West Coast University

NURS 206 Expanding and Developing Family and Community

Course Name: Expanding and Developing Family and Community Course Number: NURS 206

Academic Program: Nursing Campus:

Section A

Instructor’s Name Allan J. V. Cresencia, MSN, CPN, RN Christine L. Dyer, MSN, CPN, RN Elizabeth Hartman MSN, RNC-OB I. Instructor’s Contact Information, Course Pre and Co-Requisites Phone Number: E-mail: [email protected] [email protected] [email protected] Office location: Faculty Room 108 Office hours: Ms. Hartman: Weds 12-2pm; Thurs 12-1 pm; and by appt. Mr. Cresencia: by e-mail and appt. Mrs. Dyer: by e-mail and appt. Course Website: wcunurs206and216.pbworks.com Course Prerequisites: NURS 201, NURS 211L Course Co requisites: NURS 216L

II. Mission and Outcomes

University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Revision Date: Month, Year (i.e. February, 2010) Page 1 NURS 206 Expanding and Developing Family and Community

College of Nursing The mission of the College of Nursing is to provide evidence-based and Mission innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

College of Nursing The philosophy of the College of Nursing is the education of nurses who Philosophy become lifelong learners and critical thinkers. The philosophy reflects beliefs that education is a continuous process, occurring in phases throughout an individual’s lifetime

Program Learning 1. Synthesize knowledge derived from liberal arts and sciences with a Outcomes conceptual framework as a basis for professional nursing practice. 2. Utilize nursing process in health promotion, restoration, and disease and illness prevention. 3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting. 4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings. 5. Provide health care education to individuals, families, and aggregates. 6. Develop measurable goals that demonstrate the willingness to become a life-long learner in building expertise as a member of the nursing profession. 7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team. 8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability. 9. Demonstrate application of the AACN 9 Essentials. 10. Be eligible to apply for the registered nursing licensing examination in order to be employed as a registered nurse in a variety of health care settings.

III. Course Information Term: Summer I, 2011 Class Meeting Dates: June- August 2011 Class Meeting Times: Weds 12:30- 5:30 pm Class Meeting Location: Room 126 (OB);Room 212 (Peds) Web Site: wcunurs206and216.pbworks.com Class Credit Hours 3 semester credits/5 contact hours per week/45 hours per term Class Credit Length 9 weeks

Class Required Texts, Assessment Technology Institute Inc. Content Mastery Series: Maternal Learning Resources Newborn Nursing Review Module. Overland Park KSwww.atitesting.com

Boyd, D., Hinds, M., Hyland, J. Hyland &Saccoman, (2008) Evolve reach comprehensive review for the NCLEX-RN examination (2nd ed.) St. Louis, MO: Mosby Elsevier

Evolve Online Learning Center. Case Studies & Practice Tests evolve.elsevier.com

Class Required Texts, Hockenberry, M. J., & Wilson, D. (2007). Wong’s nursing care of infants Learning Resources and children (8thed.). St. Louis, MO: Mosby Elsevier. (continued) Hockenberry, M. J., & Wilson, D. (2009). Clinical companion forWong’s essentials of pediatric nursing. St. Louis, MO: Mosby Elsevier.

Ward, S. &Hisley, S. (2009) Maternal-Child Nursing Care Optimizing Outcomes for Mothers, Children, and Families. Philadephica, PA: F.A. Davis

Class Recommended American Psychological Association. (2002). Publication manual of the Texts, Learning American Psychological Association (5th ed.).Washington, DC: Resources American Psychological Association.

ATI. Content Mastery Series: Nursing care of children. Nursing Review Module, Overland Park KS: www.atitesting.com

Hockenberry, M. J., & Wilson, D. (2007). Virtual clinical excursions for Wong’s nursing care of infants and children (8thed.). St. Louis, MO: Mosby Elsevier.

Knippa, A. (Ed.). (2008). Nursing Care of Children Version 7.0: Content Mastery Series Review Module. Stilwell, KS: Assessment Technologies Institute, LLC.

Pearson Hall Real Nursing Skills: Maternal-Newborn & Women’s Health Nursing Skills online videos

Websites:

National Health Objectives: www.healthypeople.gov www.hhs.gov, (Immunization schedule)

LIRN (Library Information Resources Network) http://www.lirn.net/services.shtml Patron Indentification #: 52516 (Available anywhere with Internet access)

Opposing Viewpoints; InfoTrac- magazine articles; Medical Encyclopedia Medical Dictionary; Current information on dozens of topics

Ebsco Databases

http://search.ebscohost.com UserID: west; Password: coast (Available anywhere with Internet access); Full text periodical articles

EBRARY http://site.ebrary.com/lib/westcoastu (Only available on the WCU campus Course Catalog This course focuses on nursing concepts in the therapeutic care of women, Description mothers, infants, children, adolescents and their families. Included are Gordon’s conceptual framework, major health promotion and disease prevention, nursing process, therapeutic communication, evidenced based practice, teaching/learning principles and role development in the area of women, infants and children, and families.

Course Learning 1. Interpret how the Healthy People 2020 Objectives and other major Outcomes health promotion and disease prevention concepts will improve the health and welfare of women, children, and families. 2. Discuss current issues regarding women's health care as they transition through the life cycle. 3. Describe significant aspects of human sexuality and reproduction and apply this knowledge in planning nursing care and comprehensive teaching plans for individuals and families throughout the life cycle. 4. Analyze the physiologic and psychosocial aspects of uncomplicated and complicated pregnancy from conception to postpartum and plan appropriate nursing interventions for actual and potential self-care demands for each stage. 5.Discuss and apply the nursing process in conjunction with Gordon’s Functional Health Patterns to the obstetrical client and neonates suffering from a variety of acute and chronic disease states, assessing health deviations, developing expected outcomes and identifying and validating the effectiveness of nursing interventions. 6.Incorporate evidence-based nursing research from a variety of sources, including pharmaceutical, biological, psychosocial and behavioral sciences, in the nursing process when planning care for women, infants and families. 7.Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of women, newborns and their families. 8.Describe nutritional requirements for newborns and for women throughout the life cycle, with emphasis on pregnant, breastfeeding, and post-menopausal women, and plan nursing interventions for actual and potential nutritional deficits for selected clients. 9.Identify and explore the role of the nurse as provider, manager and coordinator of therapeutic care for women, neonates and their families. 10. Identify community resources and referrals appropriate for childbearing women, their infants and families, with particular attention to families facing major health problems and special health care needs.

Teaching Strategies Lecture, group analysis of selected case studies, research studies, internet search, evaluation of evidence-based practice, interactive software

programs, and independent study.

IV. Evaluation Methods, Grading Formative Assessment of Maternity: Formative Assessment Student Learning: Assignment/Assessment Activity Due Date Points  Will not count more Case Studies (2) 5 than 80% of final Homework Assignments 2.5 grade Participation 2.5 Summative Assessment Examinations 30 of Student Learning:  Will not count more Pediatrics: Formative Assessment than 20% of final grade Assignment/Assessment Activity Due Date Points Participation: Case Study Presentation 5  Student Homework assignments 2.5 Participation will not Participation 2.5 account for more than Examinations 30 10% of the final grade. Summative Assessment: Final Exam 20.0

Student must attain a score of at least 76% out of the 80% examination- oriented part of the total course grade. In other words, if the total number of points available in a given class is 100, then a minimum of 80 of those points are earned by taking examinations, and a student must earn at least 61 points of the 80 points (76%) out of those exam questions in order to pass the course. Assuming the student attains the minimum 76% (61 points), then the 20% non-examination activities (20 points) are added to calculate the final course grade. Note – A student can attain 76% of the combined examinations and still fail the course if not attaining enough points from non-examination assignments.

V. Policies and Procedures West Coast University Grading WCU Numerical Scale (reflective of Scale Nursing and Dental Hygiene Grade Points final course grade. for non program Specific Numerical Score See associated policy specific courses in Catalog) A 4 90-100 91-100 B 3 80-89 84-90 C 2 70-79 76-83 D 1 60-69 64-75 F 0 59 and below 63 and below TC N/A Transfer Credit Transfer Credit W N/A Withdrawal Withdrawal I N/A Incomplete Incomplete Credit granted for 75% or CR N/A Credit higher on a challenge exam or Credit awarded for NURS 199

West Coast Satisfactory attendance in courses is a requirement of the university and linked University with student success. The percentage of attendance is calculated on the basis of Attendance Policy the clock hours identified and varies by the type of course or major. For example, 30% of a three credit lecture course is 13.5 hours. Absences in excess of 30% of any course will result in a grade of “F” and the student will be required to repeat the course. Nursing students may not be absent for more than 20% of a NURS lab or clinical course identified as “L”. Dental hygiene students may not be absent for more than 20% of any DHYG course whether theory or clinical.

If any student is absent from the University for more than 14 consecutive calendar days, excluding holidays, and no contact has been made during that period, the student will be withdrawn from the University.

Students must provide the Academic Dean or Dean of Nursing with written documentation verifying the required military leave and length of time requested.

Course Completion Students are expected to participate in class. Participation includes being Requirements present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the

current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

Students who do not successfully pass a course and therefore must repeat the class are required to earn a minimum grade of ‘B’ on the course they retake. Students who fail to earn a minimum grade of ‘B’ on a repeated course will be academically disqualified from the University.

West Coast In order to meet course outcomes students may be required to make up all University Make-up assignments and work missed as a result of absences. The faculty may assign Work Policy additional make-up work to be completed for each absence. Hours of make-up work cannot be accepted as hours of class attendance.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade). Lack of preparation at the scheduled exam time is not an acceptable excuse for not taking an examination or quiz.

Classroom Policies  Students are expected to dress professionally during class time, as they will in their future roles and positions.  No children are allowed in class or unattended on campus.  Personal use of cell phones, Blackberries or any other electronic devises in the classroom during class time is not permitted. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Consistent breaches of this policy will be addressed by the University as a student conduct issue.  Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' abilities to learn and the

instructor’s abilities to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem. Consistent breaches of this policy will be addressed as a student conduct issue.

Academic Integrity Academic honesty, integrity, and ethics are required of all members of the West Policy Coast University community. Students are expected to conduct themselves in a manner reflecting the ideals, values, and educational aims of the University at all times. Academic integrity and honorable behavior are essential parts of the professionalism that will be required well beyond graduation from WCU. They are the foundation for ethical behavior in the workplace.

A student who acts in an unethical or unprofessional manner on an assignment will receive a grade of zero for that assignment. A second incident of unethical or unprofessional behavior may result in administrative termination from the university.

In its commitment to academic honesty and accurate assessment of student work, West Coast University uses a plagiarism-detection web-service to help prevent plagiarism. Consequently, instructors reserve the right to submit student assignments to the website to check for similarities between student submissions and the internet, various research databases, and the web-site’s database of previous student submissions.

Students may be required to electronically submit their work to the instructor or to the website, and by taking WCU courses, students agree that all assignments are subject to plagiarism detection processes and Academic Honesty policies. Assignments submitted to the website by the student or instructor will become part of the service’s database and will be used for plagiarism prevention and detection. Student papers, however, will remain the intellectual property of the authors.

Any submitted papers that are not the student’s original work will be considered plagiarism, in violation of the Academic Honor Code. For clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor

Academic The University considers plagiarism and falsification of documents, including Dishonesty documents submitted to the University for other than academic work, a serious matter that may result in a failure in the class or dismissal from the program. All student work is to be submitted to faculty and represent the student’s original work. All students are required to follow the American Psychological Association (APA) writing guidelines. All sources used as references must be properly identified

Students who violate university standards of academic integrity are subject to disciplinarysanctions, including failure in the course and suspension from the university. Since dishonesty in any form harms the individual, other students and the university, policies on academic integrity will be strictly enforced. Familiarize yourself with the Academic Integrity guidelines and the Academic Honor Code in WCU catalog and program handbooks.

Testing and The university testing policy stipulates that no phones or other electronic Examination Policy devices, food or drink, papers, hats or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed. Please review the policy for the complete list of testing requirements and the Academic Honor Code.

Once the exam results are available, the students will be offered a test review. The student will be provided with a test copy (not applicable to HESI, ATI exams), answer sheet, and a copy of his or her Scranton, which must all be returned unchanged upon completion of review. No written or oral notes can be taken when a student reviews his or her exam. The school encourages students to review their test results as soon as the exam is completed. HESI (or ATI) exam results are available for review on line through the Elsevier (or ATI) website usually within 24 hours of completing the exam. Students are encouraged to use this information to tailor their remediation in areas of weakness as identified by subjects missed on the HESI or ATI exam. The HESI and ATI testing policy require that you may not share any of the testing information with anyone at any time. Please read it carefully as this is a legal document you are signing and will be legally held accountable to uphold, when taking these examinations. See Testing policy and Academic Honor Code in WCU catalog and/or Nursing Student Handbook. Reasonable Any student requesting accommodations based on a verified disability is required Accommodations to register with the Director of Student Services each semester. A letter or clinical evaluation form from a learning specialist showing proof of a learning disability and what accommodations are required to assist the student, is required to be on file with the Director of Student Services. A letter of verification for approved accommodations can be obtained from that office. Please be sure the letter is delivered to your instructors at the beginning of each term so they may appropriately assist you.

Changes to the Any changes to the course schedule as outlined in this syllabus will be thoroughly Course Schedule discussed with students attending the class prior to implementation.

Additional Program The purpose of this section of the syllabus is to guide the student in or Accreditation understanding how the AACN 9 Essentials are incorporated into their Requirements education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 206 Expanding and Developing Family and Community include the following:

Essential I, Liberal Education for Baccalaureate Generalist Nursing Practice:  Use in class presentations of ancient and classical artwork and artifacts depicting the history and evolution of birthing throughout the ages.  Discussion and case studies from Women’s Health involving exploration of cultural, ethical, spiritual, psychosocial, anthropological and social justice issues.

Essential II, Basic Organizational and Systems Leadership for Patient Safety and Quality Care:  Use of group and individual case studies, in class and assigned, that explore issues involving clinical teamwork, delegation, leadership, communication, and creative problem-solving to ensure patient safety.  Discussion of RN role in patient care team responsible for ensuring patient safety and quality of care.

Essential III, Scholarship for Evidence-Based Practice:  Assigned research papers, care plans and case studies requiring the use of library and internet research databases, professional journals and texts.  Group PowerPoint and poster projects/presentations of issues involved in maternal/child /family nursing.  Interpret how the Healthy People 2010 objectives will improve the health and welfare of women, children, and families.

Essential IV, Information Management and Application of Patient Care Technology  Discussion and analysis of fetal monitoring technologies that promote effective care management and patient safety.  Discussion of ethical and legal issues related to the use of information technologies as they relate to women’s health care.  Promotion of information literacy and computer skills through on-line and web-based research and testing programs, word processing and presentation software such as PowerPoint.

Additional Program Essential V, Health Care Policy, Finance and Regulatory Environments or Accreditation  Discussion and exploration of ethics and cost/benefit analysis in Requirements relation to access to and provision of healthcare for women, fetuses, (continued) infants and children through programs such as Medicaid/Medi-Cal, WIC, etc.  Discussion of Healthy Families 2010 and role of early prenatal care in promoting optimal outcomes in women’s reproductive health.

Essential VI, Interprofessional Communication and Collaboration for Improving Patient Health Outcomes  Case study discussions with peers and healthcare professionals focusing on issues in women’s health.  Role-play scenarios emphasizing role of interdisciplinary team with RN in active role to promote patient safety and improve health outcomes.

Essential VII Clinical Prevention and Population Health for Optimizing Health  Discussion and exploration of risk-identification and screening of women for health deviations, complications, genetic-influenced disorders and communicable diseases in women’s and obstetrical health care.  Discussion and case studies exploring how to obtain gynecological,

obstetrical, sexual, genetic and psychosocial health histories of women for promotion of optimal health and disease prevention and planning of effective interventions for women and infants.  Family assessment written assignment for obtaining and analyzing family and cultural structures/history that impact women’s and infants’ health.

Essential VIII: Professionalism and Professional Values  Discussion and case studies touching on ethical, legal and moral implications of patient care situations in maternal/child health care areas such as: abuse, withdrawal of life support, maternal vs. fetal rights, assistive reproduction, etc.

Essential IV: Baccalaureate Generalist Nursing Practice  Individual and group case studies exploring prioritization of patient care needs, decision making regarding patient care management and analysis of patient’s medical condition, pathophysiology and appropriate therapeutic interventions.

Section B: Course Outline

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date 1 Ward &Hisley: CLO 1, 2, 6 Discuss theories of caring and holism as they Contemporary nursing care Review of Syllabus, Learning Maternal-Child apply to the nursing care of women as they and current health care Outcomes, and Assignments Nursing Care transition through the life cycle. issues Chapter 1- 3 - Family Centered Care Chapter 5 & 6, -Complementary and Chapter 11, p. 315-322 Alternative - Health care/medicine (CAM) Pearson Hall Real CLO 1, 2 Discuss the social, political, economic, and - Evidence-based nursing Nursing Skills cultural trends that impact women’s and practice Maternal-Newborn newborns’ health. (EBPs) and Women’s Health Nursing Skills:: CLO 7, 9, 10 Identify and explore the role of the nurse as Healthy People 2010: Health Assessment advocate, provider, manager, delegator and Blueprint for Action Teaching Self-Breast coordinator of therapeutic care for women, -Increasing quality and exam neonates and their families. years of healthy life Birth Control -Eliminating health CLO 3, 4, 6 Assess and provide patients contraceptive disparities (WIC, Medicaid, care. Newborn and Mothers Other student Health Protection Act, Resources include: Family and Medical Leave Hesi Textbook Act) Tests online at ATI or HesiEvlove Human Sexuality and ATI Unproctored CLO 4, 6 Analyze the nurse’s role in teaching and Fertility Test counseling clients about infertility and -Medication Free genetics. Contraception Homework: (due on -Hormonal Methods week 2 during class) CLO 9 Identify potential alternatives to -Sterilization Develop a concept childbearing for the infertile couple. -Surgical/Medical map that shows how Termination of Pregnancy nurses can improve pregnancy outcomes NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date Assessments and Treatment and reduce maternal Options for Infertility mortality.

Surrogacy and adoptions

Women’s health: Common infections Social issues in women’s health Violence against women

1(cont) CLO 4 Discuss fetal growth & development. Conception and development of the embryo CLO 1, 3,4 Understand the nurse’s role in minimizing and fetus threats to the developing fetus.

CLO 3, 4 Discuss developmental stages of adapting to pregnancy and the taking on of parenting Preparation for Parenthood roles within the family.

CLO 4, 5 Identify the importance of assessment, history taking and establishing a therapeutic Nurse’s Role in Prenatal relationship in providing care to women in Evaluation the prenatal care setting. Physiological Changes CLO 4, 8 Describe physiologicalchanges that occur During Pregnancy during pregnancy and their etiologies Self Care during Pregnancy

2 Prenatal Assessment and Ward &Hisley: CLO 1, 2, 4, Outline a prenatal schedule and describe the Care ASSIGNMENT: Chapter 7- 11 5 importance of prenatal care. Homework Case Study #1 Due by class time Maternal Tasks and CLO 1, 7, 8, Describe holistic approaches to achieve Promoting a Healthy Evolve online : Role Transition (pg. NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date optimal healthy pregnancy. Pregnancy Gestational Diabetes 208- Table 8-5) Paternal Adaptation to CLO 4, 5, 6, Identify the signs of pregnancy and methods Pregnancy (pg. 209) 7, 8 to manage the common associated Early Signs & Anticipatory discomforts. Teachings Review Table 10-6 (pg. 282)-Example of a CLO 7,8,9 Discuss the special considerations in giving Prenatal Care Map care to the pregnant adolescent. Adolescent Pregnancy and Nutritional Needs

2 (Cont) Other student CLO 4,5,8 Describe nutritional requirements for Maternal Nutrition Clinical Group 1: Resources include: women during pregnancy, identify clients Describe prenatal tests done and 1. Hesi Text book with special nutritional needs and discuss rationale for test: 2. ATI Videos strategies for effective client teachings. (When are tests done?) 3. Case studies online at CLO 3, 5, 6 Recognize signs of impending complications Recognizing Signs and -Alpha FetoProtein Evlolve.com of pregnancy and discus interventions to Symptoms of Danger During -Ultrasound 4. ATI decrease morbidity and mortality. Pregnancy -Glucose screen unproctored -Fetal fibronectin test CLO 4, 6 Identify complications of pregnancy and describe fetal surveillance tests to evaluate Caring for the Woman Describe the following tests, fetal well being. Experiencing Complications when they are done, and the Pearson Hall Real During Pregnancy significance of the results. Nursing Skills CLO 5, 7, 9 Plan nursing assessments and interventions -Prenatal Loss -Kick Count Maternal-Newborn & for the woman experiencing complications -Hemorrhagic Disorders -NST Women’s Health of pregnancy. -Preterm Labor -BPP Nursing Skills: -Premature Rupture of Prenatal Care Videos Membranes -Hypertensive Disorders of Pregnancy DIC -Multiple Gestation -Infections NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date -Inflammatory Diseases -Rh Isoimmunization -Cardiovascular -Diabetes Psychiatric Complications During Pregnancy Substance Abuse Antepartum Nursing Assessment -Chorionic Villus Sampling -Percutaneous Umbilical Blood Sampling -Amniocentesis -Ultrasonography

2 -Kick Counts Homework Reflection: (cont) -Fetal Biophysical Profile What are the characteristics of CLO 4, 5 Identify assessment modalities for -Nonstress Test reassuring and non-reassuring evaluating fetal well-being. -Acoustic Stimulation FHR patterns by EFM? -Contraction Stress Test

CLO 2, 4,5, Discuss partner abuse common during Intimate Partner Violence 7, 10 pregnancy and plan nursing interventions During Pregnancy when abuse is suspected. 3 Discuss normal physiological processes of The Birth Experience: Exam#1(covers CLO 3, 4 labor and birth. Intrapartum Nursing Care ASSIGNMENT: week 1 & 2 lectures) *Homework Case Study Discuss the stages of labor and birth and Labor & Birth Processes #2 Due Ward &Hisley: CLO 3, 4 common responses of women to the (Four Stages of Labor) Evolve online: Chapter 12, 13, 14 birthing process. Nursing Care During Labor Pre-Eclampsia ATI Content Mastery CLO 4, 5 Identify nursing interventions and patient Ensuring Culture-Centered Series Maternal- teachings to facilitate the birthing process. care Newborn Nursing ATI Assessment of Fetal Heart Clinical Group 2: CLO 4, 5 Recognize reassuring and non-reassuring Rate Describe labor pain relief Other Student NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date FHR patterns, and provide appropriate options, rationale for use, and Resources Include: nursing interventions. Birth-Related Procedures contraindications for each. 1. HESI Textbook and Cesarean Section 1 -Epidural &Spinal 2. ATI Videos: CLO 4, 9, 10 Discuss the nurse’s role in conjunction with 2 -General Intrapartum other care providers in providing care for Uterine Medications: 3 -Local 3. Case Studies women in labor and during obstetric Oxytocics&Tocolytics 4 -IV Medication online at emergencies. EVOLVE.com Pain Management During Describe the medication, it’s 4. ATI CLO 4, 6 Analyze concepts and research findings in labor indication, and unproctored test regards to ensuring maternal-fetal safety -Nonpharmacological contraindications: while promoting labor and comfort during Measures 1 -Cervidil labor and birth. -Pharmacological Measures 2 -Pitocin 3 -Methergine 4 -Hemabate 5 -Duramorph

Homework Reflection: Describe Bishop’s score and explain its significance.

3 (Cont) CLO 4, 5 Recognize intrapartal complications and Caring for the Woman Homework: provide the appropriate expected nursing Experiencing Complications What are the management. During Labor and Birth characteristics of Maternal: reassuring and non- CLO 4, 5,6 Demonstrate critical thinking abilities in -Hypertensive Disorders reassuring FHR synthesizing and applying knowledge in the -Diabetes patterns by EFM? care of women and newborns. Fetal: -Fetal malpresentation -Shoulder dystocia -Cephalopelvic disproportion NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date -Multiple gestation -Non-reassuring FHR patterns

Obstetrical Emergencies -Placenta previa -Placental abruption -Rupture of uterus -Umbilical cord prolapse 4 Ensuring Safety for the Exam 2(covers CLO 4, 5 Discuss measures implemented to ensure Mother and Infant Clinical Group 3 : weeks 3-4 lectures) safety for mother and infant. Describe tests done during the Care of the New Family: neonatal hospital stay and Chapter 15, 16, 17, 18, CLO 4, 5 Describe the physiological and psychological -Maternal Assessment rationale: 19 changes that occur in the postpartal woman. -Maternal Physiological Adaptations 1 Bili screen&Bilirubin lab ATI Review CLO 4, 5 Plan nursing interventions to prevent -Maternal Teachings to test Hesi Textbook postpartum complications. prevent complications 2 Coombs lab test 3 Newborn metabolic Pearson Hall Real CLO 4, 5 Provide nursing interventions during screen Nursing Skills postpartum emergencies. 4 Hearing screen Maternal-Newborn & Women’s Health Describe the following Nursing Skills: community resources: Newborn Videos

1 WIC 2 Early Intervention Programs 4 (cont) Other Student CLO 4, 5, Plan a holistic nursing care for the postpartal Postpartum Hemorrhage, Resources Include: 7,9, 10 woman and her family including strategies Hematomas and Infection 1. ATI Videos for home follow-up care. 2. Tests online at Recovery and Self-care ATI or HESI CLO 8 Implement nursing plan to promote optimal During Puerperium EVOLVE breastfeeding or formula feeding outcomes NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date for the mother and her infant. Postpartum Depression/Psychosis CLO 8, 9,10 Design comprehensivepostpartal discharge planning and teaching. Facilitating Infant Nourishment: Making CLO 4, 5 Identify and describe physical assessment Informed Choices norms for neonates. Community Resources for CLO 4, 5 Discuss normal neonatal patterns of the New Family behavior during the first several hours after birth. Newborn Physiologic Responses to Birth CLO 4,5, 6 Identify the components of the immediate newborn care to promote maternal- newborn bonding and prevent neonatal Nursing Assessment of complications. Newborn

CLO 4, 5 Provide nursing care for high-risk newborns Newborn Care: Normal and newborn complications.

Newborn Care: High Risk 5 PEDS Ward &Hisley CLO 1 Interpret how the Healthy People 2020 Chapters 20, 21, 22 Objectives will improve the health and Using Gordon’s conceptual and 23 welfare of the pediatric population and their framework, the nursing families. process, evidenced based Other Student practice, therapeutic Resources CLO 9 Describe the role of the nurse, using Gordon’s communication, Include: 11 Functional Health Patterns, in the care of teaching/learning and role the pediatric client and the expanding family. development in the HESI Textbook therapeutic care of Evolve Elsevier Case CLO 4, 5,9 Analyze the central role of therapeutic care pediatric patients: Studies and Practice relationship in providing nursing care to Tests pediatric clients in all care settings and  Developing Child situations.  Child in Hospital Pearson Real Nursing NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date and Community Clinical Videos CLO 7 Evaluate the impact of cultural, ethical,  Family across care Clinical Companion legal, gender, and economic issues related setting Resource to the health care of pediatric populations  Child with and their families. Psychosocial or Cognitive Condition 6 Using Gordon’s conceptual Ward &Hisley CLO 4, 5 Analyze potential and actual problems to framework, the nursing Chapters 24, 25, 26 the health and well being of children and process, evidenced based and 27 families and plan age-appropriate nursing practice, therapeutic interventions for selected cases, including communication, high risk cases. teaching/learning and role HESI Case studies on : development in the 1. Cystic Fibrosis CLO 1, 7 Describe major health promotion and therapeutic care of 2. RSV disease prevention concepts for children pediatric patients: Bronchiolitis and families across the life cycle. 3. Cleft lip and  Child with a cleft palate respiratory 4. Congenital condition heart disease  Child with gastrointestinal condition  Child with immunological or infectious condition  Child with cardiovascular condition 6 (Cont) Exam # 1 (covers week CLO 6 Identify principles, concepts, research and 5 lecture) and evidenced based findings from a variety of includes Peds Med sources including the pharmaceutical, math problems biological, psychosocial, and behavioral sciences for inclusion when planning nursing Other Student NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date care for pediatric populations and their Resources families. Include: HESI Textbook CLO 9 Identify the role of the nurse in the care of children and families in relation to the Evolve Elsevier Case provider, manager, and coordinator of Studies and Practice therapeutic care. Tests ATI Unproctored Tests CLO 4, 5,7 Analyze family structures, coping Pearson Real Nursing mechanisms, roles, relationships, and stages Clinical Videos for use in planning, implementing, and Clinical Companion evaluating nursing care. Resource

CLO 10 Identify community resources and referrals appropriate for children with major health problems and special health care needs. 7 Ward &Hisley CLO 4, 5 Analyze potential and actual problems to Chapters 28, 29, 30 the health and well being of children and and 31 families and plan age-appropriate nursing interventions for selected cases, including HESI Case studies on : high risk cases. 1. Burns 2. Compound CLO 1, 7 Describe major health promotion and Fracture disease prevention concepts for children ATI Practice Tests and families across the life cycle. Form A & B

7 (Cont) CLO 6 Identify principles, concepts, research and Using Gordon’s conceptual Exam #2 (covers week evidenced based findings from a variety of framework, the nursing 6 lecture) and includes sources including the pharmaceutical, process, evidenced based Peds Med math biological, psychosocial, and behavioral practice, therapeutic problems sciences for inclusion when planning nursing communication, care for pediatric populations and their teaching/learning and role Other Student families. development in the Resources NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date therapeutic care of Include: CLO 9 Identify the role of the nurse in the care of pediatric patients: HESI Textbook children and families in relation to the provider, manager, and coordinator of  Child with Evolve Elsevier Case therapeutic care. endocrinological or Studies and Practice metabolic condition Tests CLO 4, 5,7 Analyze family structures, coping  Child with ATI Unproctored Tests mechanisms, roles, relationships, and stages neurological or Pearson Real Nursing for use in planning, implementing, and sensory condition Clinical Videos evaluating nursing care.  Child with Clinical Companion musculoskeletal Resource CLO 10 Identify community resources and referrals condition appropriate for children with major health  Child with problems and special health care needs integumentary condition

8 Ward &Hisley CLO 4, 5 Analyze potential and actual problems to Chapters 32, 33, 34 the health and well being of children and and 35 families and plan age-appropriate nursing interventions for selected cases, including HESI Case studies on : high risk cases. 1. Sickle Cell Anemia CLO 1, 7 Describe major health promotion and HESI Practice QUIZ or disease prevention concepts for children EXAM and families across the life cycle.

8 (Cont) Using Gordon’s conceptual Exam #3 (covers week CLO 6 Identify principles, concepts, research and framework, the nursing 7 lecture) and includes evidenced based findings from a variety of process, evidenced based Peds Med math sources including the pharmaceutical, practice, therapeutic problems biological, psychosocial, and behavioral communication, sciences for inclusion when planning nursing teaching/learning and role Other Student care for pediatric populations and their development in the Resources families. therapeutic care of Include: NURS 206 Expanding and Developing Family and Community

Week / Class Objectives Content Outline Specific Course Activity Student Assignments Date pediatric patients: HESI Textbook CLO 9 Identify the role of the nurse in the care of children and families in relation to the  Child with renal, Evolve Elsevier Case provider, manager, and coordinator of urinary tract or Studies and Practice therapeutic care. reproductive Tests condition ATI Unproctored Tests CLO 4,5 ,7 Analyze family structures, coping  Child with Pearson Real Nursing mechanisms, roles, relationships, and stages hematological Clinical Videos for use in planning, implementing, and condition Clinical Companion evaluating nursing care.  Child with cancer Resource  Child with chronic CLO 10 Identify community resources and referrals condition or the appropriate for children with major health dying child problems and special health care needs 9 Final Exam (Covers weeks 1-8 ) Study for NURS 206 week 1-8 lectures