Health to Illness Clinical Syllabus PDF

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School of Health Professions PROFESSOR:

Julissa Gonzalez, MSN-RN, APRN,

CPNP-PC

(office) - 239-432-7382

(cell): 863-228-0983 (for emergencies only)

OFFICE LOCATION: OFFICE HOURS: I.

PHONE NUMBER:

AA-167 S As posted

E-MAIL:

[email protected]

SEMESTER:

Spring 2020

COURSE NUMBER AND TITLE, CATALOG DESCRIPTION, CREDITS: NUR 1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL (3 CREDITS) This course provides clinical experiences for students to explore and solidify the concepts covered in Nursing Concepts: Health and Illness. Upon completion the students will be able to provide safe and effective care for patients/clients and families in a community context.

II.

PREREQUISITES FOR THIS COURSE: NUR 1020 with a grade of C or higher, NUR 1020L, NUR 1025L with a grade of C or higher, NUR 2140 with a grade of C or higher CO-REQUISITES FOR THIS COURSE: NUR 1034

III.

GENERAL COURSE INFORMATION: Topic Outline. •

IV.

This course emphasizes the functioning role of the professional nurse diverse population setting ranging from health to illness.

LEARNING OUTCOMES AND ASSESSMENT: GENERAL EDUCATION COMPETENCIES: General education courses must meet at least four out of the five following outcomes. All other courses will meet one or more of these outcomes. Communication (COM): To communicate effectively using standard English (written or oral). Critical Thinking (CT): To demonstrate skills necessary for analysis, synthesis, and evaluation. Technology/Information Management (TIM): To demonstrate the skills and use the technology necessary to collect, verify, document, and organize information from a variety of sources.

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL

Global Socio-cultural Responsibility (GSR): To identify, describe, and apply responsibilities, core civic beliefs, and values present in a diverse society. Scientific and Quantitative Reasoning (QR): To identify and apply mathematical and scientific principles and methods. ADDITIONAL COURSE COMPETENCIES: At the conclusion of this course, students will be able to demonstrate the following additional competencies: Learning Outcomes

Assessments

General Education Competencies

1. Demonstrate professional nursing behaviors that represent accountability, ethical conduct, and cultural competence in medicalsurgical and psychiatric settings.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

GSR

2. Develop interventions to ensure the safety for clients/patients and families at risk for injury.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

QU

3. Initiate teaching interventions based on a client’s/patient and families’ learning needs assessment.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

CT

4. Demonstrate effective communication with interdisciplinary healthcare team: related to client/patient information and status.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the

GSR

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL clinical instructor

V.

5. Demonstrate patient care effectively to meet the needs of patients/clients, in medical surgical and psychiatric settings, related to time, personnel, informatics, and costs to continuously improve the quality and safety of healthcare systems.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

GSR

6. Apply effective therapeutic communication with client/patients and families in a community context.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

COM

7. Apply interventions which are evidencebased when caring for clients/patients with psychosocial or biophysical variations from wellness.

Students will demonstrate competency in these outcomes by: Receiving a passing rating on the clinical evaluation tool from the clinical instructor

CT

DISTRICT-WIDE POLICIES: PROGRAMS FOR STUDENTS WITH DISABILITIES Florida SouthWestern State College, in accordance with the Americans with Disabilities Act and the College’s guiding principles, offers students with documented disabilities programs to equalize access to the educational process. Students needing to request an accommodation in this class due to a disability, or who suspect that their academic performance is affected by a disability should contact the Office of Adaptive Services at the nearest campus. The office locations and telephone numbers for the Office of Adaptive Services at each campus can be found at http://www.fsw.edu/adaptiveservices. REPORTING TITLE IX VIOLATIONS Florida SouthWestern State College, in accordance with Title IX and the Violence Against Women Act, has established a set of procedures for reporting and investigating Title IX violations including sexual misconduct. Students who need to report an incident or need to receive support regarding an incident should contact the Equity Officer at [email protected]. Incoming students are encouraged to participate in

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL the Sexual Violence Prevention training offered online. Additional information and resources can be found on the College’s website at http://www.fsw.edu/sexualassault. VI.

REQUIREMENTS FOR THE STUDENTS: Students are required to be in compliance with the dress code as outlined in the Nursing Policy and Procedure Manual 2016 -2017 If a student presents to the clinical experience and is not in compliance with the dress code, the student can be sent away from the clinical area and charged with an absence. Clinical Paperwork: Paperwork will be required for each clinical experience. All clinical paperwork must be turned in within the time frame established by the clinical instructor. Failure to meet this requirement may result in a rating of Unsatisfactory and failure of the course. In addition to weekly paperwork, there will be one concept map due at the end of the semester. Medication Administration: Students will not be allowed to pass medications until they pass the medication administration module in NUR 1214L. In order to pass this course with a grade of satisfactory, students will have to demonstrate medication administration at least once in front of their instructor. Conferences Conferences with instructor may be student or instructor initiated at any time during the semester. There will be a formal conference at midterm and at the end of the semester.

VII.

ATTENDANCE POLICY: Clinical Practice Attendance and Tardiness Policy (this includes all agency, simulation and laboratory experiences): An expectation of professional practice is that students attend all classes, clinical practice, simulation and laboratory experiences. Responsibility and accountability for meeting course obligations is a fundamental component of professionalism. Attendance (100%) is required for all clinical practice and simulation activities. In the rare instance where illness or other catastrophic event prohibits attendance at or completion of a clinical practice or simulation, the following process must be followed: A. Personal contact by telephone to Faculty Instructor (No email or texting) AND for agency experiences B. Personal telephone call to Clinical-Faculty Instructor/Preceptor and/or practice agency when in NUR 2941LPreceptorship Nursing Practicum. Clinical Absence If a clinical absence occurs, the student will be required to make up the clinical day at the end of the semester on a Nursing Program pre-scheduled make-up day (could occur during finals week). If a second clinical absence occurs, there will be no opportunity for make-up and the student will earn an unsatisfactory grade for clinical. For the first incidence of clinical tardiness (if report has started) the student will be sent home and this will count as a clinical absence. A written academic warning will be given to the student. The student will be required to make up the clinical time at the end of the semester on the Nursing Program pre-scheduled make-up day (could occur during finals week). The student will also be required to submit a 1500-word APA paper, topic of Faculty's choice. The second incidence of tardiness will result in earning an unsatisfactory grade for the clinical course. The third incidence at any time during the Nursing Program will result in dismissal from the program. No-Call/No Show Policy: A No Call/No Show is defined as "no communication prior to clinical start time". If the student arrives late to clinical without calling the instructor first, the student will be sent home. The student will then receive a clinical absence which will require the student to make up the clinical day at

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL the end of the semester on a Nursing Program pre-scheduled make-up day (could occur during finals week). If a second clinical absence occurs, there will be no opportunity for make-up and the student will earn an unsatisfactory grade for clinical. Two Academic Success Plans related to No Call/No Shows during the length of the Nursing Program will result in failure and dismissal from the Nursing Program. Students who fail to meet clinical practice, simulation, and/or laboratory attendance and punctuality requirements will refer to the Associate Degree Nursing Policy and Procedure Manual. VIII.

GRADING POLICY:

Grades for NUR 1034L are Satisfactory or Unsatisfactory. The grade will be determined by the clinical evaluation tool for this course. Students must score satisfactory in all clinical objectives to receive a Satisfactory grade in the clinical experience. A failure on any learning outcome will result in failure in NUR 1034L. A grade of unsatisfactory will result in the failure of the course.

A. Satisfactory clinical experiences include but are not limited to: 1. Demonstrates evidence of meeting the required clinical objectives. 2. Completes the required experiences of the course. 3. Earns a grade of Satisfactory on all written clinical assignments. 4. Has attended ALL clinical hours. B. Unsatisfactory clinical experiences include but are not limited to: 1. Is consistently late. 2. Is absent, and time is not made up. 3. Does not meet the uniform code requirements. 4. Does not consistently make appropriate safety measures. 5. Does not consistently make appropriate judgments. 6. Does not submit assignments within the time frame established by the clinical instructor C. See Clinical Rubric and Clinical Evaluation Tool in Section XII ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES for full details on grading. IX.

REQUIRED COURSE MATERIALS:

A. Required Resources Wolters Kluwer Lippincott Course Point+ - For purchase. (lww.thepoint site for Level 2) Textbooks: Hinkle, J.L. & Cheever, K. H. (2018). Brunner & Suddarth’s textbook of medical-surgical nursing. (14thed.). Philadelphia, PA: Wolters Kluwer. ISBN 9781496347992 Karch, A.M. (2017). Focus on nursing pharmacology. (7th ed.). Philadelphia, PA: Wolters Kluwer. ISBN 9781496318213 Porth, C.M. (2015). Essentials of pathophysiology. (4th ed.). Philadelphia, PA: Wolters Kluwer. ISBN 9781451190809

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL Ricci, S.S., Kyle, T., & Carman, S. (2017). Maternity and pediatric nursing. (3rd ed.). Philadelphia, PA: Wolters Kluwer. ISBN978145119400 Videbeck, S.M. (2017). Psychiatric-mental health nursing. (7th ed.). Philadelphia, PA: Wolters Kluwer. ISBN 9781975111786 Schuster, P.M. (2016). Concept mapping: A critical thinking approach to care planning. (4th ed.). Philadelphia, PA: F.A. Davis. ISBN9780803638488 Taylor, C., Lynn, P., Bartlett, J. (2019). Fundamentals of nursing: The art and science of person-centered nursing care. (9th ed.). Philadelphia, PA: Wolters Kluwer. ISBN 9781496362179 Lippincott Materials: DocuCare Access Card

ISBN-9781451187199

vSim for Maternity/Peds: Access Card

ISBN-9781496309198

vSim for Medical – Surgical Access Card

ISBN-9781469857312

Lippincott microsite link below: https://lippincottdirect.lww.com/FloridaSouthWesternStateCollege801d0000000wp0qAAA?et_cid=001d000000GhITfAAN ATI Access Materials: Assessment Technologies Institute (2019). Fundamentals for nursing (10th ed.). Retrieved from https://www.atitesting.com Assessment Technologies Institute (2019). RN adult medical surgical nursing (11th ed.). Retrieved from https://www.atitesting.com ATI SKU 75- purchase through the FSW Bookstore and present receipt to campus Instructional Assistant ATI RN Learning System 3.0 B. Recommended Resources: Alfaro-LeFevre, R. (2014). Applying nursing process: The foundations for clinical reasoning (8th ed.). Philadelphia: Wolters Kluwer. American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. (7th edition just released) APA 6th edition- FSW State College portal: Library Services, Resources, Citation Guides, APA APA Direct Link: The Basics of APA Style Tutorial: http://www.apastyle.org/learn/tutorials/basics- tutorial.aspx VPAA: 2/5/16

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL Carpenito-Moyet, L. (2009). Nursing care plans and documentation: Nursing diagnoses and collaborative problems. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Carpenito-Moyet, L. (2013). Nursing diagnosis: Application to clinical practice (14th ed.). Philadelphia: Lippincott Williams & Wilkins. Carpenito-Moyet, L. (2012). Handbook of nursing diagnosis (14th ed.). Philadelphia: Lippincott Williams & Wilkins. FSW State College portal Library Services and Writing Resources: https://fsw.instructure.com/courses/1018292/pages/writing-resources Citation Guides: https://www.fsw.edu/library/citationguides Nursing Research: http://researchguides.fsw.edu/nursing

C. Required supplies: Uniform Student ID (Badge) Bandage scissors Pen Pen light Stethoscope Watch capable of showing seconds for assessing vital signs Small spiral notebook Closed-case clipboard

X.

RESERVED MATERIALS FOR THE COURSE: None

XI.

CLASS SCHEDULE: Clinical schedules will be available separately at the beginning of the semester. Any change requested by a student from the original schedule must be approved in advance.

XII.

ANY OTHER INFORMATION OR CLASS PROCEDURES OR POLICIES:

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL

Instructions for Concept Care Mapping Schuster Model of Organizing Nursing Care What is a Concept Map/ Care Plan? A concept map/care plan is a diagram of client problems and a plan for eliminating those problems. Concept mapping requires critical thinking and clinical reasoning. These maps are to help you formulate clinical judgments and make nursing decisions in a holistic way. How do I develop a Concept map /Care Plan? First you gather your clinical information which will be the basis for your concept map. This information includes: the patient’s current health problem(s), medical history, physical assessment, medications, lab and diagnostic findings, and any treatments.

After reviewing all of your gathered information, complete the square in the center of the page as presented below. Write the reason the patient has sought healthcare. First enter the reason for needing healthcare. This may be the reason the hospitalization/extended care, visit to an outpatient area or a wellness focus such as a screening procedure. This may be a medical diagnosis or functional problem Step 1 - A basic diagram Reason for Needing Healthcare Alzheimer’s disease, Long-term care placement needed to self-care deficits; Key (priority) Assessments: Mental status, Neurological, Safety of environment, Diagnostic testing

Step 2 – Analyze and categorize data. Using this basic diagram data from Step 1 start listing all the client problems in boxes around the box identifying the reason for needing healthcare. To do this, after your assessments and data collection is complete begin grouping information that seems to be related to the client’s reason for seeking care. These groupings will form the basis for determining the client’s nursing problems. You will then show those nursing problems around the reason for needing health care. See diagram below. The expectation is that you will identify all the client problems. The number of problems should correspond with the client’s severity but there is a minimum requirement of three problems. Under the nursing problem you will list the supporting data for identifying that problem. A supporting data item may be used in more than one box. This supporting data should be categorized as Subjective (S) and Objective (O). VPAA: 2/5/16

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL

Poor circulation Pacemaker Cold fingers History of Hypertension History of DVT

Urinary Incontinence S; States “I stink” O: Wears incontinent pads Urinary Frequency Urinates bed at night

Reason for Needing Healthcare Alzheimer’s disease, Long-term care placement needed to self-care deficits; Key (priority) Assessments: Mental status, Neurological, Safety of environment, Diagnostic testing

S: none O: Age 87 Confusion Visual difficulties Right leg brace

Self-Care Deficits S: States he can’t undo buttons on clothes O: Needs assistance with meals Put shirt and pants on backward Can’t find bathroom without assistance.

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Risk for falls

Confusion S: Asks where is his wife (wife deceased) O: Oriented only to person Putting dishes in unit freezer Memory deficits

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NUR1034L NURSING CONCEPTS: HEALTH TO ILLNESS ACROSS THE LIFESPAN CLINICAL

Step 3- Label and analyze relationships between nursing diagnoses Using the supporting data from your boxes, label the problem with the appropriate nursing diagnosis. Assign a priority to the nursing diagnoses. This means list the order in which the nurse would deal with the problems. Then draw lines to show how the nursing diagnoses relate to each other.

#4 Impaired urinary elimination S; States “I stink” O: Wears incontinent pads Urinary Frequency Urinates bed at night

#5 Ineffective tissue perfusion O: Pacemaker O: Cold fingers S: History of Hypertension S: History of DVT

Reason for Needing Healthcare Alzheimer’s disease, Long-term care placement needed to self-care deficits; Key (priority) Assessments: Mental status, Neurological, Safety of environment, Diagnostic testing

S: none O: Age 87 Confusion Visual difficulties Right leg brace

Self-Care Deficits: bathin...