NU-135 Nursing in Health & Illness I

Course Description:

This course builds upon NU 125, with a focus on nursing assessment, planning and care of individuals with common chronic and acute health alterations across the lifespan, including client perspectives of illness and family functioning. Investigates the concepts of client autonomy, care coordination, delegation, and health care access in Pacific Islands. Clinical learning experiences are in a variety of health settings and simulation lab that emphasize application of evidence-based, culturally, and age appropriate nursing interventions. (3 class, 4 lab/clinical).

  • NU 123, 125; Corequisite: NU 133, 134

A. PROGRAM LEARNING OUTCOMES (PLOs):
The student will be able to:
1. Model personal and professional actions based on self-reflection, core nursing values, and lifelong growth integrating new knowledge, ethical principles, and legal standards for safe, quality nursing practice.
2. Incorporate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the inter-professional health team.
3. Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
4. Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
5. Practice relationship-centered communication and incorporate health technology as a member of the inter-professional team.
6. Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
7. Practice and contribute to the primary care and public health care systems in Micronesia to promote family and community wellness.

B. STUDENT LEARNING OUTCOMES (SLOs)- GENERAL:
The student will be able to:
1. Demonstrate behaviors that display development of the professional role: self- reflection, lifelong learning, accountability, ethical conduct, and commitment to the profession of nursing.
2. Use clinical judgment to plan, implement & evaluate the care of individuals across the lifespan, during childbearing, child-rearing, and common acute and chronic health alterations.
3. Use evidenced-based rational to plan care for individuals across the lifespan, during childbearing, childrearing, and common acute and chronic health alterations.
4. Incorporate evidence, tradition, and preferences of individuals with common health alterations to manage nursing care for patient safety and positive health outcomes.
5. Implement relationship-centered communication and health technology skills for individuals with common health alterations and health team members.
6. Demonstrate caring and respect for the cultural values, developmental needs, and health practices and needs of individuals.
7. Develop nursing care plans appropriate for use in primary care and public health settings for individuals across the lifespan, during childbearing, childrearing, and with common health alterations.

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

1

ID

 

 

 

 

 

 

2

 

ID

 

 

 

 

 

3

 

 

ID

 

 

 

 

4

 

 

 

ID

 

 

 

5

 

 

 

 

ID

 

 

6

 

 

 

 

 

ID

 

5

 

 

 

 

 

 

ID

 

I = Introduced
D = Demonstrated
M = Mastered

C. STUDENT LEARNING OUTCOMES (SLOs)-SPECIFIC:
The student will be able to:

 

General SLO 1. Demonstrate behaviors that display development of the professional role: self- reflection, lifelong learning, accountability, ethical conduct, and commitment to the profession of nursing.


Student Learning Outcomes

Assessment Strategies

1.1 Identify standards of nursing practice for the care of the individual and family across the lifespan, during childbearing, childrearing, and common acute and chronic health alterations.

TQuizzes, exams Case scenarios and presentation (scored by rubric) Nursing care plan (scored by rubric) Reflective journal, Clinical evaluation tool (scored by rubric)

1.2 Determine the influence of changing issues and trends in health care on nursing practice for the individidual and family with common acute and chronic health alterations.

Quizzes, exams Case scenarios and presentation (scored by rubric)

 

General SLO 2. Use clinical judgment to plan, implement & evaluate the care of individuals across the lifespan, during childbearing, child-rearing, and common acute and chronic health alterations.


Student Learning Outcomes

Assessment Strategies

2.1 Apply critical thinking and clinical reasoning skills in the care of the individual and family across the lifespan during common acute and chronic health alterations.

Quizzes, exams Case scenarios and presentation (scored by rubric) Health assessment; nursing care plan (scored by rubric) Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

2.2 Demonstrate safety and critical thinking when implementing intermediate level nursing skills in the clinical and/or laboratory settings.

Quizzes, exams Lab check-offs & competency exams; Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

General SLO 3. Use evidenced-based rationale to plan care for individuals across the lifespan, during childbearing, childrearing, and common acute and chronic health alterations.


Student Learning Outcomes

Assessment Strategies

3.1 Utilize evidence-based information to deliver safe, holistic care to individuals during childbearing, childrearing and with common acute and chronic health alterations across the lifespan.

Quizzes, exams Lab check-offs & competency exams; Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

3.2 Demonstrate safety and critical thinking when implementing intermediate level nursing skills in the clinical and/or laboratory settings.

Quizzes, exams Lab check-offs & competency exams; Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

General SLO 4. Incorporate evidence, tradition, and preferences of individuals with common health alterations to manage nursing care for patient safety and positive health outcomes.


Student Learning Outcomes

Assessment Strategies

4.1. Identify strategies to manage and prioritize care activities to efficiently utilize resources and achieve positive health outcomes for individuals with common health alterations across the lifespan.

Quizzes, Exams Case scenarios and presentation (scored by rubric); Nursing care plan (scored by rubric) Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

4.2. Demonstrate the teaching-learning process as an intervention to promote individual self-management during childbearing, childrearing, and common acute and chronic health alterations across the lifespan.

Quizzes, Exams Case scenarios and presentation (scored by rubric); Nursing care plan (scored by rubric) Reflective journal, Clinical evaluation tool (scored by rubric), Portfolio

General SLO 5. Implement relationship-centered communication and health technology skills for individuals with common health alterations and health team members.


Student Learning Outcomes

Assessment Strategies

5.1. Identify common barriers to communication with the health team and with individuals during childbearing, childrearing, and with common acute and chronic health alterations.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

5.2. Demonstrate effective communication strategies to support client safety.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

General SLO 6. Demonstrate caring and respect for the cultural values, developmental needs, and health practices and needs of individuals.


Student Learning Outcomes

Assessment Strategies

6.1 Identify the influence of cultural beliefs on individual health behaviors, developmental expectations, and health practices across the lifespan.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

6.2. Identify evidence-based interventions to address barriers to culturally competent care.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

General SLO 7. Develop nursing care plans appropriate for use in primary care and public health settings for individuals across the lifespan, during childbearing, childrearing, and with common health alterations.


Student Learning Outcomes

Assessment Strategies

7.1. Develop nursing care plans that illustrate the differences in chronic care models and health promotion models.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

7.2. Outline the concepts of advocacy for vulnerable populations with common chronic health alterations across the lifespan.

Quizzes, exams Case scenarios and presentation (scored by rubric); Reflective journal, Clinical Evaluation Tool, Portfolio

D. COURSE CONTENT
Lecture:
1. Core competencies for healthcare professionals
2. Chronic Care Concepts
3. Acute Care: Common health alterations across the lifespan
4. Childbearing: Labor and delivery, postpartum, and immediate care of the newborn
5. Childrearing: common health alterations

E. METHODS OF INSTRUCTION
1. Mini-lecture and discussion
2. Computer assisted learning activities
3. Online activities.
4. Interactive group activities; case scenarios, problem-focused activities.
5. Independent learning activities.

F. REQURIED TEXT(S) AND COURSE MATERIALS:
Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

G. REFERENCE MATERIALS:

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. (or most recent edition)

Bucholz, S. (2012). Henke’s med-math dosage calculation, preparation and Administration (7th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Jensen, S. (2011). Nursing health assessment: A best practice approach with DVD. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2011). Focus on nursing pharmacology (5th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2012). 2012 Lippincott’s nursing drug guide. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Lippincott, Williams, and Wilkins. (2011). Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Lippincott, Williams, and Wilkins. (2009). Lippincott’s video guide to psychiatric mental health nursing assessment. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Maville, J., & Huerta, C. (2008). Health promotion in pursing. (2nd ed). NY: Thomson Delmar Learning. (or most recent edition)

Pilliteri, A., and others. (2009). Care of the childbearing and childrearing family (6th ed), text, study guide, and Lippincott’s clinical simulations: maternity/pediatric nursing course set. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Porth, C. (2011). Essentials of pathophysiology: North American edition. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Smeltzer, S., Bare, B., Hinkle, J., and Cheever, K. (2011). Textbook of medical-surgical nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2009). Lippincott's interactive case studies for Brunner & Suddarth's textbook of medical-surgical nursing. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2011). Smeltzer, Brunner and Suddarth's Handbook for Laboratory and Diagnostic Tests. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Stedman, (2010) Stedman’s medical dictionary for the health professions. (6th ed.). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P.. (2011). Fundamentals of nursing: the art and science of nursing (7th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., and others. (2011). Skills checklists for fundamentals of nursing: the art and science of nursing (7th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P. (2011). Taylor’s video guide to clinical nursing skills. (2th ed). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Videback, S. (2010). Psychiatric mental health nursing. (5th ed.), Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

H. INSTRUCTIONAL COSTS
Disposable supplies: $175 fee/student (Examples: gloves, underpads, alcohol pads, soap, disinfectant, glucometers, lancets and strips, meal trays, specimen cups, catheter kits/bags, thermometers, sterile supplies, dressings, paper isolation equipment, bio-disposable hazard fees, medication administration equipment: needles, syringes, IV solution equipment, among others)

I. EVALUATION
None

J. CREDIT BY EXAMINATION
None

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