client/family to maintain the highest

possible quality of life throughout the dying process.

6. Explain how variations in religious/spiritual/cultural beliefs can impact

the experience of the dying client.

7. Develop a teaching plan for educating client and family regarding the

death process and symptom management.

Physiological Integrity

8. Describe the physiologic manifestations at the end of life.

9. Describe the nursing management for the dying patient.

10. Interpret the common physical and emotional signs of impending death.

11. Prioritize interventions for the symptoms experienced by the client near death.

17 NU: Spring 2015- 12/19/14

12. Discuss the nursing responsibilities when a client dies.

Psychosocial Integrity

13. Define strategies to communicate effectively with the client/family

about death and dying.

14. Explore the special needs of family caregivers in end of life care.

15. Discuss the special needs of the nurse who cares for dying clients and their families.

16. Outline ways to address the emotional and spiritual concerns of the dying client.

17. Identify theories of grieving and loss.

CONTENT FOR NURSING CARE OF THE CLIENT AT THE END OF LIFE I. Safe Effective Care Environment

A. Legal and Ethical Issues

1. Advance Directives

2. Durable Power of Attorney

3. Health Care Surrogate

4. Living Will

5. Do not resuscitate order

B. The nurse as client advocate

1. Nursing Assessment

a. physical assessment

b. emotional/spiritual/cultural assessment

c. age-related considerations

2. Identification of diverse needs of clients

C. Hospice/Palliative Care

1. Home care

2. Psychosocial needs

3. Spiritual Needs

4. Family support

5. Learning needs of client and family

II. Health Promotion and

Maintenance

A. Education of the client and

family

1. information on the disease

2. dying process

3. care of the dying patient

4. coping mechanisms

III. Physiological/Psychosocial Integrity

A. Theories of Grieving and loss

B. Age related considerations

C. Nursing Management at the end of life

1. Nursing assessment

18 NU: Spring 2015- 12/19/14

a. physical

b. functional

c. psychosocial

d. emotional

e. cultural

2. Nursing diagnoses

a. psychosocial

b. physical

3. Planning

a. Holistic approach

4. Implementation

a. Psychosocial care

i. anxiety

ii. depression

iii. fear

iv. communication

v. grief

b. Physical care

i. symptom management

ii. postmortem care

5. Needs of caregivers in end of life care

a. family

b. nurses

H. T I.

J.

K.

L.

M.

N.

O.

P.

Q.

R.

S.

T.

U. T

19 NU: Spring 2015- 12/19/14

Teaching Project – Nursing Foundations II

Learning Outcomes:

Upon completion of this project, student will be able to: 1. Determine developmentally appropriate teaching topics and delivery methods,

considering cognitive, psychomotor, and affective domains of learning.

2. Construct three learning objectives for a teaching presentation.

3. Work as part of a team to develop and present a teaching project in a community

setting.

Working in groups of 4-6, students will determine a population for which they will prepare a

teaching project. Students are responsible for finding the targeted population and making all

arrangements for a teaching presentation. Examples might include working with a church or

civic organization on a health topic of interest; shelters, group homes, day care, schools, etc.

The teaching topic should address health promotion/disease or injury prevention. When the

targeted population, teaching topic, site and time for presentation have been determined by the

group, they are to be approved by the appropriate instructors:

Leesburg campus – Mrs. Matthews, SL Campus – Mrs. Reese

Teaching projects will be presented in the classroom on February 3, 2015 prior to their

delivery in the community setting through a 5 minute presentation. The presentation should

provide a brief overview of the project including topic; learning objectives; teaching techniques

and props; and evaluation method (see page 570, Evaluation of Learning, in Fundamentals of

Nursing, Vol. 1). Students may schedule their community teaching projects after they have

received classroom instruction and had their projects approved by January 21, 2015.

All projects should be presented in the community setting by March 6, 2014.

One teaching plan per group will be submitted to the above listed instructors. The plan should

follow the same outline as the one found in your Fundamentals of Nursing, Vol. 1 ( pgs. 558-

560), minus the NIC intervention and NOC outcome.

The plan, which is the basis for the grading rubric, should include the following:

a) Names of the group members

b) Nursing Diagnosis

c) Instructional Materials used

d) Learning Objectives (there should be three total – one addressing each of the

domains of learning: Cognitive, Psychomotor, and Affective, p. 551)

e) Content

f) Teaching Strategies

g) Evaluation of Learning (pg. 570, Fundamentals of Nursing, Vol. 1); i.e. how you

evaluated the effectiveness of your teaching and the results of your evaluation.

20 NU: Spring 2015- 12/19/14

V. G

RADING RUBRIC FOR TEACHING PROJECT Criteria 4 points

A (90 -

100%)

3 points B (80 -89.99%)

2 points C (75 – 79.99%)

1 point D (70 – 74.99%)

0 points F (below

70%) 1 Nursing Diagnosis Writes appropriate nsg dx with strong evidence for topic/populat ion. Free of spelling, punctuation and grammatical errors.

Writes appropriate nsg dx with evidence for topic/population. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.

Writes weak or inappropriate nsg dx with weak or no evidence for topic/population. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.

Writes weak or inappropriate nsg dx with weak or no evidence of topic/ population. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.

No nsg dx; or NOC outcome/NIC intervention

2 Learning Objectives Constructs 3 learning objectives that are appropriate to topic and the determined development al/cognitive level. Each learning objective addresses a different domain of learning. Free of spelling, punctuation and grammatical errors.

Constructs 3 learning objectives that are appropriate to topic and the determined developmental/cognitive level. Each one addresses a different domain of learning. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.

Constructs 2 learning objectives that are appropriate to topic and determined developmental/ cognitive level. Does not address all domains of learning. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.

Constructs 1 learning objective addressing a domain of learning. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.

Does not construct learning objectives

20 NU: Spring 2015- 12/19/14

3. Teaching

Strategies

Applies creative teaching strategies that result in audience engagement and encourage interaction. Free of spelling, punctuation and grammatical errors.

Applies creative teaching strategies that result in audience engagement and encourage interaction. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.

Uses strategies appropriate to audience. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.

Utilizes teaching strategies inappropriate to audience. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.

Does not apply teaching strategies when presenting content.

22 NU: Spring 2015- 12/19/14

4. Content/ Instructional materials Content complete and development ally appropriate. The team incorporates all domains of learning and stated objectives into the content. Variety of instructional materials that promote achievement of learning objectives. Free of spelling, punctuation and grammatical errors.

Content complete and developmentally appropriate. The team incorporated all domains of learning and stated objectives into the content. Instructional materials that promote achievement of learning objectives. Few spelling, punctuation and grammatical errors. Errors do not impede understanding.

Content complete and developmentally appropriate. The team incorporated some domains of learning and stated objectives into the content. Instructional materials did not promote achievement of learning objectives. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.

Content incomplete and/or develop- mentally inappropriate. Contains multiple spelling, punctuation Or grammatical errors that impair overall understanding.

No content

23 NU: Spring 2015- 12/19/14

5.Evaluation of learning

of the evaluation. Team made suggestions for possible revisions to the teaching plan. Free of spelling, punctuation and grammatical errors

Team utilized more than one method for evaluation of population learning. Provided an explanation of the results of the evaluation. Few spelling, punctuation and grammatical errors, errors do not impede understanding

Team utilized one method for evaluation of population learning. Includes explanation of the results of the evaluation. Spelling, punctuation or grammatical errors may confuse the reader but not impair overall understanding.

Team utilized one method for evaluation of population learning. Does not include an explanation of the results of the evaluation. Contains multiple spelling, punctuation or grammatical errors that impair overall understanding.

No evaluation performed

NU: Spring 2015- 12/19/14 24

SYLLABUS RECEIPT ACKNOWLEDGEMENT

COURSE NUMBER: NUR________ TERM - YEAR: ___________________

COURSE NAME: _____________________________________________________________________

STUDENT: Complete and return to instructor on day of syllabus review.

My instructor reviewed the content, assignments, and policies of this syllabus in its entirety. I read, understand, and have no further questions regarding the aforementioned content.

PRINT NAME: ___________________________________ XID#: ____________________

SIGNATURE: _____________________________________ DATE: ____________________

INSTRUCTOR: Collect and forward to administrative staff assistant on your campus.

ADMINISTRATIVE STAFF ASSISTANT:

Verify collection of form for every student enrolled in above course on your campus.

Scan as single document under corresponding campus and course—

on V Drive/Nursing Staff/Aggregate Doc’n/Syllabi Acknowledgements