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Course Syllabus
RNSG 1412- Nursing Care of the
Childbearing and Childrearing Family
Revision Date:8/2015
Catalog Description: Study of the concepts related to the provision of nursing care for childbearing and childrearing families; application of systematic problem-solving processes and critical thinking skills, including a focus on the childbearing family during the perinatal periods and the childbearing family from birth to adolescence; and competency in knowledge, judgment, skill, and professional values within a legal/ethical framework. Lecture hours = 4 Lab hours = 0
Prerequisites: RNSG 1262, 1263, 1441, 1443 Corequisite: RNSG 2261 **Concurrent enrollment in RNSG 2261 is required. Successful completion of both theory and clinical courses is required for progression. If a student is not successful in either course (RNSG 1412 or RNSG 2261), the student MUST repeat BOTH courses.
Semester Credit Hours: 4 Lecture Hours per Week: 4 Lab Hours per Week: 0 Contact Hours per Semester: 64 State Approval Code: 51.3801
Instructional Goals and Purposes: Study of concepts related to the provision of nursing care for
childbearing and childrearing families; application of systematic problem-solving process and
critical thinking throughout the neonatal, and postpartum periods and the childrearing family
from birth to adolescence; competency in knowledge, judgment, skill and professional values
within a legal/ethical framework, pediatric settings; and utilize a systematic problem-solving
approach and critical thinking skills when providing nursing care for the childbearing and
childrearing family.
Other:
For current texts and materials, use the following link to access bookstore listings: http://www.panolacollegestore.com
For testing services, use the following link: http://www.panola.edu/elearning/testing.html
If any student in this class has special classroom or testing needs because of a physical learning or emotional condition, please contact the ADA Student Coordinator in Support Services located in the Administration Building or go to http://www.panola.edu/student-success/disability-support-services/ for more information.
Withdrawing from a course is the student’s responsibility. Students who do not attend class and who do not withdraw will receive the grade earned for the course.
Student Handbook, The Pathfinder: http://www.panola.edu/student-success/documents/pathfinder.pdf
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Table of Contents
Core Competencies………………………………………………………………………………3
Course Requirements…………………………………………………………………………….3
Course Outcomes ………………………………………………………………………….. 4
Grading………………………………………………………………………………………. 6
Capstone Experience ………………………………………………………………………… 9
Textbook/References ………………………………………………………………………… 11
Unit I. Contemporary Maternal-Newborn Nursing ………………………...…………….. 12
Unit II. Reproduction and Families with Special Concerns.................................................. 14
Unit III. Pregnancy ………………..…….................……………………………….……….. 15
Unit IV. Birth …...................…………………………………………………………….…... 18
Unit V. The Newborn…….........................................………..……………………………….. 21
Unit VI. Postpartum..................................................................................................................... 22
Unit VII Perspectives on Pediatrics..........………………………………………………………................ 25
Unit VIII. Alterations in Respiratory and Genitourinary Systems…………………………..…..28
Unit IX. Alterations in Cardiovascular and Gastrointestinal Systems……………………..……29
Unit X. Alterations in Endocrine, Neurosystems, and Eye/Ear.Throat Function…………….…30
Unit XI. Alterations in Hematological and Immunological Systems…………………………….31
Unit XII. Alterations in Musculoskeletal and Integumentary Systems……………………….…32
Appendices: SCANS…………………………………………………………………………………………...35
Student Acknowledgement……………………………………………………………………….37
Discussion Assignment Grading Criteria…………………………………………….………….38
CAI Log…………………………………………………………………………………….. …..40
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Core Competencies:
Students are expected to demonstrate basic competency in reading, writing, oral communication,
math, and computer skills. Students are expected to be an active learning, participant by
assuming accountability in preparing for each class by completing required readings and/or other
learning activities as listed in each unit assignment. Proficiency will be measured by
examination and quiz scores, oral discussions, computer assisted instruction (CAI)
participation, presentation (oral &/or video), case studies, critique of Internet web sites related to
the care of childbearing and childrearing family.
Course Requirements: 1. The student must have an average grade of 75 or above in order to successfully complete this
course.
2. Preparation and active participation in class. Preparation means: Read assigned readings
in text, workbook, and journal articles. Go to Canvas to view/print Slides and forms to
bring to class. Complete assigned Computer Assisted Instruction. 3. Outside individualized research in texts, videos, CAIs and journals.
4. Compliance with all rules and regulations as outlined in the current Department of Nursing
Student Handbook and Panola College Catalog.
5. If any student in this class has special classroom or testing needs because of a physical,
learning, or emotional condition, please contact the Americans with Disabilities Act Counselor in
the Administration Building, telephone 903-693-1123.
6. Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself,
you will very likely receive an F if you do not attend class.
7. If a student has a name change while attending Panola College, it is the student’s
responsibility to notify Admissions & Records, Financial Aid, and other departments.
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COURSE OUTCOMES/OBJECTIVES
Nurse as Member of the Profession
Course Objective 1-- Recognize the responsibility and accountability for the
practice of professional nursing when assuming care for childbearing and
childrearing family
PO# 1 DEC#I A
a, b
SCANS I a ii, v; I
biii, v; I B ;
Course Objective 2-- Outline activities that promote the development of
professional nursing practice in the obstetric and pediatric settings
PO# 2 DEC# I,
c,d
SCANS Ia, ii, iv;
I b ii, v; II b vi, I,
ii C i-iv
Nurse as Provider of Patient-Centered Care
Course Objective 3-- Utilize a systematic problem-solving process in the
care of childbearing and childrearing family based on selected knowledge
from the humanities and sciences and evidence based practice outcomes
PO# 3 DEC# II
b, d
SCANS I a I, ii,
iv; I B I, ii, iii, iv,
v
Course Objective 4-- Discuss resources that support patient health care
knowledge, decision making, and self-advocacy such as teaching plans for
the childbearing and childrearing patient and family to address health
promotion, maintenance, and restoration
PO# 4 DEC# II
c, e, f, g
SCANS I A-B, II
A i-iv
Course Objective 5-- Explore the use of human, information, and material
resources in providing safe, comprehensive nursing care for childbearing
and childrearing patient and family
PO# 5 DEC# II
D 1a, b, e, 2, 3a, b
SCANS II a i-iv
Nurse as Patient Safety Advocate
Course Objective 6-- Relate the role of patient safety advocate and risk
management for childbearing and childrearing patient and family
PO# 6 DEC #III
b, d, f
SCANS I i-iv;
II C i-iv
Course Objective 7-- Describe methods for promoting safety in the
childbearing and childrearing patient care environment consistent with
current standards and guidelines
PO# 7 DEC# III
A, B 1-4,
SCANS I iii, iv, v
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Nurse as Member of the Health Care Team
Course Objective 8-- Describe how to collaborate with peers, childbearing
patients and families, and health care teams in the process of assessing,
planning, implementing, and evaluating patient centered care
PO# 8
DEC#IVA, C, D
SCANS I B i-v, C
iii; II B i-iv
Course Objective 9-- Use therapeutic communication techniques in a timely
manner with members of the interdisciplinary healthcare team to resolve
current legal and societal factors that influence access to healthcare for
childbearing patient and family
PO# 9 DEC#IV
A 1-4, B 1- 4, C
1,3,4 5, 8
SCANS I a-v, B i-
v, C. i-v
Course Objective 10-- Interpret and manage current information using
technology to support decision making and improve care of the childbearing
and childrearing patient and family
PO# 10 DEC#IV
D 1-4, E 1-3
SCANS I A i, ii,
iii, iv;v; B I, ii, iii,
iv, v; C iii, iv
Course Objective 11-- Contrast needs of childbearing and childrearing
patient and family then make decisions about tasks that may be delegated
appropriately to other healthcare team members
PO# 11 DEC#IV
F, IV. G
SCANS I A i, B I,
ii, iv, v, vi, II B ii,
iii, iv
TEACHING/LEARNING STRATEGIES:
Audio-Visual Demonstration Computer Assisted Instruction (CAI)
Marker Board Library/Internet Research Group Discussion
Role Play Class Participation Student-Teacher Conference
Lecture Oral/Written Assignments Guest Lecturers
Skills laboratory Patient Care Plan Independent (Self-learning
Canvas Discussion Board Modules)
Team Based Learning Quizzes
(TBL)
Canvas
Canvas will be used to supplement the course. The student is expected to login by midnight on
the first day of class, check the email, and reply to the email message. Canvas is the primary
method of communicating with the instructor outside of class. Please use the Canvas e-mail
and/or discussion instead of Panola.edu email as often as needed.
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● The student is responsible for regularly reviewing the Canvas system for course
assignments, content, email, etc.
● The student is responsible for all information on Canvas relating to the course.
● Course forms and schedules not contained in the syllabus will be found in Canvas
● The student will be instructed on Canvas during orientation.
*Canvas is a wonderful way to keep in contact with faculty and other students. However, the
Canvas discussion board should be viewed as a public and professional forum for discussion.
Students are free to discuss academic matters and consult one another regarding academic
resources. The tone of postings on the Canvas discussion board should remain professional in
nature. It is not appropriate to post statements of a personal or political nature, or statements
criticizing classmates or faculty. Inappropriate statements will be deleted by the course faculty.
Announcements from student organizations may be posted with faculty permission.
Scholastic Dishonesty
Students are expected to maintain complete honesty and integrity in their educational pursuits.
Scholastic dishonesty shall include, but not be limited to:
1. Cheating on a test
a. Copying from another student’s test paper.
b. Using test materials not authorized by the person administering the test.
c. Collaborating with or seeking aid from another student during a test without permission from
the test administrator.
d. Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an
un-administered test.
e. The unauthorized transporting or removal, in whole or in part, of the contents of the un-
administered test.
f. Substituting for another student, or permitting another student to substitute for oneself, to take
a test.
g. Bribing another person to obtain an un-administered test or information about an un-
administered test.
2. Plagiarism - defined as the appropriating, buying, receiving as a gift, or obtaining by any
means another’s work and the unacknowledged submission or incorporation of it in one’s own
written work.
3. Collusion - defined as the unauthorized collaboration with another person in preparing written
work for fulfillment of course requirements.
Scholastic dishonesty may lead to failure of the test or assignment, course, suspension from the
class, or suspension from school.
For additional information refer to Academic Appeals section in this publication or the General
Catalog.
Student participation and expectations
Students are expected to report to class on each scheduled day promptly. Students should come
prepared with the tools that are necessary to be successful. Such tools may include the course
textbooks and the PowerPoint handouts or lecture note handouts. Preview and review your class
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calendar and syllabus prior to class and complete all suggested items/materials under learning
resources.
GRADING
The student must have an average grade of 75 or above on all graded assignments in order to
successfully pass this course.
The Associate Degree Nursing Program, in accordance with policy, utilizes the following
numerical scale in computing test scores and written work:
A = 90-100
B = 80-89
C =75-79
F = 74.99 or below (NO ROUNDING)
Exams will be constructed from a random sample of the materials for each unit and will include
alternate item formats (please go to www.ncsbn.org and click on “Facts About Alternate Item
Formats and the NCLEX Examinations” for more information). Students are responsible for the
learning objectives in the course syllabus. Exam items will reflect the learning objectives. The
final exam will be comprehensive over all the material covered in the course. Final grades will
consist of the following:
HESI-15% Computer Assisted Instruction(CAI)/Class Assignments 5%
Exam 1-12.5% Final Comprehensive Exam-30% (Online-25%)
Exam 2-12.5% Discussion/Class participation/Attendance- (Online students
Exam 3-12.5% only-5%) Computer Assisted Instruction (CAI)
Exam 4-12.5%
Computer assisted instructions (CAIs) are mandatory and constitutes five percent of the course
grade. **After completion of each CAI, print results and attach it to the roster in this syllabus.
All portions of the CAI must exceed the minimal proficiency score of 75%. CAIs must be
submitted by the due date to earn credit. If not completed by the due date, a grade of zero will be
recorded.
Students are strongly encouraged to complete the CAIs appropriate to his/her clinical assignment
prior to each clinical rotation. For example, completing the assessment of a newborn CAI prior
to going to the nursery & NICU is mandatory. Please see a list of the CAIs in the appendix.
CAIs may be accessed through Evolve. Print out the results. The scores you earn on the CAIs
will be averaged for five percent of the course grade.
Refer to the calendar for the due date CAI.
Case Studies
All Case Studies are mandatory and constitutes five percent of the course grade. **Read the
content in the textbook prior to completing the case study. All case studies are due by the date
set on the Course Calendar. Access to each Maternal & Women’s Health case study is limited to
ONLY ONE attempt.
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ONLINE STUDENTS ONLY Online Discussion/Class Participation
Discussion Assignments
Students enrolled in the online course are expected to complete the required course readings, view
the required videos, participate in small group discussions, complete assigned existing online
educational modules, online educational games, and utilize all learning resources listed in the
syllabus. Each of these activities is designed to enhance your learning related Maternal-Newborn
Nursing & Women’s Health issues.
Participation in small group discussion is essential in the online course. Each student is randomly
assigned to a small group. Three discussion topics will be presented on the discussion board
each week for six weeks. Group one will be assigned topic one, group two will be assigned topic
two and group three will be assigned topic three. Discussions will be completed with the same
students each week and all members of the group will receive the same grade, unless the student
is absent. Each discussion will continue through the week and end at midnight on the following
Tuesday. Discussion Assignments not posted by the due date and time will not be accepted and
the group will receive a grade of zero for the week. Any group can post first. After the first
group post to the discussion board, other groups may respond. This will be an asynchronous
discussion; groups may enter input whenever desired, as long as it is within the designated time
frame (as set by instructor). Points will be given for discussion as indicated on the grading rubric
in this syllabus.
Examinations
All examinations for online students will be proctored.
No Cell phones, Blackberries, PDA’s or other electronic devices will be allowed in the
classroom during exams.
Examination Blueprint
Each examination will approximate >80% application and analysis questions
Make-up examinations
Make-up exams may be given at the discretion of the instructor if prior arrangements have
been made & must be made up the first day the student returns to class. All make-up
examinations will be a separate examination and may include essay questions.
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Attendance Policy Generic Students
According to the Associate Degree Nursing Student Handbook, it is expected that every student
will be present at all classes. Classes begin promptly at TBA. Students entering after TBA hrs
will be considered tardy.
Absences-refer to the absence policy in the Student Handbook
Tardies- 3 tardies is equal to 1 absence
It is the student’s responsibility to complete an absentee slip and have it filed in his/her records.
Students are expected to prepare for, attend, and participate in all classes. Assignments are
expected to be submitted on time!
Test scores will be distributed on the next class day for RNSG 1412. There will be no
general test review following the exam. Students who achieve less than 75% must schedule
an appointment to review the exam within one week of distribution of scores. Due to
security issues, exams may NOT be reviewed more than once.
Attendance Panola ONE Students
Faculty will post Discussion Questions on Discussion Board in Canvas. After each group post to
the discussion board, each student in a group must sign on to the discussion board to read and/or
reply to a message two times by midnight on Tuesday of the following week each week to
receive credit for attendance. This is equivalent to attendance in traditional courses where you
are required to attend class. The same absence policy applies to this class as to any other class in
the Associate Degree Nursing Program. Students may be absent from one discussion throughout
the course without penalty.
Student Concerns
Any student in the Associate Degree Nursing program who has a concern or complaint specific
to their experience in a course should first talk with the instructional personnel involved. If the
issue is not resolved at this level, the student should then follow the grievance procedure outlined
in the ADN Student Handbook.
C A P S T O N E E X P E R I E N C E
During this semester all students on completion of Nursing Care of the Childbearing and
Childrearing Family will be administered an achievement examination. In addition to fulfilling
the academic requirements of Panola College, all students must successfully pass a
comprehensive achievement examination in the final semester of the nursing program in order to
be eligible to graduate. This is the capstone experience. (Please refer the policy in the Student
Handbook for more information).
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Texts Ackley, B. J. & Ladwig, G. B. (2014). Nursing diagnosis handbook 10(th Ed). St. Louis, Mo.
Mosby/Elsevier. American Psychological Association (2010). Publication manual of the American Psychological
Association (6th Ed.). Washington, D.C; author. Ball, J., Bindler, R. & Cowen, K. (2014). Principles of Pediatric Nursing: Caring for Children (6th
Ed.). Saddle River, NJ/Pearson
Davidson, M. R., London, M. L., & Ladewig, P. W. (2016). Olds’ maternal-newborn nursing &
women’s health care (10th ed.). Upper Saddle River, New Jersey: Pearson
Davidson, M. R. London, M. L., & Ladewig, P. W. (2016). Olds’ workbook for maternal
newborn nursing & women’s health care (10th ed.). Upper Saddle River, New Jersey:
Pearson
Pickar, G. D. & Abernathy, A. P. (2013). Dosage calculations (9th ed.). Clifton Park , New
York: Delmar Cengage Learning
Silvestri, L. (2014). Saunders comprehensive review for NCLEX-RN examination (6th ed.).
Philadelphia, PA: W. B. Saunders Company
Upchurch, S., Henry, T., Pine, R., & Rickles, A. (Eds.). (2013). HESI
comprehensive review for the NCLEX-RN examination (4th ed.). Evolve reach
St. Louis, MO: Mosby Elsevier & any NCLEX-RN review book of choice
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UNIT I: Current Issues in Maternal Newborn Nursing
A. Learning Resources
Text
Reference
Davidson, London & Ladewig Chapter 1 & 2
Pickar Ch 11-15, 17
Canvas Module
B. Learning Objectives
Unit I: Current Issues in Maternal Newborn Nursing At the end of this unit the student will be able to:
A. Delineate significant legal and ethical issues that influence the practice
of maternity nursing
B. Discriminate scope of practice, standards of care, client patient safety,
informed consent, privacy, confidentiality, advanced directives
C. Examine the nursing roles available to maternal-newborn nurses
D. Evaluate the potential impact of some of the special situations in
contemporary maternity care
E. Apply the use of community-based nursing care in meeting the needs
of childbearing families
F. Discuss the role of evidence-based practice in improving the quality of
nursing care for childbearing families
G. Contrast descriptive and inferential statistics relevant to maternal-
newborn nursing and the implications
Family, Culture and Complementary Therapies H. Diagram the stages and major developmental tasks to be completed by
the childbearing family
I. Examine prevalent cultural norms related to childbearing family
J. Use of a cultural assessment tool as a means of providing spiritual and
culturally sensitive nursing care
K. Compare the characteristics of several different types of families
L. Defend the importance of spirituality and cultural
competency in providing nursing care
M. Contrast complementary and alternative therapies appropriate for the
nurse to use with childbearing families and include the benefits and
risks
CO # 1, 2, 3, 4,
5, 6, 7, 8, 9 ,
10, 11
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Unit II: Reproduction and Families with Special Concerns
A. Learning Resources
Text
Reference
Davidson, London & Ladewig Chapter 4, 8, 9, 10, 11
Pickar 11-15, 17
Canvas Module
B. Learning Objectives
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Unit II: Reproduction and families with special concerns At the end of this unit the student will be able to:
Family Planning A. Compare the advantages, disadvantages, and effectiveness of the various
methods of contraception available today and include the nursing care
management
B. Contrast the forms of sterilizations, and medical and surgical
approaches to pregnancy termination and timing of EC
C. Diagram the key points in the format of a teaching plan that
women who use contraception should know, including the correct
procedure for each method, advantages, and disadvantages, risks,
common side effects, and warning signs
Violence Against Women (p. 128-136) D. Contrast physical and psychologic signs that may indicate a woman is in
an abusive relationship
E. Make a chart of the phases of the cycle of violence and factors that
contribute to the cycle of violence
F. Critique the nurse’s role in screening, patient advocacy and caring for
women who have experienced domestic violence including assessment,
planning, intervention and evaluation
Reproductive Anatomy and Physiology G. Diagram the phases of the ovarian and uterine(menstrual) cycle and
their dominant hormones
H. Examine the significance of specific female reproductive structures
during childbirth
Conception and Fetal Development I. Explore normal prenatal development from conception through birth
and include the nurse’s role
J. Explore relationships between the structure and function of the placenta,
umbilical cord, and fetal membranes and factors influencing
uteroplacental blood flow and components of fetal circulation
K. Compare the factors and processes by which fraternal (dizygotic) and
identical (monozygotic) twins are formed
L. Critically examine the factors that influence congenital malformations of
the organ systems and the resulting congenital malformations
CO #1, 2, 3, 4, 5,
6, 7, 8. 9, 10, 11
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Special Reproductive Concerns: Infertility and Genetics M. Discuss the elements of the preliminary investigation of infertility and
the nurse’s role in supporting/teaching clients during this phase
N. Explain the nurse’s role as counselor, educator, and advocate for
couples during infertility evaluation and treatment
O. Compare prenatal and postnatal diagnostic procedures used to determine
the presence of genetic disorders
P. Make a chart of the methods of managing infertility
a. Pharmacologic Agents
b. Assisted Reproductive Techniques
Q. Use information about the characteristics of autosomal dominant,
autosomal recessive, and X-linked (sex-linked) recessive disorders and
apply it to the contemporary family
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Unit III Pregnancy
A. Learning Resources
Text
Reference
Davidson, London, Ladewig Chapter 12, 13, 14, 15, 16, 17, 18, 19
Pickar 11- 15, 17
Canvas Module
B. Learning Objectives
Unit III Pregnancy At the end of this unit the student will be able to:
CO # 1,2, 3, 4, 5,
6, 7, 8, 9, 10, 11
Preparation for Parenthood
A. Use the most appropriate nursing care for couples during
preconception to help ensure their best possible health state
B. Compare the various issues related to preconception counseling,
pregnancy, labor, and birth that require decision making by parents
C. Categorize the goals and content of the various types of antepartal
education programs when providing nursing care for expectant
couples and their families
D. Compare methods of childbirth preparation and the nursing
interventions for each
Physical and Psychologic Changes of Pregnancy
E. Critically analyze the anatomic and physiologic changes that occur
during pregnancy
F. Contrast the various types of pregnancy tests
G. Compare subjective (presumptive), objective (probable), and
diagnostic (positive) changes of pregnancy
H. Examine the emotional and psychologic changes that commonly
occur in a woman, her partner, and her family during pregnancy
when providing nursing care
I. Summarize cultural factors that may influence a family’s response to
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pregnancy in the provision of nursing care
Antepartal Nursing Assessment
J. Use information provided on a prenatal history to identify risk
factors for the mother and/or fetus
K. Use common obstetric terminology found in the history of maternity
clients in case studies
L. Relate the normal physiologic changes one would expect to find
when performing a physical assessment on a pregnant woman
M. Calculate the EDB using the common methods
N. Calculate gravida and para and GTPAL
O. Distinguish areas that should be evaluated as part of the initial
assessment of psychosocial factors related to a woman’s pregnancy
P. Evaluate the areas of initial assessment that reflect the psychosocial
and cultural factors related to a woman’s pregnancy
Q. Analyze the danger signs of pregnancy
The Expectant Family: Needs and Care
R. Determine the most appropriate nursing care to help maintain the
well-being of the expectant father and siblings during a family’s
pregnancy
S. Recognize the causes of the common discomforts of pregnancy each
of the three trimesters and relief measures and interventions
T. Determine self-care measures that a pregnant woman can take to
maintain and promote her well-being during pregnancy
U. Organize the concerns that an expectant couple might have about
sexual activity
V. Relate the medical risks and special concerns of the older expectant
woman and her partner to the nursing management indicated in
providing care for this population
Maternal Nutrition
W. Make a chart of the recommended levels of weight gain during
pregnancy when providing nursing care for pregnant women
X. Contrast the significance of specific nutrients in the diet of the
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childbearing woman
Y. Diagram ways in which various physical, psychosocial, and cultural
factors can affect nutritional intake and status
AA. Compare nutritional counseling issues for breastfeeding, formula-
feeding mothers, pregnant adolescent, postpartum, vegetarian, and
lactose intolerant
Adolescent Pregnancy
BB. Explore relationships between factors contributing to adolescent
pregnancy in the nursing care management of this population
CC. Devise a plan of care to meet the needs of a pregnant
adolescent
DD. Make judgements about the developmental tasks of adolescence
and the impact that pregnancy superimposes on these tasks
Assessment of Fetal Well-being
EE. Build a chart of the indication, procedure, advantages, risks and
Nursing care of perinatal diagnostic procedures
Pregnancy at Risk: Pregestational Problems
FF. Examine the effects of selected pregestational medical conditions
and the nursing care management of the childbearing woman and
her fetus/newborn
1. Alcohol and illicit drugs
2. Diabetes
3. Types of anemia
4. HIV/AIDS
5. Various Heart Disorders
6. Other pregestational medical conditions
Pregnancy at Risk: Gestational Problems
GG. Use a case study to organize the etiology, medical therapy, and
Cultural perspectives to community-based and hospital-based
nursing care management of women and her fetus with these
problems associated with pregnancy
18
1. Bleeding problems
2. Hyperemesis Gravidarum
3. Hypertensive Disorders
4. RH alloimmunization/ABO incompatibility
5. Surgical procedures, Trauma, Abuse
6. Perinatal Infections
Unit IV. Birth
A. Learning Resources
Text
Reference
Davidson, London & Ladewig Chapter 20, 21, 22, 23,24, 25, 26
Pickar 11-15, 17
Canvas Module
B. Learning Objectives
Unit IV Birth At the end of this unit the student will be able to:
CO # 1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11
Processes and Stages of Labor and Birth
A. Diagram the five critical factors that influence labor in the
assessment of the childbearing woman’s and fetus’s progress in
labor and birth
B. Examine a childbearing woman’s and fetus’s responses to labor
based on the physiologic processes that occur during labor
C. Categorize for the premonitory signs of labor when caring for the
childbearing woman and differentiate true versus false labor
D. Critique the physiologic and psychologic changes occurring in an
childbearing woman during each stage of labor in the nursing care
management of the childbearing woman
E. Explore the maternal and fetal systemic response to labor and the
nursing care of the childbearing woman
Intrapartal Nursing Assessment
F. Summarize a maternal assessment of the laboring woman that
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includes the client history, high-risk screening, and physical and
psychosociocultural factors for optimum maternal-fetal outcome
G. Evaluate the progress of labor by assessing the laboring woman’s
contractions, cervical dilatation, and effacement
H. Describe the steps and frequency for performing auscultation of fetal
heart rate
I. Describe the procedure for performing Leopold’s maneuvers and the
information that can be obtained
J. Distinguish between baseline and periodic changes in fetal heart
monitoring and the appearance and significance of each
K. Evaluate fetal heart rate tracings using a systematic approach
L. Compare reassuring and nonreassuring fetal heart rate patterns, and
identify appropriate nursing responses
M. Explain the family’s responses to EFM in nursing care management
The Family in Childbirth: Needs and Care
H. Identify admission data that should be noted when a woman is
admitted to the birth area
I. Describe the nursing care of woman and her partner/family upon
admission to the birthing area
J. Use assessment data to determine the nursing interventions to meet
the psychologic, social, physiologic, and spiritual needs of the
woman during each stage of labor
K. Compare methods of promoting comfort during the first and second
stages of labor
L. Explain the immediate needs and physical assessment of the
newborn following birth in the provision of nursing care
M. Examine the unique needs of the adolescent during birth in the
provision of nursing care
N. Describe the role and responsibilities of the nurse in the management
of a precipitous birth
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Pharmacologic Pain Management
O. Describe the use, administration, dose, onset of action, and adverse
effects of systemic drugs to promote pain relief and the nursing care
management of the woman in labor and her fetus
P. Compare the major types of regional analgesia and anesthesia,
including area affected, advantages, disadvantages, techniques, and
nursing care management of the laboring woman and her fetus
Q. Explain the possible complications of regional anesthesia in nursing
care management of the laboring woman and her fetus
R. Describe the major complications and nursing care management for
the laboring woman and her fetus related to general anesthesia
Childbirth at Risk: Prelabor Complications
S. Explain the possible causes, risk factors, clinical therapy, and
Nursing care management of the woman and her fetus-newborn for
cervical insufficiency, PROM, PTL, multiple gestation, hydramnios,
and polyhydramnios
T. Compare placenta previa and abruption placenta, including
implications for the mother and fetus, as well as nursing care
Childbirth at Risk: Labor-Related Complications
U. Describe the psychologic disorders that may contribute to difficulty
in coping during labor and birth and the nursing care management
V. Compare hypertonic and hyptonic labor patterns, various types of
fetal malposition and malpresentaiton, macrosomia, hydrocephalus,
abnormal placenta and umbilical cord variations, placental and
umbilical cord variation, prolapsed umbilical cord, amniotic fluid
embolism, uterine rupture, pelvic contractures and possible problems,
including the risks, clinical therapy and nursing care management
W. Discuss complications of the third and fourth stages of labor
X. Discuss the impact of postterm pregnancy on the childbearing family
Y. Explore the potential maternal risks of precipitous labor and birth
21
Birth-Related Procedures
Z. Debate clinical situations in which specific obstetric procedures are
appropriate
AA. Explain risks, precautions, contraindications and nursing management
for each procedure
1. Amniotomy
2. Bishop Score
3. Cervical ripening, Induction and Augmentation of Labor
4. Version (Internal & External)
5. Forceps and Vacuum Extraction
6. Episiotomy
7. Cesarean Birth/VBAC
8. Amnioinfusion
Unit V: Newborn
A. Learning Resources
Text
Reference
Davidson, Ladewig, London Chapter 27, 28, 29, 30, 31, 32
Pickar 11-15, 17
Canvas Module
B. Learning Objectives
Unit V. Newborn At the end of this unit the student will be able to:
CO # 1, 2, 3, 4,
5, 6, 7, 8, 9,
10, 11
The Physiologic Responses of the Newborn to Birth
A. Examine the physiologic and behavioral adaptations, and sensory perceptual
abilities of the newborn, including sleep-wake states and periods of reactivity
B. Compare the factors that modify the newborn’s blood values to the
corresponding results
C. Diagram thermoregulation in the newborn and interventions to prevent heat
loss
D. Explore the reasons why the newborn may develop jaundice and nursing
interventions to decrease the probability of jaundice
22
E. Critique the transitioning and functioning of all newborn systems including
cardiac, respiratory, gastrointestinal, hematological, neurological, hepatic,
renal and immune system and the steps of normal bilirubin excretion
Assessment and Needs and Care of the Newborn
F. Categorize the normal physical and behavioral characteristics of the
newborn
G. Organize the components of a complete newborn assessment and the
significance of normal variations and abnormal findings
H. Calculate the various components of the gestational age assessment
I. Make a chart of the Neurologic and neuromuscular characteristics of the
newborn and the reflexes that may be present at birth
J. Describe the components of a neurologic assessment, and the neurologic and
neuromuscular characteristics of the newborn and the reflexes that may be
present at birth
K. Explain how the physiologic and behavioral responses of the newborn
during the first four hours after birth (admission and transitional period)
determine the nursing care of the newborn
L. Devise a care plan of collaborative interventions and activities for a normal
newborn
M. Examine topics to be included in parent teaching on infant and newborn care
and post discharge nursing care included in home and clinic visits and
telephone follow-up
Newborn Nutrition
N. Compare the composition and nutritional value of breast milk and formula
preparations in relation to the nutritional needs of the newborn
O. Explain the advantages and disadvantages of breastfeeding and formula-
feeding in determining the nursing care of both mother/family and newborn
P. Explain the nutritional needs and normal growth patterns of infants and
educate parents on these topics
Q. Develop guidelines for helping both breast and formula feeding mothers to
feed their newborns successfully in hospital and community-based settings
R. Recognize the influence of cultural values on infant care, especially feeding
practices, in nursing care of the newborn, mother, and family
23
The Newborn at Risk: Conditions Present at Birth
S. Explain the factors present at birth that indicate an at-risk newborn
1. SGA, PrAGA, LGA
2. Diabetes
3. Postterm newborn with postmaturity newborn
T. Discuss the physiologic characteristics of the preterm newborn that
predispose each body system to various complications and that are used in
developing a plan of care that includes nutritional management
U. Construct a nursing assessment of initial interventions for a newborn with
selected congenital anomalies, alcohol or drug-exposed newborns
V. Critique the effects of maternal HIV/AIDS on the infant in the neonatal
period and the issues for caregivers of infants at risk for HIV/AIDS in
determining hospital-based and community-based nursing care management
W. Examine the physical examination findings during the early newborn period
that would make the nurse suspect a congenital cardiac defect or CHF
The Newborn at Risk: Birth related Stressors
X. Discuss how to identify infants in need of resuscitation and the appropriate
method of resuscitation based on the labor record and observable physiologic
indicators
Y. Differentiate among the various respiratory and metabolic conditions in the
newborn and their related nursing care to include RDS, TTN, MAS, Cold
Stress & hypoglycemia
Z. Distinguish between physiologic & pathologic jaundice in determining the
hospital and community-based nursing care management of the infant with
jaundice
AA. Explain how Rh incompatibility or ABO incompatibility can lead to the
development of hyperbilirubinemia and the nursing care of an infant
receiving phototherapy
BB. Explain the causes and nursing care of infants with anemia or polycythemia
CC. Construct a the nursing assessment that would lead the nurse to
suspect newborn sepsis and the nursing care of the newborn with an
infection
DD. Relate the consequences of maternally transmitted infections, such as
maternal syphilis, gonorrhea, HSV, CMV, chlamydia to the nursing care
of infants in the neonatal period
24
EE. Categorize the interventions to facilitate parental attachment and meet the
special initial and long-term needs of parents of at-risk infants
Unit VI: Postpartum
A. Learning Resources
Text Reference
Davidson, Ladewig, London Chapter 33, 34, 35, 36, 37
Pickar 11-15, 17
Canvas Module
B. Learning Objectives
Unit VI: Postpartum At the end of this unit the student will be able to:
CO#1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11
Postpartum Adaptation and Nursing Assessment
A. Analyze the physiologic and psychologic changes that occur during
postpartum as the woman’s body return to its prepregnant state
B. Explain the components of a systematic postpartal assessment, normal
characteristics and common concerns of the mother
C. Review the physical and developmental tasks that the mother must
accomplish during the postpartal period
D. Explain the factors that influence the development of parent-infant
attachment in the nursing assessment of early attachment
The Postpartal Family: Early Care Needs and Home Care
E. Formulate a nursing care plan and include comfort measures based on
the findings of the “normal” postpartum assessment and teaching
needs
F. Compare nursing assessments and care for women who have
undergone cesarean birth and vaginal birth
G. Describe possible approaches to sensitive, holistic nursing care
for the woman who relinquishes her newborn and the childbearing
adolescent during the postpartum period
H. Delineate the purpose, teaching topics, interventions to
address the common concerns, and actions a nurse should
take to ensure personal safety as well as fostering a caring
25
relationship during a home visit
I. Summarize the maternal, family and assessment and care of the
newborn during postpartal home care
The Postpartal Family at Risk
J. Examine the causes of and appropriate nursing interventions for early
and late hemorrhage during the postpartal period
K. Create a nursing care plan that reflects knowledge of etiology,
pathophysiology, clinical therapy, nursing and preventive management
for the woman experiencing postpartum hemorrhage, reproductive
tract infections, UTI, mastitis, thromboembolic disease, or a postpartal
psychiatric disorder
L. Evaluate the woman’s knowledge of self-care measures, signs of
complications to be reported to the primary care provider, and
measures to prevent recurrence of complications
Grief and Loss in the Childbearing Family
M. Critique the etiology, diagnosis, and phases of grief in determining the
nursing care management of the family experiencing perinatal loss
N. Defend helpful and nonhelpful responses in caring for
families experiencing perinatal loss
26
UNIT VII: PRESPECTIVES ON PEDIATRICS Subunit A: The Nurse as a Provider of Care Introduction: This subunit addresses the role of the nurse in meeting the care and safety needs of pediatric clients and
their families, including current ethical, legal, and social issues. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapters 1 & 2
Websites: www.ANA.org ;
http://www.napnap.org; www.bne.state.tx.us;
www.aap.org; www.hcfa.gov; www.nursecredentialing.org (Disclaimer: Every effort
has been made to ensure that these sites are current; however,
due to the rapidly changing environment of the Internet and
WWW some links may no longer be accurate.)
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. List three major causes of death by age group. 2. Report the most common causes and reasons for hospitalization by age group. 3. Describe five broad functions of the pediatric nurse in promoting the health of children. 4. Report three legal and ethical issues unique to pediatrics and pediatric nursing practice. 5. Describe key concepts of family-centered care. 6. Identify key characteristics of different types of families. 7. Analyze four different parenting styles and their impact on child development. 8. Identify family support services that might be available in a community. 9. Plan family-centered nursing care for the child and family. Subunit B: The Nurse as Provider of Care Introduction: This subunit is an overview of growth and development from infancy through adolescence. Information
from this unit will provide the basis for pediatric assessment learning experiences. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapters 4, 5, 6, 7, 8, 9
Websites (same disclaimer.): www.cpsc.gov;
www.apa.org; www.aafp.org;
www.ashaweb.org; www.cdc.gov;
www.nncc.org; www.srcd.org; www.tchin.org;
27
www.aacap.org ; www.nichd.nih.gov
www.neonatology.org; www.iamyourchild.org;
www.pediatrics.org; www.sidscenter.org
www.brightfutures.org; www.safekids.com;
www.kidsource.com; www.zerotothree.org
Videos Denver Developmental Screening II
Written Exercise Graph height, weight, head circumference
Learning objectives: Using a critical thinking and problem solving approach, the student will: 1. Compare and contrast the major theories of human development. 2. Plan nursing interventions for children that are appropriate for the child’s developmental state, based
on theoretical frameworks. 3. Discuss tools used to assess growth and development 4. Describe the role of play in the growth and development of children. 5. Recognize major developmental milestones for infants, toddlers, preschoolers, school-age children,
and adolescents. 6. Identify assessment and intervention areas for health supervision visits of newborns and infants –
growth and developmental surveillance, nutrition, physical activity, oral health, mental and spiritual
health, family and social relations, disease prevention strategies, and injury prevention strategies. 7. State components of growth and developmental surveillance needs for children of toddlers,
preschoolers, and school-agers. 8. Describe the nutrition, physical activity, and oral health needs of toddlers, preschoolers, and school-
agers. 9. Explain contemporary developmental approaches such as temperament theory, ecologic theory, and
resilience framework. 10. Use data collected during developmental assessments to plan activities that promote development of
children and adolescents. 11. Apply knowledge of the major injury risks of toddlers and preschoolers to plan nursing interventions
that contribute to their prevention. 12. Identify the major health concerns of the adolescent years. 13. Apply communication skills to interaction with adolescents and their families. 14. Apply assessment skills to plan data-gathering methods for nutrition, physical activity, and the mental
health status of youth. 15. Intervene with adolescents by integrating activities that promote health and to prevent disease and
injury. 16. Describe the elements of a health history for children at different ages. 17. Apply appropriate communication strategies for different age groups. 18. Modify assessment techniques for according to the age and developmental stage of the child. 19. Analyze findings from the assessment of multiple systems and identify signs indicating the presence
of a health condition. Subunit C: The Nurse as a Provider of Care Introduction: This subunit addresses the role of the nurse caring for a child that is hospitalized. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapter 11
Learning objectives:
28
Using a critical thinking and problem solving approach, the student will: 1. Contrast the child’s understanding of health and illness according to the child’s developmental level. 2. Explain the effects and response to illness and hospitalization on children and their families. 3. Describe the child’s and family’s adaptation to hospitalization. 4. Identify nursing strategies to minimize the stressors related to hospitalization. 5. Analyze the role of the family during a child’s hospitalization. 6. Evaluate the effectiveness of teaching strategies used with the hospitalized child and the family. Subunit D: The Nurse as Provider of Care Introduction: This subunit explores the concepts of pain management and administration of medication to the child. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Text: Pickar
Chapter 15 Chapters 12, 13, 14, 15
Websites (same disclaimer.);
http://aappolicy.aappublications.org/cgi/content/
full/pediatrics;108/3/793 www.ampainsoc.org; www.pharminfo.com;
www.chionline.org
Learning Objectives: Using a critical thinking and problem solving approach, the student will: 1. Summarize the physiologic and behavioral consequences of pain in children. 2. Compare and contrast pain behaviors of the different age stages in children. 3. Examine the role of nonpharmacologic interventions in effective pain management. 4. Calculate dosages using mg/kg. 5. Determine safe drug administration ranges. 6. Plan nursing care for a child to be given sedation and analgesia for a medical procedure. 7. Distinguish between the clinical therapies used for acute and chronic pain. 8. Describe the different pain scales used to assess pain in children. Subunit E: The Nurse as Provider of Care Introduction: This subunit addresses the needs of the pediatric patient for fluid and electrolyte balance and nutrition. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Text: Pickar
Chapter 18 Chapters 14, 15
Learning Objectives: Using a critical thinking and problem solving approach, the student will: 1. Identify nursing responsibilities related to fluid requirements, fluid therapy, and electrolytes. 2. Analyze assessment findings specific to fluid and electrolyte problems and acid-base imbalance in
children. 3. Calculate daily maintenance fluid requirements for children of various ages and weights. 4. Explain threats to fluid and electrolyte balance in children. 5. Plan appropriate interventions for children experiencing fluid and electrolyte problems and acid-base
imbalance.
29
UNIT VIII: ALTERATIONS IN RESPIRATORY AND GENITOURINARY SYSTEMS Subunit A: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the respiratory system. The nursing
process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapter 20
Websites (same disclaimer): www.aaaai.org;
www.cff.org; www.aafa.org ;
www.nhlbi.nih.gov ; www.lungusa.org ;
www.mayohealth.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Describe unique characteristics of the pediatric respiratory system anatomy and physiology. 2. Contrast the respiratory conditions and injuries that can cause respiratory distress in infants and
children. 3. Distinguish between mild, moderate, and severe respiratory distress in a child, and plan appropriate
nursing care for each level of respiratory distress severity. 4. Differentiate between the signs and symptoms of a child with an upper airway and a lower airway
respiratory condition. 5. Plan interventions specific to caring for a child with a common acute respiratory condition. 6. Plan interventions required for a child with a chronic respiratory condition. Subunit B: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the genitourinary system. The nursing
process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Text: Pickar
Chapter 26 Chapters 14, 15
Websites (same disclaimer): www.aakp.org
; www.akfinc.org ;
www.nafc.org; www.unos.org; www.annanurse.org; www.kidney.org;
www.niddk.nih.gov;
www.mc.vanderbilt.edu/peds/pidl/nephro
Learning Objectives: Using a critical thinking and a problem solving approach, the student will:
30
1. Describe the anatomy and physiology of the genitourinary system and pediatric differences. 2. Discuss the nursing management of a child with a structural defect of the genitourinary system. 3. Develop a nursing care plan for a child with a urinary tract infection. 4. Outline a plan to meet the fluid and dietary restrictions of a child with a renal disorder. 5. Compare the child with minimal-change nephrotic syndrome and the child with acute
glomerulonephritis in terms of clinical manifestations and nursing care. 6. Plan nursing care for the child with acute and chronic renal failure. 7. Describe nursing education for the adolescent with a sexually transmitted disease.
UNIT IX: ALTERATIONS IN CARDIOVASCULAR AND GASTROINTESTINAL
SYSTEMS Subunit A: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the cardiovascular system. The
nursing process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapter 21
Websites (same disclaimer): www.aacn.org;
www.unos.org ; www.sads.org; www.ash-
us.org www.americanheart.org ; www.nhlbi.nih.gov;
www.ndsccenter.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Design a plan for assisting a child during a cardiac diagnostic procedure 2. Contrast the pathophysiology associated with congenital heart defects with increased pulmonary
circulation, decreased pulmonary circulation, and obstructed systemic blood flow. 3. Recognize the signs of congestive heart failure in an infant or child. 4. Create a nursing care plan for the infant with a congenital heart defect, including care at home prior to
corrective surgery. 5. Plan nursing care for a child with congestive heart failure. 6. Differentiate between the heart diseases acquired during childhood and congenital heart defects,
identifying plan of care for the different conditions. 7. Discuss the assessment and management of hypertension in children and adolescents. Subunit B: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the gastrointestinal system. The
nursing process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Text: Pickar
Chapter 25 Chapters 14, 15
31
Websites (same disclaimer):
www.liverfoundation.org; www.ccfa.org;
www.csaceliacs.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Discuss the pathophysiological processes associated with specific gastrointestinal disorders in the
pediatric population. 2. Identify signs and symptoms that may indicate a disorder of the gastrointestinal system. 3. Summarize preoperative and postoperative family-centered care for the child born with a cleft lip or
palate. 4. Contrast nursing management for the child with a gastrointestinal condition having abdominal surgery
versus nonoperative management. 5. Summarize etiology, pathophysiology, symptoms, and management of gastrointestinal disorders in the
pediatric population. 6. Analyze developmentally appropriate approaches for nursing management of gastrointestinal disorders
in the pediatric population.
UNIT X: ALTERATIONS IN ENDOCRINE, NEUROLOGIC, AND EYE/EAR/THROAT
FUNCTION Subunit A: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the endocrine system. The nursing
process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapter 30
Websites (same disclaimer): www.aadenet.org;
www.jdfcure.com; www.ngdf.org; www.tsh.org www.diabetes.org; www.eatright.org;
www.hgfound.org;
www.childrenwithdiabetes.com
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Differentiate between the disorders caused by hypopituitary and hyperpituitary dysfunction. 2. Describe the manifestations of thyroid hypofunction and hyperfunction and the management of
children with the disorders. 3. Distinguish between the manifestations of adrenal hypofunction and hyperfunction. 4. Summarize signs and symptoms that may indicate a disorder of the endocrine system. 5. Distinguish between the nursing care of the child with type 1 and type 2 diabetes. 6. Describe collaborative management for the child with type 1 and type 2 diabetes. 7. Plan care for the child with an inherited metabolic disorder. Subunit B: The Nurse as Provider of Care Introduction:
32
This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the neuromuscular system. The
nursing process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapter 27, 28
Websites(same disclaimer): www.sbaa.org;
www.efa.org www.ucp.org;
www.feat.org; www.nads.org; www.thearc.org;
www.autism.org; www.autism-society.org;
www.acds.org ; www.fraxa.org
www.fragilex.org; www.ndsccenter.org;
www.nyfac.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Plan family-centered nursing care for the child with cerebral palsy in the community setting. 2. Formulate a nursing care plan for the preoperative and postoperative care of a child with
myelomeningocele. 3. Differentiate between signs of bacterial meningitis, viral meningitis, encephalitis, Reye syndrome, and
Guillain-Barre syndrome in infants and children. 4. Differentiate between the signs of a seizure and status epilepticus in infants and children and plan
appropriate nursing care for each condition. 5. Contrast initial nursing management strategies for mild and severe traumatic brain injury. 6. Describe characteristics of common cognitive alterations of childhood. 7. Plan for the nursing management of children and adolescents with mental health and/or cognitive
impairment in the hospital and community setting. Subunit C: The Nurse as Provider of Care Introduction: This subunit provides an overview to pathophysiology, clinical manifestations, and nursing
care for the child with an eye, ear, or throat abnormality. Screening and assessment techniques for certain
conditions will be reviewed. Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapters 19
Learning Objectives: Using a critical thinking and problem solving approach, the student will: 1. Describe abnormalities of the eye, ear, and throat in children. 2. Plan for screening programs and identification of children with vision and hearing abnormalities. 3. Integrate evidence-based research to create a nursing care plan for children with vision or hearing
impairments. 4. Integrate preventative and treatment principles when implementing care for children related to the eye,
ear, nose, and throat.
UNIT XI: ALTERATIONS IN HEMATOLOGICAL/ IMMUNOLOGICAL SYSTEMS Subunit A: The Nurse as Provider of Care Introduction:
33
This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the hematological or immunological
systems. The nursing process will be utilized for teaching the plan of care to the family and child to
optimize discharge planning from an acute care setting.
Learning Resources:
Text: Ball, Bindler, & Cowan, 5th Edition Chapters 22, 23, 24
Websites (same disclaimer): www.aplastic.org
; www.irondisorders.org;
www.hemophilia.ca; www.ons.org; www.modimes.org ; www.medicalert.org;
www.fanconi.org; www.hemophilia.org;
www.arthritis.org; www.cooleysanemia.org;
www.rarediseases.org; www.pedaids.org;
www.napwa.org; www.actis.org;
www.nhlbi.nih.gov; www.hivatis.org;
www.cdcnpin.org; www.thalassemia.com;
www.marrow.org; www.siblingcordblood.org ;
www.sicklecelldisease.org; www.abta.org;
; www.cancer.org; www.apon.org;
www.leukemia.org/hm_lls;
www.childhoodbraintumor.org;
www.candlelighters.org; www.nci.nih.gov
; www.childrensoncologygroup.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Apply knowledge of the immune system to the care of children with immunological disorders. 2. Contrast differences between immune deficiency diseases and autoimmune diseases. 3. Plan nursing care for a child with human immunodeficiency virus. 4. Plan nursing care for a child with an autoimmune condition such as systemic lupus erythematosus or
juvenile idiopathic arthritis. 5. Describe exposure prevention measures for a child with latex allergy. 6. Summarize the etiology, clinical manifestations for chronic disorders of red blood cells. 7. Plan nursing care for the child with chronic disorder of red blood cells 8. Distinguish pathophysiology and clinical manifestations for the major bleeding disorders affecting the
pediatric population. 9. List nursing responsibilities during blood transfusion. 10. Describe implications for a child receiving hematopoietic stem cell transplantation. 11. Describe the incidence, known etiologies, and common clinical manifestations of childhood cancer. 12. Plan care for children and adolescents who have a diagnosis of leukemia.
UNIT XII: ALTERATIONS IN MUSCULOSKELETAL AND THE INTEGUMENTARY
SYSTEMS; CARE OF THE MALTREATED CHILD Subunit A: The Nurse as Provider of Care Introduction: This subunit provides an overview of the pathophysiology, clinical manifestations, complications and
nursing management of the child with a physiological alteration of the musculoskeletal system. The
34
nursing process will be utilized for teaching the plan of care to the family and child to optimize discharge
planning from an acute care setting. Learning Resources:
BBC Chapter 29
Websites (same
disclaimer): www.mdausa.org;
www.oif.org;
www.scoliosis.org;
www.srs.org;
www.mdff.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Plan nursing care for children with structural deformities of the foot, hip, and spine. 2. Recognize signs and symptoms of infectious musculoskeletal disorders. 3. Plan nursing interventions to promote safety and developmental progression in children who require
braces, casts, traction and surgery. 4. Plan nursing care for children with musculoskeletal disorders that are chronic or require long-term
care. Subunit B: The Nurse as Provider of Care Introduction: This subunit addresses the needs of the child who has been maltreated. Learning Resources:
BBC Chapter 17, pp 455-462
Websites (same
disclaimer): Campbell, E.
(2005) Child
abuse
recognition,
reporting, and
prevention: A
cultural
congruent
approach.
Journal of
Multicultural
Nursing.
Summer 2005.
www.texaschil
drens.org/prof
essionals/teleh
ealth/.../Octob
er 06.pdf
35
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. State three factors thought to be associated with child abuse. 2. State four areas of the history that should arouse suspicion of child abuse. 3. Discuss the nursing care of the abused child. Subunit C: The Nurse as Provider of Care Introduction: This subunit is an overview of the pathophysiology, clinical manifestations, complications and nursing
management of the child with a physiological alteration of the integumentary system. Learning Resources:
BBC Chapters 16, 31
Websites (same
disclaimer): www.apic.org ;
www.cdc.gov ;
www.hrsa.dhhs.go
v;
www.immunize.or
g; www.aad.org
www.aapc
c.org;
www.skincancer.o
rg;
www.headlice.org;
www.spdnet.org
Learning Objectives: Using a critical thinking and a problem solving approach, the student will: 1. Differentiate between common communicable diseases of childhood. 2. Describe medical and nursing management of common communicable diseases. 3. Plan the nursing care for a child with alterations in skin integrity, including dermatitis, infectious
disorders, and infestations. 4. Prepare an education plan for adolescents with acne to promote self-care. 5. Summarize the process to measure burn extent and severity in children. 6. Discuss the physical and emotional care for a child with a severe burn wound.
36
Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS)
I. BASIC SKILL COMPETENCIES
A. Basic Skills
i. Reading: Locate, understand and interpret written information in prose and in documents such as
manuals, graphs and schedules.
ii. Writing: Communicate thoughts, ideas, information and messages in writing, and create documents
such as letters, directions, manuals, reports, graphs, and flow charts
iii. Arithmetic & Mathematical Operations: Perform basic computations and approach practical
problems by choosing appropriately from a variety of mathematical techniques.
iv. Listening: Receive, attend to, interpret, and respond to verbal messages and other cues.
v. Speaking: Organize ideas and communicate orally.
B. Thinking Skills
i. Creative Thinking: Generate new ideas.
ii. Decision Making: Specify goals and constraints, generate alternatives, consider risks and evaluate
and choose the best alternative.
iii. Problem Solving: Recognize problems and devise and implement plan of action.
iv. Visualize ("Seeing Things in the Mind's Eye"): Organize and process symbols, pictures, graphs,
objects, and other information.
v. Reasoning: Discover a rule or principle underlying the relationship between two or more objects
and apply it when solving a problem.
C. Personal Qualities
i. Responsibility: Exert a high level of effort and persevere toward goal attainment.
ii. Self-Esteem: Believe in one's own self-worth and maintain a positive view of oneself.
iii. Sociability: Demonstrate understanding, friendliness, adaptability, empathy, and politeness in
group settings.
iv. Self-Management: Assess oneself, set personal goals, monitor progress, and exhibit self-control.
v. Integrity & Honesty: Choose ethical courses of action.
37
II. WORKPLACE COMPETENCIES
A. Resources:
i. Time: Select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.
ii. Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet
objectives.
iii. Material & Facilities: Acquire, store, allocate, and use materials or space efficiently.
iv. Human Resources: Assess skills and distribute work accordingly, evaluate performance and
provide feedback.
B. Interpersonal Skills:
i. Participate as Member of a Team: Contribute to group effort.
ii. Teach Others New Skills.
iii. Serve Clients/ Customers: Work to satisfy customers' expectations.
iv. Exercise Leadership: Communicate ideas to justify position, persuade & convince others,
responsibly challenge existing procedures & policies.
v. Negotiate: Work toward agreements involving exchange of resources, resolve divergent interests.
vi. Work with Diversity: Work well with men and women from diverse backgrounds.
C. Information:
i. Acquire and Evaluate Information.
ii. Organize and Maintain Information.
iii. Interpret and Communicate Information.
iv. Use computers to process information.
D. Systems:
i. Understand Systems: Know how social, organizational and technological systems work and operate
effectively with them.
ii. Monitor & Correct Performance: Distinguish trends, predict impacts on system operations,
diagnose deviations in systems' performance
iii. Improve or Design Systems: Suggest modifications to existing systems and develop new or
alternative systems to improve performance.
E. Technology
i. Select Technology: choose procedures, tools or equipment including computers and related
technologies
ii. Apply Technologies to Task: understand overall intent and proper procedures for setup and
operation of equipment
iii Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment,
including computers and other technologies
38
STUDENT ACKNOWLEDGMENT
I have read the Panola College Associate Degree Nursing program syllabus
for RNSG 1412 Maternal & Child Nursing Care. The items in the syllabus
have been explained to me. I understand that it is my responsibility to seek
any additional clarification that I may need from the instructor.
I will comply with the requirements as delineated. It is my understanding
that this form will become part of my permanent file.
___________________________ ______________________________
Student Name (print) Student Signature
___________________________ _______________________________
Date Date
I have access to and have read the current Associate Degree Nursing Student
Handbook and am familiar with the guidelines and policies, have understood
such, and agree to abide by the Associate Degree Nursing Student Handbook.
__________________________ _________________________
Student Name (print) Student Signature
_________________________ ________________________
Date Date
39
40
Discussion Assignment Grading Criteria
Student Name /Group Number: Date:
Criteria 4 (100%)
3 (80%)
2 (75%)
< 2 (0%)
Score
Specificity 25 points
2 comments include specific details and quotations from the assigned textbook (Includes source and page number), AND 1 professional nursing journal article or Web page published within 1-2 years (attach article or link web page)
1 comment include specific details and quotations from the assigned textbook (includes source and page number) AND 1 medical or professional nursing journal article or Web page published within 3-4 years (attach article or link web page)
1 comment includes specific details and quotations from the assigned textbook & includes source and page number
Use of assigned textbook to support points is incoherent or missing entirely Comments are not supported Questions are not addressed
Critical Thinking/ Analysis of issue 25 points
Evidence of reflective statements that go beyond what takes place in an online classroom to include a theoretical rationale underlying the use of specific strategies or materials Full of thought, insight and analysis
Evidence of reflective statements contain some of the theoretical rationale underlying the use of specific strategies or materials Connections are made, not really clear or obvious
Evidence of reflective statements contain some of the theoretical rationale underlying the use of specific strategies or materials Limited, if any connections Vague generalities
No evidence of reflective thought Few, if any, reflective statements go beyond what takes place in a classroom Little, if any, theoretical rationale underlying the use of specific strategies or materials No connections are made Off topic
Uniqueness 20 points
New ideas New connections Made with depth and detail
New ideas or connections Lack depth and/or detail
Rehash or summarize other postings
no new ideas “I agree with …” statement
Timeliness 20 points
Initial Post and 3 Follow-up post meet deadlines Posts within 2 days of release
Initial Post and 2 follow-up post meets deadlines some not in time for others to read & respond
Initial post and 1 follow-up post Posted at the last minute without allowing for response time
Postings fails to meet the deadline
Stylistics 10 points
Written responses are free of grammatical, spelling and punctuation errors. The style of writing facilitates communication.
Written responses contain 1-2 grammatical, spelling or punctuation errors. The style of writing facilitates communication.
Written responses contain 3-5 grammatical, spelling or punctuation errors. The style of writing does not facilitate communication.
Written responses contain more than 6 grammatical, spelling or punctuation errors. The style of writing does not facilitate communication
Total Points
41
NAME______________________________
Computer Assisted Instruction/Case Study Log for Nursing Care for the Childbearing
Woman
Record all scores on this log and print and attach result page to this document
Title of CAI/Case Study
CASE STUDIES (Only ONE ATTEMPT per case
study)
MATERNITY MANIA
1. Healthy Newborn
Score
2. Newborn with Jaundice
Score
3. Postpartum
Score
4. Premature Infant
Score
MATERNITY: NORMAL PREGNANCY (multiple
attempts allowed)
1. Susan Wilson (1)
2. Susan Wilson (2)
Score
MATERNITY: PROBLEMS OF PREGNANCY
(multiple attempts allowed)
1. Donna Prow
2. Lilley Larson
Score
3. Maria Pratt
4. Steffy Greel
Score
42
NAME______________________________
Computer Assisted Instruction/Case Study Log for Maternal/Newborn Nursing 1412/2261
Record all scores on this log and print and attach result page to this document
PEDIATRIC CASE STUDIES (Only ONE ATTEMPT
per case study)
1. Burns
Score
2. Cleft Lip and Cleft Palate
Score
3. Compound Fracture (Preschooler)
Score
4. Congenital Heart Disease
Score
5. Cystic Fibrosis Score
6. Respiratory Syncytial Virus (RSV) Bronchiolitis Score
7. Sickle Cell Anemia
Score
PEDIATRIC PATIENT REVIEWS (Only ONE
Attempt Allowed)
CHRONIC PEDIATRIC HEALTH PROBLEMS
1. Austin Brown
2. Katie Mills
Score
Score
OUT-PATIENT PEDS
1. Adolescents
2. Infants and Children
Score
Score
PEDIATRIC RESPIRATORY HEALTH PROBLEMS
1. Kids in the ED
2. An Asthmatic Child
Score
Score
