The Minimum Passing Grade for Nursing Courses Is a C. When the Minimum Passing Grade Is

COURSE SYLLABUS

OFFICE HOURS FACULTY CONTACT INFORMATION DAY (Eastern Standard Time)

Instructor Phyllis Youngblood, MS, RN Monday By appointment Work 404-816-4533 ext 15119 Phone Number Cell 404-661-7661 Tuesday Class

Herzing e-mail [email protected] Wedneday Class

Thursday 2 - 4 pm

Fridays By appointment

Instructional Delivery Method On Campus Class Location Atlanta

Semester Summer 2017

Course Code NU 216

Course Title: Adult Health I

Course This course is the first in a series of three adult health courses. In this course, learners will Description explore the application of the nursing process to meet the holistic health needs of the adult client in tertiary care settings. Emphasis is placed on nursing interventions in the safe and effective care of diverse clients with chronic conditions including those related to nutrition, fluid and electrolyte balance, respiratory function, select cardiovascular conditions, the nervous system, the sensory system, the musculoskeletal system, the gastrointestinal system, select endocrine problems, select hematological problems, and the renal/urinary system. Chronic illness and developmental theory, healthcare economics, and related concepts that impact client and family outcomes will be explored. 6 Semester Credit Hours Internship/Externship/ Credit Hours Lecture Hours Laboratory Hours Clinical/Practicum Total Contact Hours Contact Hours Hours 45 30 90 165 Lecture, Lab, or Internship/Externship/Clinical/Practicum hours as indicated on the syllabus represent scheduled hours spent engaged in learning activities. Students should expect to spend a minimum of two Study Time additional hours engaged in learning activities outside of class for each one hour identified as lecture; students should expect to spend one hour engaged in learning activities outside of class for each two hours

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of scheduled laboratory time. Learning activities outside of class support the achievement of one or more course learning objectives and may be spent reading textbook material, completing homework assignments, preparing for lab assignments, engaged in drill and practice exercises, working on case studies, completing workbook activities, or conducting library research. Additional study time outside of scheduled Internship/Externship/Clinical hours is typically not expected.

The total amount of time that students spend engaged in learning activities is consistent, regardless of instructional delivery method. For example, students enrolled a three credit lecture course should expect to spend 45 hours in scheduled class time and an additional 90 hours engaged in learning activities outside of the classroom. Online or blended students should expect to spend the equivalent total of 135 hours engaged in learning activities if they are enrolled in the same course.

Determination of the amount of time that a student should expect to spend engaged in learning activities is based upon faculty judgment regarding the average student. The amount of time spent engaged in learning activities is expected to vary among students, based upon previous knowledge of the content, learning style, learning ability, difficulty of the course, and student motivation.

Lower level reading (10-20 pages) 1 hour Higher level reading (10-20 pages) 2 hours Guide to Construction of 1 page paper (250 words) 2 hours Student Development of 10 minute speech 2 hours Engagement Watch video lecture 1 hour in Learning Read, research and respond to discussion board posting 1 hour Activities Preparation for unit examination 2 hours The timeframes provided below are estimates based upon the average student.

Course 16 Weeks Length

NU 211: Introduction to Clinical Nursing Prerequisites

NU 220 Pharmacology Co- requisites SC 150 Principles of Nutrition

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Upon successful completion of this course, students should be able to: Course 1. Utilize the nursing process, critical thinking skills, and evidence based Learning practice to monitor, manage, provide nursing care, and teach acute and Objectives chronically ill adult clients and their families. 2. Employ appropriate techniques in the healthcare and community setting to communicate with the client/patient, family, and members of the health care team. 3. Synthesize knowledge from nursing foundations and the general education core to enhance healthcare outcomes. 4. Discuss psychosocial and cultural impacts on outcomes for acute and chronically ill clients. 5. Discuss the implications of healthcare policy on practice, safety, equity, and cost while exploring ethical issues in the provision of care. 6. Integrate pharmacologic and diagnostic testing principles and medication administration into planning and providing care of acutely and chronically ill adult clients 7. Use the case study to integrate evidence, clinical judgment, individual patient/client needs, and intraprofessional perspectives in planning, implementing, and evaluating care outcomes. 8. Access information and document care using the electronic medical record (EMR) or other documentation systems. 9. Discuss responsibility and accountability for client/patient outcomes related to delegation and supervision and members of the healthcare team.

Course Learning Program Program Learning Outcomes Objective Supported Learning 1. Practice using caring, compassionate, culturally 1, 6, 7 Outcomes competent, and evidence-based practices in the Supported roles of the baccalaureate nurse using the nursing process to provide patient/client-centered care in a variety of healthcare settings. 2. Use a broad base of techniques to communicate effectively with clients, families, healthcare teams, 2,3,4,8 and communities. 3. Use critical thinking and decision making, local, state, national, and global policies, legislative 1,2,3,4,5,7 concepts, and healthcare economics to effect quality healthcare and the evolving healthcare system. 4. Integrate knowledge and skills in nursing leadership 1,6 7,,9 and management, quality improvement, and patient safety, as required, to provide healthcare. NU 216

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5. Integrate knowledge and skills to promote health and prevent disease across the lifespan and the continuum of healthcare environments. 3, 5, 7 6. Practice professionalism, including the inherent values of altruism, autonomy, human dignity, integrity, and social justice. 1 7. Formulate a professional ethic that includes lifelong learning and continuous professional development 3, 5 in an ever-evolving healthcare environment. 8. Think critically at a conceptual level and by using mathematical analysis as well as the scientific 2, 4,6,8 method, write and speak effectively, use basic computer applications, and understand human behavior in the context of the greater society in a culturally diverse world.

Required Textbook(s) Chernecky, C.C., & Berger, B.J. (2013). Laboratory tests and diagnostic procedures (6th ed.). Saint Louis, MO: Elsevier. ISBN: 9781455706945.

Lewis, S. L., M. M., Dirksen, Heitkemper, P. G., Bucher, L.,Camera, I.M. (2017). Medical- Surgical nursing: Assessment and management of clinical problems (10th ed.). St. Louis: Mosby Elsevier. ISBN:9780323328524..

Silvestri, L.A. ( 2017) Saunders Comprehensive Review for the NCLEX-RN® Examination (7th ed.). St. Louis, MO: Elsevier. ISBN: 9780323358514..

Vallerand, A.H.,& Sonoski, C.A. (2017) Davis’s drug guide for nurses (15th ed).

Philadelphia, PA: F. A. Davis. ISBN: 9780803657052.

Perry, A.G., Potter, P.A., & Ostondort W., (2017). Clinical nursing skills and techniques. ( 9th ed.). St. Louis, MO: Elsivier. ISBN: 9780323400695.

Optional American Psychological Association. (2009, Second Printing). Publication manual of the Textbook(s) American Psychological Association (6th ed.). Washington, D.C: Author ISBN: 9781433805615.

Buchholz, S. (2016). Henke’s med-math: Dosage, calculation, preparation, and administration. (8th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781496302847

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Jarvis, C. (2016). Physical examination and health assessment (7th ed.). St. Louis, MO. W. B. Saunders. ISBN:9781455728107.

Potter, P.A. & Perry, A.G. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Mosby.Elsevier. ISBN: 9780323083836

Additional Learning ATI (2016). RN adult medical-surgical nursing review module (10th ed). Assessment Material(s) Technologies Institute®, LLC. ISBN: 978—56533-540-0.

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Course Points Learning DUE TOPICS AND LEARNING ACTIVITIES Possibl Objective DATE e Supported Topic(s): Introduction to NU 216 Chronic Illness, 1,3,6 Reading: NU 216 Syllabus; Lewis Ch. 4, 5 Unit May 2 1 Lab No lab week 1 5/2

Topic(s): Inflammation & Wound Healing;Immune 2,3,4,8 Response; Infection Reading: Ch 11, 14

Unit Lab Focus: Math Skills, Injections Blood Glucose 5/12 May 9 2 Monitoring, SubQ Injections: Insulin injections, Lovenox, heparin

Assignment(s): ATI Tutorial Skills Module Med Adm 3 & 4, Diabetes Management

Topic(s) Endocrine Overview, Electrolyte and Acid- 1,3.6 Base Imbalances Reading: Ch 16

Lab Focus: IV Therapy,Blood administration, Central Line Care, Central Line devices, Wound 5/19 Uni May 16 drains and splints 3 May 19 Assignment(s): ATI Tutorial Skills Module IV Therapy, Secondary IVs, Blood Product Administration, Central Venous Access Devices/Central Lines, Enteral Feedings Math Test 1 P/F

Topic(s): Visual and Auditory Systems,Integument; 1,2,5,8 Skin Conditions, Skin Cancer; May 23 Reading: Ch. 21, 23 Review: Ch. 20, 22 Assessment(s): Exam 1 125 5/23

May 26 5/26 Unit 4

Unit Topic(s): Diabetes Mellitus 1,2,3,4,5, 5 Reading: Chapter 48, 6,7,8 May 30 Asssignment: ATI Tutorial Modual M-S Endocrine 10

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Course Points Learning DUE TOPICS AND LEARNING ACTIVITIES Possibl Objective DATE e Supported

Lab Focus:Wound care, drains, splints, ostomy 6/2 care, Hot/cold therapy, sequential compression devices, ace wraps,suture and staple removal Reading: Potter, Box 31-22, p 603-604 June 2 Assignment(s): ATI Tutorial Ostomy Care Assessment: Trach Care Check-offs, Math Test 2( P/F) P/F

Topic(s): Hypertension, CAD ( MI, ACS, Angina) Reading: Ch 32,33 1,2,3,4,5, 10 6/6 Assignment(s): ATI Tutorial 6,7,8 Cardiovascular/Hemtology Unit June 6 6/9 6 June 9 Lab Focus: Introduction to Clinical 8 -4 pm Topic(s): Heart Failure 1,2,3,4,5, Reading: Ch 34 6,7,8 Assessment(s): Exam 2 125 6/13 Unit June 13 7 June 16 6/16

Topic(s): Stroke 1,2,3,4,5,6,7 6/20 Unit Reading: Chapter 57 ,8 June 20 8 Assessment(s) Midterm Exam 150

Course Points Learning DUE Possibl Objective DATE e Supported Topic(s): Respiratory: Upper Respiratory 1,2,3,4, Conditions, Introduction to Lower Respiratory 5,6,7,8 Conditions Unit 9 July 11 Reading: Ch 26,27, 10 7/11 Assignment(s): ATI Learn System: MS Respiratory

Topic(s): Lower Respiratory and Obstructive 1,2,3,4 Unit Respiratory Conditions 5,6,7,8, July 18 10 Reading: Ch. 27, 28 7/18

Unit July 25 Topic(s): GI System: Nutrition, Obesity 2,6,8, 11 Reading: 39,40,41 Assignment: ATI Fundamentals Practice Test 1 10 Assessment(s): Exam 3 125 7/25

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Course Points Learning DUE Possibl Objective DATE e Supported

Topic(s): GI System: Upper and Lower GI 1,2,3,4, 8/1 conditions 5,6,7,8 Reading: Ch 42, 43 Assignment: ATI Learning System, MS: 10 Unit Assignment¨GI System: Upper and Lower GI 12 Aug. 1 conditions Reading: Ch 41, 42, 8/1 Assignment(s): ATI Fundamentals Practice Test Remediation 10

Topic(s): Urinary, Urinary Problems, Renal 1,2,4,7 Reading: Ch 45,46

Assignment(s): ATI Learning System, MS: 10 Unit Renal/Urinary 8/8 Aug. 8 13 Assignment : ATI Fundamentals Practice Test 2 20 with Remediation

Topic(s): ; STI; Arthritis and Connective Tissue 1,2,3,4,5, Disease 6,7,8 8/15 Aug. 15 Reading: Ch 52, 64 29Unit

14 Assignment(s): In-Depth Case Study due 50

Assessment(s): Exam 4 1,2,3,4, 125 8/22 Unit 5,6,7,8 Aug. 22 15 Assessment: ATI Proctored Fundamentals 60 Exam 1,2,3,4, 8/29 Unit 5,6,7,8, Aug. 29 Assessment(s): Final Comprehensive 16 Exam 15% 150

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Points Case Study 50 ATI MS Class 50 Assigments ( 5 x 10 pts) ATI 100 Fundamentals Practice Exams 1 +2, Remediation and Proctored Exam Exams (4 X 500 125) Midterm Exam 150 Final Exam 150 Clinical P/F Math Test P/F Lab P/F Totals 1000

Percentage

Case Study 5 ATI MS Modules 5 ATI 10 Fundamentals Exams 50 Midterm 15 Final Exam 15 Total 100%

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Minimum Passing Grade Scale A 90.00% - 100.00% B 80.00% - 89.99% C 76.00% - 79.99% F 75.99% or below

The final course grade will be determined according to the percent of exams, quizzes, and course assignments. The minimum passing grade for nursing courses is a C. When the minimum passing grade is not achieved by a 76% final grade, a grade of F is assigned.

POLICIES University policies, such as attendance philosophy, notification of absences, extenuating circumstances, accommodation requests, academic dishonesty, grading and grading symbols, and student conduct are included in the University catalog. Students should reference the catalog for the complete listing of policies.

Note: In some cases, program and/or course specific information may be appended to the syllabus. In these instances, students must consider the syllabus to be inclusive of any appended information, and as such, students must adhere to all course requirements as described in the document in its entirety.

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