NSG 252 Syllabus Spring 2021 1.7 4 pm PDF

Preview

Summary

Download NSG 252 Syllabus Spring 2021 1.7 4 pm PDF

Description

NORTHERN VIRGINIA COMMUNITY COLLEGE NURSING PROGRAM

FOURTH LEVEL NURSING

Complex Health Concepts NSG 252 Course Syllabus Spring 2021 4 Credit

Georgeann Curtin, MSN, FNP-C 703-822-2088 [email protected] Anne-Mette Harding, PhD, MSN, RN 703-822-6672 [email protected] Eric Shaw Administrative Assistant HE-316 703-822-9044 [email protected]

This document has been prepared to familiarize students with the operational information and expectations of this course. It contains, but is not limited to, policies and procedures for this course. Students are expected to use this document in conjunction with the NOVA Student Policies and Handbook and the NOVA College Catalog and the NOVA nursing student handbook to remain in good standing in this course.

1 Rev.8/2020, 1/2021

I. General Course Purpose The application of complex health concepts that relate to the client and family across the lifespan. II. Course Description NSG 252 focuses on nursing care of diverse individuals and families integrating complex health concepts. Emphasizes clinical judgment, patient-centered care, and collaboration. Lecture = 4 credits. Laboratory = 0 credit. Total = 4 credits. 4 Credits III. Course Prerequisites/Co-requisites: Prerequisites: NSG 210: Health Care Concepts I; NSG 211: Health Care Concepts II Co-requisites: NSG 230 and NSG 270. IV. Course Student Learning Outcomes Upon completing the course, the student will be able to: 1. Demonstrate nursing judgment through the use of clinical reasoning, the nursing process, and evidence-based practice in the provision of safe, quality care for clients with complex health needs 2. Demonstrate principles of collaborative practice within nursing and interdisciplinary teams fostering mutual respect and shared decision-making to achieve optimal outcomes of care. 3. Manage client care through quality improvement processes, information technology, and fiscal responsibility to meet client needs and support organizational outcomes. 4. Practice professional behaviors that encompass the legal/ethical framework while incorporating selfreflection, leadership and a commitment to recognize the value of life-long learning 5. Practice safe nursing care that minimizes the risk of harm across systems and client populations with complex health needs. 6. Provide patient-centered care promoting therapeutic relationships, caring behaviors, and selfdetermination across the lifespan for diverse populations of individuals with complex health needs. V. Major Concepts Fluid & Electrolytes Acid-Base Balance Gas Exchange Perfusion

Inflammation Infection Intracranial Mobility Tissue Integrity

VII. Required Course Resources ATI Testing. (2018). Retrieved from atitesting.com Pearson Education, Inc. (2019). Nursing: A concept-based approach to learning (3rd ed.). Boston, MA: Pearson Education, Inc. Electronic text (hereinafter referred to as Pearson). Pearson My Nursing Lab VIII. Teaching Methods and Preparation Requirements NSG 252 follows a hybrid teaching methodology whereby the course content is delivered synchronous via remote Zoom sessions, as well as via asynchronous distance education (online). Students are expected to have completed all assigned readings and related assignments, in preparation for full engagement through in-seat or online discussions and application of concepts during class. The weekly synchronous Zoom sessions will vary in length depending on content covered. 2 Rev.8/2020, 1/2021

A. Evaluation of student learning. NSG 252 course grade comes from assignments, quizzes, discussion board participation, Standardized Exams, and a comprehensive final exam. All assignments / group work must be submitted by the due date. Late assignments will not be accepted and will receive a grade of zero. NOVA Nursing Grading Scale Unit Exams 60 points Assignments 5 points Standardized Exams 5 points Final Exam 30 Points 100 points

92-100 A 84-91 B 80-83 C 70-79 D < 69 F

1. Unit Exams Attendance is mandatory for all tests and final exams. Unit exams will be proctored remotely using Respondus Lockdown Browser and a video proctoring tool. Students are expected to have a laptop or a desktop with webcam and microphone. See NVCC requirements for computers: https://www.nvcc.edu/ithd/students/purchase.html Students are expected to take tests and exams as scheduled. 2. Standardized Exam ATI Proctored Exam mode of testing to be will held in person, on campus. Students must obey the rules or the exam results. See rubric below for assignment of grades for the standardized exams. Note that remediation is required and dependent on approval from instructor.

PRACTICE A & B REMEDIATION PLAN (Remediation Required) Level 3 Minimum 1-hour Focused Review For each topic missed, complete an active learning template, and identify three critical points to remember.

Level 2 Minimum 2-hour Focused Review For each topic missed, complete an active learning template, and identify three critical points to remember.

Level 1

Below Level 1

Minimum 3-hour Focused Review For each topic missed, complete an active learning template, and identify three critical points to remember.

Minimum 4-hour Focused Review For each topic missed, complete an active learning template, and identify three critical points to remember.

3 Rev.8/2020, 1/2021

PROCTORED REMEDIATION and GRADING PLAN Level 3 5 points (100%)

Level 2 4 points (80%)

Student demonstrates advanced proficiency in the knowledge and skills related to the assessed concepts and exemplars.

Remediation is not required

Level 1 3 points (60%)

Below Level 1 2 points (40%)

Student demonstrates proficiency in the knowledge and skills related to the assessed concepts and exemplars

Student demonstrates a partial proficiency in the knowledge and skills related to the assessed concepts and exemplars

Student does not yet demonstrate proficiency in the knowledge and skills related to the assessed concepts and exemplars

Remediation is recommended not required. Complete a minimum of two (2) active learning templates for topics missed that align with Level concepts.

Remediation is required. Complete a minimum of four (4) active learning templates for topics missed that align with Level concepts.

Remediation is required. Complete a minimum of six (6) active learning templates for topics missed that align with Level concepts. **Meet with the Associate Dean of Nursing or designee.

Points to Final Grade upon completion of remediation Points=0.5 (90%)

Points=1 (80%)

Points=2 (80%)

3. Math Competency Drug dosage calculation (DDC) competency is an expectation in each of the four levels of the nursing sequence. A grade of 90% is required to pass the DDC exam. The course grade for the DDC is pass or fail. Students have 3 attempts to pass the exam. Upon failure, students are required to remediate. Failure to meet the competency will require the student to drop the course. Students who do not pass the math competency may not administer medications in their clinicals. Therefore, they cannot meet the clinical objectives and must withdraw from the clinical courses, or they will be administratively withdrawn. 4. Assignments Students are required to complete assignments including weekly presentation during class times. Details will be posted on Canvas. No credit will be given for late assignments.

5. Final Examination 4 Rev.8/2020, 1/2021

The comprehensive final exam will be held in person, on campus. See nursing student handbook for specific rules and requirements for proctored exams. IX. Course Calendar - Important Dates January 11, 2021 – Start of course January 18, 2021 - Martin Luther King Day Holiday January 27, 2021 - Last day to drop with tuition refund March 8-14, 2021 – Spring Break March 19, 2021- Last Day to withdraw without grade penalty May 3, 2021 – Final Exam COVID-19 Continuity of Instruction Plan: In the event of disruption of normal course activities due to a coronavirus outbreak, students will be provided with an Addendum outlining all course design changes and requirements. Although every effort will be made to minimize disruption to student learning, significant course modifications may be required. In the event that the course outcomes cannot be met in spite of these efforts, a portion of the course may need to be completed in the following semester.

5 Rev.8/2020, 1/2021

Spring 2020 NSG 252 Content Sequence, Schedule, & Objectives

Assignments and due dates are subject to change Concept Exemplars

Module Module 1

Introduction Drug Dosage Calculation Exam

Module Student Learning Objectives 1. Introduction a. syllabus b. canvas c. Drug Dosage Calculation Exam d. Self-Evaluation

Learning Activities Readings: Syllabus Zoom: Orientation to course & Proctored Drug Dosage Calculation Exam. Submit: Self-Evaluation and Remediation Plan

Module 2

Fluid & Electrolytes Exemplars: Acute Kidney Injury (AKI), Chronic Kidney Disease (CKD)

1. Analyze factors that place clients at risk for fluid and electrolyte imbalances across the lifespan. 2. Plan prevention strategies related to fluid and electrolyte imbalances. 3. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s fluid and electrolyte status. 4. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with fluid and electrolyte imbalances. 5. Practice safe caring and evidenced-based interventions for acutely ill clients with fluid and electrolyte imbalances. 6. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with fluid and electrolyte imbalances. 7. Prioritize care for acutely ill clients with fluid and electrolyte imbalances using the nursing process. 8. Analyze the relationship between fluid and electrolyte imbalances and other concepts/systems.

Readings: Pearson Vol. 1: Mod. 6, pp. 357-428 and Vol. 3: Ch. 4, pp. 277-295. Watch: Videos and Lectures on Canvas Submit: Work Sheets Attend: Zoom Class Session Complete & Submit: ATI pharmacology practice test A & remediation

6 Rev.8/2020, 1/2021

Module

Concept Exemplars

Module 3

Acid-Base Balance

Exemplars: Metabolic acidosis & alkalosis, Respiratory acidosis & alkalosis

Module 4

Gas Exchange Exemplars: Acute Respiratory Distress Syndrome (ARDS), Pneumothorax

Module Student Learning Objectives

Learning Activities

1. Describe acid-base balance. 2. Analyze factors that place clients at risk for acid- base imbalances across the lifespan. 3. Plan prevention strategies related to acid-base imbalances. 4. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s acidbase status. 5. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with acid-base imbalances. 6. Practice safe caring and evidenced-based interventions for acutely ill clients with acid-base imbalances. 7. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with acid-base imbalances.

Readings: Pearson Vol. 1: Mod. 1, pp. 3-30; Mod 12, pp. 810-813 DKA, and Vol. 3: Ch. 12 pp. 556-565 • Review how to interpret ABGs in BOX 1-1 on p. 10 of Module 1

1. Analyze factors that place clients at risk for gas exchange alterations across the lifespan. 2. Plan prevention strategies related to gas exchange alterations. 3. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s gas exchange status. 4. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with gas exchange alterations. 5. Contrast different forms of conflict in the workplace. 6. Practice safe caring and evidenced-based interventions for acutely ill clients with gas exchange alterations. 7. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with gas exchange alterations. 8. Prioritize care for acutely ill clients with gas exchange alterations using the nursing process.

Readings: Pearson Vol. 1: Mod. 15, pp. 1021-1056 and Vol. 3: Ch. 11, pp. 483-516.

Watch: Videos & Lectures on Canvas Submit: Work Sheets Attend: Zoom Class Session Complete & Submit: ATI pharmacology practice test B & remediation

Watch: Videos and Lectures on Canvas Submit: Work Sheets Attend: Zoom Class Session

7 Rev.8/2020, 1/2021

Concept Exemplars

Module

Module 5

Perfusion

Exam 1

Exemplars: Dysrhythmias Congenital Heart Defects (pediatric), Shock.

Module Student Learning Objectives 9. Analyze the relationship between gas exchange alterations and other concepts/systems. 1. Analyze factors that place clients at risk for poor perfusion across the lifespan. 2. Plan prevention strategies related to poor perfusion. 3. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s perfusion status. 4. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with poor perfusion. 5. Practice safe caring and evidenced-based interventions for acutely ill clients with poor perfusion. 6. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with poor perfusion. 7. Prioritize care for acutely ill clients with poor perfusion using the nursing process. 8. Analyze the relationship between perfusion and other concepts/systems.

Module 6

Perfusion

Learning Activities

Readings: Pearson Pearson Vol I Exemplar 16.B Congenital Heart Defects pp 11631183, and pp. 2743-2754. Exemplar 16.I Life-Threatening Dysrhythmias pp. 1270-1307. Exemplar 16.L Shock pp. 1307-1325. Pearson Vol III (Skills book) Skills 12.8-12.19 pp. 541-566. Review: Pearson Module 16, pp. 1109-1155. Note: EKG pp. 11401143. Cardiac Medications; 11461148. 2729-2738, Transition from fetal circulation to pulmonary circulation & perfusion in infants and children pp 1149-1151. Exemplar 16.F Heart failure pp. 1228-1247. Note Hemodynamic monitoring and medications pp. 1235-1240. Exemplar 16.G Hypertension pp. 1247-1262. Note meds pp. 1255-56. Watch: Videos and Lectures on Canvas Submit: Work Sheets

Exemplars: Dysrhythmias Congenital Heart Defects (pediatric), 8 Rev.8/2020, 1/2021

Concept Exemplars Shock.

Module

Module 7

Infection Exemplar: Sepsis

Module Student Learning Objectives

1. Analyze factors that place clients at risk for severe infection across the lifespan. 2. Plan prevention strategies related to severe infections. 3. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s infectious status. 4. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with infection. 5. Practice safe caring and evidenced-based interventions for acutely ill clients with infection. 6. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with infection. 7. Prioritize care for acutely ill clients with infection using the nursing process. 2. Analyze the relationship between infection and other

Learning Activities

Readings: Vol. 1: Mod. 9, pp. 555594 and pp. 636-642 • Review CDC strategies when a patient is at risk to develop sepsis for healthcare professionals at the following website: Watch: Videos and Lectures on Canvas Submit: Work Sheets Attend: Zoom Class Session

concepts/systems.

Module 8

Inflammation Exemplars: Liver Cirrhosis, Hepatitis, Pancreatitis, Cholecystitis.

3. Analyze factors that place clients at risk for inflammation across the lifespan. 4. Plan prevention strategies related to inflammatory conditions. 5. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s inflammatory status. 6. Demonstrate the use of the nursing process, while providing culturally competent care across the life cycle, for acutely ill clients with inflammatory conditions. 7. Practice safe caring and evidenced-based interventions for acutely ill

Readings: Vol. 1: Mod. 4, pp. 244253, pp. 261-267, Mod. 10, pp. 669681 and pp. 687-694, Mod. 12, pp. 844-854. Watch: Videos and Lectures on Canvas Submit: Work Sheets

9 Rev.8/2020, 1/2021

Concept Exemplars

Module

Module 9

Exam 2 Intracranial

Module 10

Module 11

Exemplars: Cerebral Vascular Accident (CVA), Traumatic Brain Injury (TBI), Seizures (including pediatric), Parkinson Disease. Intracranial Continued Exemplars: Cerebral Vascular Accident (CVA), Traumatic Brain Injury (TBI), Seizures (including pediatric). Mobility Exemplars: Spinal Cord Injury (SCI), Parkinson Disease, Spina Bifida

Module Student Learning Objectives clients with inflammatory conditions. 8. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with inflammatory conditions. 9. Prioritize care for acutely ill clients with inflammatory conditions using the nursing process. 10.Analyze the relationship between inflammation and other concepts/systems. 1. Describe intracranial regulation. 2. Analyze factors that place clients at risk for intracranial regulation problems across the lifespan. 3. Plan prevention strategies related to intracranial regulation problems. 4. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the client’s intracranial regulation status. 5. Demonstrate nursing judgment, while providing culturally competent care across the life cycle for acutely ill clients with intracranial regulation problems. 6. Practice safe caring and evidenced-based interventions for acutely ill clients with intracranial regulation problems. 7. Collaborate with the interdisciplinary team to plan and implement interventions for acutely ill clients with intracranial regulation problems. 8. Prioritize care for acutely ill clients with intracranial regulation problems using the nursing process. 9. Analyze the relationship between intracranial regulation problems and other concepts/systems.

1. Analyze factors that place clients at risk for problems with mobility across the lifespan. 2. Plan prevention strategies related to immobility. 3. Analyze assessment data through the use of information technology including diagnostic and laboratory tests to determine the mobility status.

Learning Activities Attend: Zoom Class Session

Readings: Pearson Vol. 1: Mod. 11, pp. 727-751 and pp. 759-770 and Mod. 16, pp. 1325-1340 and Vol. 3: Ch. 7 pp. 361-388-422 and Ch. 15 pp. 638642 Watch: Videos and Lectures on Canvas

Submit: Work Sheets Attend: Zoom Class Session Complete: ATI Level 4 CBC practice test A & remediation according to the table on page 3 of syllabus.

Readings: Pearson Vol. 1: Mod. 13, pp. 879-902 and pp. 953-979 and Vol. 3: Ch. 9 pp. 388-394, pp. 398406, and pp. 428-431 and Ch. 16 pp. 682-696 10

Rev.8/2020, 1/2021

Concept Exemplars (pediatric).
...