Ministry of Higher Education كوــبـت ةـعـماــج University

Course Syllabus Typical Format (CSTF) First: Course Information

1 College: Applied Medical Sciences 2 Department:Nursing

3 Academic Semester:1st semester 4 Academic year: H1435 /H1436

5 Course Name: Medical Surgical Nursing 1 Practical 6 Course code and number:NUR 303

7 Number of credit hours: ...3...

8 Course requirement in program: [ √] Required (obligatory) [ ] Optional (Elective)

9 Course type: [√] University Requirement [ ] College Requirement [ ] Departmental Requirement

10 Pre-requisite(code and number) (if applicable):NUR 201, NUR 202,

Second: Instructor Information

1 Instructor's name: Mohammad Mari

2 Sectionsof the course that I teach ( 1060 )

3 Office phone number: 2713 4 Mobile number (optional): 0567149474

5 Office location and number: 2nd floor FAMS building (S71)

6 Office hours: Thursday 10-12

7 Website: http://www.ut.edu.sa/en/web/u56837/main

8 E-mail: [email protected]

Third: Lecture and lab timetables

Section Days Time Place (Building/Room)

Section1060 Monday Tuesdaay

8:00am-2:00PM 11:00am-2:00PM

King Khaled Hospital LAB

المملكة العربية السعودية

وزارة التعليم العالي

جــامـعـة تـبــوك وحدة القياس والتقويم الجامعي

KINGDOM OF SAUDI ARABIA

Ministry of Higher Education

University of Tabuk

University Measurement & Evaluation Unit

Fourth: Course Description

Course description as found in the University Catalogue in both Arabic and English This course deals with the concepts and principles in the care of the sick client across the lifespan with emphasis on the adult and the older person,

population group experiencing alterations/problems in oxygenation, nutrition and metabolism in varied settings. It also includes the care of patients undergoing surgery with the focus on perioperative nursing.

ات بواقع تسع وحدات عملية تدريب أكلينيكي إسبوعياً ،صمم هذا المقرر لكي يمد طلاب التمريض بأول خبرة عملية لهم بأقسام الباطنية والجراحة بالمستشفيات المختلفة، عيتكون هذا المقرر العملي من ثلاث سامن خلال تهيئة المناخ التعليمي المناسب لتنمية المهارات التمريضية الأساسية المعتمدة على التفكير المبني على الأدلة والبراهين في أثناء تعاملهم مع المرضى وأعضاء الفريق الصحي كما يساعد الطلاب على

تقديم الرعاية السريرية تحت الإشراف الدقيق لأعضاء الهيئة التدريسية بالكلية وكذلك من قبل أعضاء الفريق التمريضيفي المستشفيات. عملي متطلباً سابقاً لهذا المقرر (2) الخاصة بالتدريب ، أساسيات التمريض

Fifth: General Objectives and Teaching Strategies

General course objectives At the end of every rotation the student should be able to:

Apply theoretical concepts learned in the classroom.

Assess the client/s his/her/their health status and risk factors affecting health.

Utilize the holistic approach in caring for the individual client.

Discuss the nurses’ role in health promotion, maintenance and prevention of illness.

Demonstrate the ability to work in a team with emphasis on professionalism and communication skills.

Utilize the nursing process in the care of clients.

Ensure a well-organized and accurate documentation.

Students will be oriented to the course policies and requirements during the first week of the 1st semester.

Students will be oriented to the hospital policies in the different hospitals of affiliation on their 1st week of clinical exposure.

Training schedule with the students’ respective areas of assignment will be distributed on the 1st week of classes for guidance.

Students will be taught on how to use nursing care plans, make nurses’ notes/do proper documentation, and how to come up with a comprehensive case study/ies.

• Review basic nursing skills that are used commonly in the clinical settings by nursing staff.

Encourage students to make use of international accredited nursing reference/s and websites to assist them in their studies.

Students will be asked to prepare weekly objectives in reference to their area of assignment in the beginning of each week during the entire period of their clinical training.

Motivate students to show their initiative and be proficient both in academic and clinical practice.

To build up simulation lab to help students improve/enhance their skills that are commonly performed in patient care scenarios. It is believed that early exposure to these procedural tasks permit the development of competency-based training

Cognitive Domain

Identify signs, symptoms, diagnostic procedures and the management of selected health problems.

State different diagnostic procedures for each health problem and state its clinical significance.

Know the normal values of major laboratory blood tests and discuss the nursing responsibilities for each specimen collection.

Perform physical examination correctly when assessing clients’ health status.

• Identify common nursing diagnosis & nursing interventions required to care for clients with different health problems.

(ii) What will be done to develop that knowledge

Pre-Post Conference

Small group/focus group discussion

Bedside conference

Case Readings

Case Presentation

Methods of assessment of knowledge acquired

Clinical Examinations

Performance Evaluation Tool Requirements

Cognitive skills to be developed

• Exhibit understanding of the different medical treatment and nursing management's modalities.

• Utilize the nursing process in planning nursing care for clients with different health problems.

• Apply theoretical concepts learned in the classroom into the clinical practice.

Explore ways of demonstrating critical thinking skills.

Describe the significance of developing critical-thinking abilities in order to practice safe, effective, and professional nursing care.

Contrast various frameworks used for nursing assessment.

Focus Group Discussion, Case Presentation, Nursing Conference , One-on-One Conference Clinical Examinations, Performance Evaluation Tool, Requirements What will be done to develop these cognitive skills Focus Group Discussion, Case Presentation, Nursing Conference , One-on-One Conference Methods of assessment of skills developed Clinical Examinations, Performance Evaluation Tool, Requirements

PsychomotorDomain: • Show respect for each member in the health team. • Communicate effectively and therapeutically with clients, families,

and health care team members • Develop therapeutic communication skills. • Utilize appropriate communication skills in dealing with colleagues,

faculty members, health care team staff, clients and their families. • Develop the ability to use new technologies and various medical

devices during the clinical training, correctly and in a safe manner. • Develop the ability to use information technology efficiently in the

documentation and in retrieving client’s data.

Conduct client health education.

What will be done to develop these skills • Clinical practice • Team working • Focus Group Discussion • Provide appropriate guidance and instructions. • Graded Demonstration during Skills Laboratory

Methods of assessment of skills developed

• Direct Students’ Observation • Use of standard clinical/performance evaluation forms

Affective Domain: • Value the role of the nurse in prevention, detection, & caring of

adult with medical health problems. • Build up therapeutic relationship with health care givers, clients, &

families. • Be acquainted with the wide spread health problems in Saudi

Arabia. • Develop team work skills. • Show ability to accept responsibility. • Demonstrate capacity in acquire good language skills.

Follow professional and hospital policies while providing nursing care.

What will be done to develop these skills and abilities Group discussion, clinical practice, team work environment. Methods of assessment of skills and abilities developed

• Use of standard clinical evaluation form. • Direct Observation • Performance Evaluation Tool

Sixth: Course or Curriculum units, subjects, specific objectives, and time schedule in the academic semester (first, second, or third semester (summer)

Week number

Units Instructional Objectives Readings Keywords

Unit Number

Unit/Chapter/Subject title Reference Number

Pages

First - First meeting: General Orientation About the Course - Introducing the curriculum (course content) - Review of the previous prerequisite (basics) - Highlighting the knowledge and skills from which the curriculum is based on - Expectations from the Course - Course Objectives - Course Outline - Grading System - Policies in the Hospital - Areas of Assignment - Skills Laboratory

1. Presents an overview of the curriculum's content and extent

2. Clarifies the curriculum requirements

3. Discusses the methods of communication between students and their instructors

4. Enumerates the assessment techniques/methods of the learning objectives/ topics included/ classroom policies

5. Discusses the policies in the hospital

6. Advises students on note taking and time management techniques

7. Familiarize themselves with their areas of assignment and their activities and procedures during their Skills Laboratory

Exam purpose, Time management, Hospital exposure, Skills laboratory

Second - Seventh

First Unit I. Care of Clients Undergoing Surgery (Perioperative Nursing)

A. Three Phases of Perioperative Nursing 1. Pre-operative Phase 2. Intra-operative Phase 3. Post-operative Phase

B. Preoperative Nursing Interventions 1. Informed Consent 2. Preoperative Nursing Assessment 3. Preoperative Laboratory Tests 4. Cardio-Pulmonary Clearance 5. General Preoperative Nursing

Interventions

a. Providing Pre-operative Patient Teaching – Turning, Coughing, Deep Breathing Exercises (TCDBE)

b. Providing Psychological Care

c. Maintaining Patient Safety

d. Maintaining Nutrition and Fluids

e. Preparing the Bowel

f. Preparing the Skin 6. Immediate Pre-Operative Nursing

Interventions

a. Administering Pre-anesthetic Medication

b. Maintaining Preoperative Record

c. Transporting the Patient to Pre-surgical Area

d. Attending to Family Needs C. Intraoperative Nursing Interventions

1. The Surgical Team and their Corresponding Responsibilities

2. The Surgical Environment 3. Anesthesia

a. Types Of Anesthesia b. Care of Clients Before, During and

After Anesthesia Administration c. Post-Anesthesia Recovery Score

4. Surgical Asepsis

1. Discuss the Principles of Surgical Asepsis and its application

2. Discuss the importance for the different Procedures under Surgical Asepsis

3. Identify the members of the Surgical team

4. Perform the proper care for clients before, during and after anesthesia administration

5. Demonstrate the proper technique for Scrubbing, Gowning, Gloving, Setting/ Maintaining a Sterile Field

6. Enumerate the different Categories ofSurgical Instruments and their examples

7. Identify the instruments in a Major Set

8. Perform Correct technique for counting of Operative sponges, sharps and sutures

9. Utilize the Post-Anesthesia Recovery Score in assessing for patients at the Recovery Room

10. Apply the principles of aseptic techniques when caring for patients in the hospital

Smeltzer,S.C.,et al Brunner &Suddarths, Medical – Surgical Nursing 11th ed

Asepsis, Surgical technique, OR technique, Gowning, Gloving, Surgical Scrubbing,

a. Putting on head cover, shoe cover, mask

b. Surgical Scrubbing c. Gowning (OR sterile gown) d. Surgical Gloving (sterile, closed

method) 5. Preparing and Maintaining a Sterile

Field a. Opening a Sterile Pack b. Preparing Sterile Drapes c. Adding Sterile Supplies to a Sterile

Field d. Pouring Sterile Solution e. Transferring Items with a Forceps

6. Categories of Surgical Instruments 7. Care and Handling Major/Minor

Instruments 8. Operative Sponges, Sharps and Sutures 9. Performing and documenting sponge,

sharp, and instrument counts, and sutures.

10. Positioning the patient for surgical procedures

11. Care for Potential Intra-operative Complications a. Nausea and Vomiting b. Anaphylaxis c. Hypoxia and other Respiratory Complications d. Hypothermia e. Malignant Hyperthermia f. Disseminated Intravascular Coagulopathy

D. Post-Operative Nursing Interventions 1. Care of the Client in the Immediate

Post-operative Period: Post-anesthesia Care Unit (PACU)

2. Care of the Client in the Intermediate

11. Utilize the nursing process when caring for surgical clients

12. Prepare a Nursing Care and Discharge Teaching Plan for a surgical client

until the Extended Post-operative Periods: Surgical Floor/ Ward until Discharge

3. Discharge Instructions 4. Care of postoperative drains

a. Penrose drains b. Hemovac drains c. Sump drains

5. Postoperative wound care a. Central Line Dressing b. Sterile wound Dressing Change c. Removal of Sutures d. Removal of Staples e. Application of Steri-strips f. Application of Abdominal Binder

Respiratory problems

Second - Seventh

Second Unit

II. Care of Clients with Disturbances in Gas Exchange and Respiratory Function

1. Nursing History and Physical Assessment 2. Common Laboratory and Diagnostic Examinations

3. Respiratory Care Modalities and their corresponding Nursing Interventions/ Management - Turning, coughing, and deep breathing Exercises

- Use of Incentive Spirometry - Postural drainage/ Chest

physiotherapy . - Oxygen therapy via various devices

- Use of AMBU bag/mask - Use of Nebulizers

- Monitoring O2 Saturation with pulse oximeters -Oro-pharyngeal/ Nasopharyngeal Suctioning

- Tracheostomy care - Closed chest tube drainage system care

1. Utilizes the nursing process in the care of clients with disturbances in gas exchange and respiratory function

2. Enumerates the different assessment data for clients with disturbances in gas exchange and respiratory function

3. Relates laboratory and diagnostic examination results with the client’s manifestations

4. Explains the pathophysiological bases for the different signs and symptoms of the disease process

5. Applies the concepts and principles behind the care of clients with


- Chest tube insertion site care

oxygenation problems during hospital exposure

6. Implements the different respiratory care modalities and their corresponding nursing interventions

7. Enumerates nursing interventions and its rationale

8. Prepare a Nursing Care plan for the client

9. Prepare a discharge plan

Second - Seventh

ThirdUnit III. Care of Clients with Disturbances in Cardiovascular Function 1. Nursing History and Physical Assessment 2. Common Laboratory and Diagnostic Examinations 3. Nursing Interventions/ Management 4. Insertion of central/PA catheter 5. Insertion and Discontinuing of arterial line 6. Cardiac/Tele Monitors 7. Lead placement/ ECG

1. Utilizes the nursing process in the care of clients with disturbances in cardiovascular function

3. Enumerates the different assessment data for clients with disturbances in cardiovascular function



6. Applies the concepts and principles behind the care of clients with cardiovascular problems


Heart Diseases, Cardiac disorders

during actual patient care

7. Implements the different modalities of care and their corresponding nursing interventions



10. Prepare a discharge plan for the client

Blood disorders

Second - Seventh

Fourth Unit

IV. Care of Clients with Disturbances in Hematlologic Function 1. Nursing History and Physical Assessment 2. Common Laboratory and Diagnostic Examinations 3. Nursing Interventions/ Management 4. Therapies for Blood Disorders 5. Procuring Blood and Blood Transfusion 6. Bone Marrow Transplantation

1. Utilizes the nursing process in the care of clients with disturbances in hematologic function

2. Enumerates the different assessment data for clients with disturbances in hematologic function



5. Applies the concepts and principles behind the care of clients with hematologic problems during actual patient


care 6. Implements the

different modalities of care and their corresponding nursing interventions




Eighth – Sixteenth

FifthUnit V. Care of Clients with Disturbances in Digestive/ Gastrointestinal Function 1. Nursing History and Physical Assessment 2. Common Laboratory and Diagnostic Examinations 3. Specimen Collection 4. Nursing Interventions/ Management 5. Gastrointestinal Intubation and Special Nutritional Modalities 6. Parenteral Nutrition 7. Colostomy Care a. Wound/Ostomy Care b. Colostomy care/bag change c. Ileostomy care/bag change d. Irrigations 8. Post-operative Care of Clients with Gastrointestinal, Hepatic, Biliary and Pancreatic Surgery

1. Defines common terminologies related to the topic

2. Utilizes the nursing process in the care of clients with disturbances in digestive/ gastrointestinal function

3. Enumerates the different assessment data for clients with disturbances in digestive/ gastrointestinal function



6. Applies the concepts

Smeltzer,S.C.,et al Brunner &Suddarths, Medical – Surgical Nursing 11th ed GI disorders, Diseases of the stomach and GIT

and principles behind the care of clients with digestive/ gastrointestinal problems during actual patient care

7. Implementsthe different modalities of care and their corresponding nursing interventions




Eighth – Sixteenth

Sixth Unit

VI. Care of Clients with Disturbances in Endocrine Function 1. Nursing History and Physical Assessment 2. Common Laboratory and Diagnostic Examinations 3. Nursing Interventions/ Management 4. Capillary Blood Glucose Monitoring 5. Insulin Injection

1. Utilizes the nursing process in the care of clients with disturbances in endocrine function

2. Enumerates the different assessment data for clients with disturbances in endocrine function



5. Applies the concepts and principles behind the care of clients with

Smeltzer,S.C.,et al Brunner &Suddarths, Medical – Surgical Nursing 11th ed Endocrine disorders

endocrine problems during actual patient care

6. Implements the different modalities of care and their corresponding nursing interventions




Seventh: Assessment and Evaluation Plan

Assessment tools Date and duration (day/date/ time)

Subject matter covered in the exam

Type of questions Grades out of 100

Guidelines and instructions

First exam

Second Exam 1. Perioperative Nursing 2. Care of Clients with Disturbances in Gas Exchange and respiratory Function 3. Care of Clients with Disturbances in Cardiovascular Function 4. Care of Clients with Disturbances in Circulatory Function 5. Care of Clients with Disturbances in Hematologic Function

Final 1. Care of Clients with Clarifying examples:

Disturbances in Digestive/ Gastrointestinal Function 2. Care of Clients with Disturbances in Hepatic, Biliary and Pancreatic Function 3. Care of Clients with Disturbances in Endocrine (Pancreatic) Function 4. Care of Clients with Disturbances in Endocrine (Thyroid) Function 5. Care of Clients with Disturbances in Endocrine (Parathyroid) Function

-Questions are MC -Number of question =50 -Equations table will be included -Statistical table will be included

Non-exam assessment Description of the activity to be performed by the student

Due date Rubrics to be used Grades out of 100

Guidelines and instructions

Eighth:Readings and further References

1 Main Reference (Textbook) (correct citation in accordance to APA or other citation standards specific to discipline) From where student can get the textbook? Smeltzer,S.C.,et al.(2008)Brunner &Suddarths, Medical – Surgical Nursing,(11th ed.)

Extra reading references and citations (books, internet cities, research papers)

2 Medical-Surgical Nursing by Black

3 Lippincott’s Review Series (Medical-Surgical Nursing) 4thed, by Hargrove-Huttel, Ray A.

4 Nursing Journals

5

Ninth: The instructor's policy of dealing with students within the framework of the university laws, regulations, and guidelines (examples and prototypes).

1 Late attendance A student is considered late if she/he arrives within 30 minutes after the start of the scheduled time. A student who has been late thrice (3 times) shall be considered to have incurred one (1) day absent and shall be recorded against the student.

2 Cheating and plagiarism

3 Absences A student is considered absent if she/he arrives more than 30 minutes after the scheduled time. The student is allowed to attend the class but not allowed to take the quiz if there’s any. Absence from class does not excuse the student from any course requirement. Make-up work or independent study may be given to the student at the discretion of the Instructor/Lecturer The following shall be considered as excused absences:

• If a student officially represented the school at some function or activity.

• Illness duly certified by the physician from an accredited University health agency. Illness duly certified by another physician, parent, or guardian and personal emergencies will be considered on a case-to-case basis.

• The inclusive dates of the certificate must be within the lecture day when the student was absent.

• Death or impending death of a family member, force majeure/emergency cases.

4 Late work policy

5 Exiting during the lecture period

6 Seating and student placement in the classrooms

7 Absence from an exam The student must submit a letter indicating reason/s of absence to the Department Head for endorsement to the Committee who shall evaluate and decide whether the given reason/s is considered as excused or unexcused absence.

• Excused Absence: The student will be given a separate set of examination and be scheduled on the availability of both student and lecturer. Deduction to his grade is not applicable.

• Unexcused Absence: The student will NOT be given any special examination and be given zero( 0 ) mark. Excuse Slip: For Major Examination only

• A student who was absent from the class (excused or unexcused) must secure Excuse Slip Form for re-admission on the next schedule of class. He/she must write a letter to the lecturer for endorsement to the Department Head and forwarded to the committee for evaluation. Excuse slip signed by the committee must be presented to the lecturer for re-admission on the next day of class.

8 Mobile phone use in the classroom

• Mobile phones, cameras and the like should be switched off and not used during classes.

9 Eating and drinking

Tenth: (for the instructor) Final and formative evaluation for the course instruction 1) Comments and reflections on students' answers of open ended question in the Course Evaluation Form. 2) Comments and reflections on students' statistical or numerical ratings of the items in the Course Evaluation Form(s). 3) Instructor's reflections and comments on students' performance and marks/gradesstatisticaldistribution in the course 4) Obstacles faced by the instructor in implementing the course plan 5) Points of strength found in the implementation of the course plan 6) Expected changes that need to be adopted into the course plan 7) Adopted assumptions by the instructor proven to be false 8) Mark/grade optimization in light of possible measurement or assessment (by tests or rubrics) sources of errors

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Ministry of Higher Education كوــبـت ةـعـماــج University