RNSG 1533 - Health Care Concepts II

RNSG 1533:

Description
In-depth coverage of health care concepts with application through selected exemplars. Concepts include acid-base balance, coping, clotting, cognition, fluid and electrolytes, gas exchange, immunity, metabolism, nutrition, comfort, and perfusion. Provides continuing opportunities for development of clinical judgment skills. This course lends itself to a concept-based approach.

Prerequisites

RNSG 1430

Corequisites

RNSG 1126, RNSG 2261
Credits 5 Lecture Hours 4 Lab Hours 4
Extended Hours
0
Contact Hours
128
State Approval Code
CIP 51.3801
Alternate Operations During Campus Closure

In the event of an emergency or announced campus closure due to a natural disaster or pandemic, it may be necessary for Panola College to move to altered operations. During this time, Panola College may opt to continue delivery of instruction through methods that include, but are not limited to: online learning management system (CANVAS), online conferencing, email messaging, and/or an alternate schedule. It is the responsibility of the student to monitor Panola College's website (www.panola.edu) for instructions about continuing courses remotely, CANVAS for each class for course-specific communication, and Panola College email for important general information.

Class Attendance

Regular and punctual attendance of classes and laboratories is required of all students. When a student has been ill or absent from class for approved extracurricular activities, he or she should be allowed, as far as possible, to make up for the missed work. If a student has not actively participated by the census date, they will be dropped by the instructor for non-attendance. This policy applies to courses that are in-person, online, hybrid, and hyflex.

Attendance in online courses is determined by submission of an assignment or participation in an activity. According to federal guidelines, simply logging into a distance learning course without participating in an academic assignment does not constitute attendance. Distance learning is defined as when a majority (more than 50%) of instruction occurs when the instructor and students are in separate physical locations. Students must engage in an academic activity prior to the course census date. 

When an instructor feels that a student has been absent to such a degree as to invalidate the learning experience, the instructor may recommend to the Vice President of Instruction that the student be withdrawn from the course. Instructors may seek to withdraw students for non-attendance after they have accumulated the following number of absences: 

Fall or spring semesters: 

3 or more class meeting times per week - 5 absences

2 class meeting times per week - 3 absences

1 class meeting per week -  2 absences

The student is responsible for seeing that he or she has been officially withdrawn from a class. A student who stops attendance in a class without officially withdrawing from that class will be given a failing grade; consequently, the student must follow official withdrawal procedures in the Admissions/Records Office.

Please note: Health Science and Cosmetology courses may require more stringent attendance policies based on their accreditation agencies. Please see the addendum and/or program handbook for further information concerning attendance.  

Pregnant/Parenting Policy

Panola College welcomes pregnant and parenting students as a part of the student body. This institution is committed to providing support and adaptations for a successful educational experience for pregnant and parenting students. Students experiencing a need for accommodations related to pregnancy or parenting will find a Pregnancy and Parenting Accommodations Request form in the Student Handbook or may request the form from the course instructor.

Artificial Intelligence (AI) Course Policy

Use of generated AI Permitted under some classroom circumstances with permission.

There are situations throughout the course where you may be asked to use artificial intelligence (AI) tools to explore how they can be used. Outside of those circumstances, you should not use AI tools to generate content that will end up in any student work (assignments, activities, discussion responses, etc.). In such cases for Option #2, no more than 25% of the student work should be generated by AI. Use of any AI-generated content in this course without the instructor’s consent qualifies as academic dishonesty and violates Panola College’s standards of academic integrity.

Instructional Goals and Purposes

The purpose of this course is to utilize concept analysis diagrams from the Texas Nursing Concept Based Curriculum to guide deep learning of nursing concepts to develop clinical judgment and nursing care across the lifespan. Students will apply nursing concepts to specific exemplars providing opportunity to develop clinical judgment.

Learning Outcomes
  1. Utilize a systematic process to analyze selected health care concepts for patients across the lifespan.
  2. Describe nursing management of care for selected health care concepts.
  3. Relate the learned concepts to other concepts or exemplars
  4. Describe the interrelatedness among health care concepts to assist in developing clinical judgment.
Specific Course Objectives (includes SCANS)

After studying all materials and resources presented in the course, the student will be able to:

  1. Utilize a systematic process (the nursing process) to analyze selected health care concepts listed in the course outline for diverse patients across the lifespan. (SCANS 1; a; i, ii, iii, iv, v, b; i, ii, iii, iv, v, vi, c; i, iii, iv, v, 2; a; i, ii, iii, b; i, ii, iii, iv, v, vi, c; i, ii, iii, iv, d; i, ii, iii, e; i, ii, iii)
  2. Describe nursing management of care, pharmacological and non-pharmacological interventions, for selected health care concepts using selected exemplars. (SCANS 1; a; i, ii, iii, iv, v, b; i, ii, iii, iv, v, vi, c; i, ii, iii, iv, v, 2; a; i, ii, iii, b; i, ii, iii, iv, v, vi, c; i, ii, iii, iv, d; i, ii, iii, e; i, ii, iii)
  3. Apply nursing management to other concepts or exemplars. (SCANS 1; a; i, ii, iii, iv, v, b; i, ii, iii, iv, v, vi, c; i, ii, iv, v, 2; a; i, ii, iii, b; i, ii, iii, iv, v, vi, c; i, ii, iii, iv, d; i, ii, iii, e; i, ii, iii)
  4. Describe the interrelatedness between health care concepts using clinical reasoning to demonstrate safe clinical judgment. (SCANS 1; a; i, ii, iii, iv, v, b; i, ii, iii, iv, v, c; i, ii, iii, iv, v, 2; a; i, ii, iii, b; i, ii, iii, iv, v, vi, c; i, ii, iii, iv, d; i, ii, iii, e; i, ii, iii)
Course Content

A general description of lecture/discussion topics included in this course are listed in the Learning Outcomes / Specific Course Objectives sections of this syllabus.

Students in all sections of this course will be required to do the following:

HEALTH CARE CONCEPTS – BIOPHYSICAL

Acid Base Balance

  • Diabetic Ketoacidosis (DKA)
  • Hyperventilation (Birthing Mother, Panic Attack)
  • Gastrointestinal Losses (Pediatric)
  • Drug Overdose with Hypoventilation

Clotting

  • Hemophilia
  • Deep Vein Thrombosis (DVT)

Comfort

  • Sickle Cell Anemia (Chronic Pain, Acute Exacerbations)
  • Post-Operative Pain: Abdominal Surgery (Acute Pain)
  • Renal Calculi (Acute Pain)
  • Peripheral Vascular Disease (PVD) (Neuropathic Pain)

Elimination

  • Diverticulitis
  • Paralytic Ileus – Bowel Obstruction
  • Neurogenic Bladder – Spastic

Fluid & Electrolyte Balance

  • Dehydration – Gastroenteritis - Elderly and Pediatrics
  • Extracellular Fluid Volume Excess
  • Hypocalcemia
  • Hypercalcemia
  • Hypokalemia
  • Hyperkalemia - Chronic Renal Failure
  • Hyponatremia - Syndrome of antidiuretic Hormone (SIADH),
  • Hypernatremia – Diabetes Insipidus (DI)
  • Hypophosphatemia
  • Hyperphosphatemia
  • Hypomagnesemia
  • Hypermagnesemia

Gas Exchange

  • Asthma
  • Chronic Obstructive Pulmonary Disease (COPD)
  • Pneumonia- Aspiration
  • RSV/Bronchiolitis (Pedi)
  • Tracheal Esophageal Fistula (Pedi/Newborn)

Immunity

  • Vaccines
  • Otitis media
  • Urinary Tract Infection (and discuss urosepsis)
  • Cellulitis
  • Osteomyelitis
  • Pneumonia
  • Appendicitis
  • Trauma-sprain

Metabolism

  • Diabetes Type 1
  • Diabetes Type 2
  • Gestational Diabetes
  • Graves’ Disease – Hyperthyroidism
  • Hypothyroidism

Nutrition

  • Heart Healthy Diet
  • Diabetic Diet
  • Malnutrition (Introduce Parenteral Nutrition)
  • Peptic Ulcer Disease (PUD)
  • Gastroesophageal Reflux Disease (GERD)
  • Malabsorption Syndromes Infant & Elderly (Gastrostomy and Enteral Feedings)
  • Starvation – Failure to Thrive
  • Infant Nutrition (Breast/Bottle)

Perfusion

  • Basic ECG Rhythms (NSR, SB, ST only)
  • Congestive Heart Failure
  • Hypertension
  • Gestational Hypertension
  • Mitral Valve Prolapse
  • Coronary Artery Disease (CAD)
  • Peripheral Vascular Disease (PVD)

Cognition

  • Alzheimer’s Disease/Dementia
  • Delirium

Coping

  • Anxiety
    • Generalized Anxiety Disorder
    • Panic Disorder (Attack)
    • Obsessive Compulsive Personality Disorder
    • Eating Disorders
      • Anorexia Nervosa
      • Bulimia
    • Phobias
  • Stress
    • Separation Anxiety (Developmental)
    • Post-Traumatic Stress Disorder
    • Physical Response/Disease
    • Lifespan Response
  • Substance Abuse/Addictive Behaviors
    • Alcoholism
    • Opioid epidemic
    • Maternal/Fetal Cocaine Addiction
    • Neonatal Abstinence Syndrome (Withdrawal)

Students in all sections of this course will be required to:

  1. Review definitions of all concepts on assigned concept analysis diagrams
  2. Complete required reading and posted assignments on Canvas prior to the start of the scheduled class, lab, or due dates.
  3. Attend and participate in all classroom, simulation, and lab activities.
  4. In the event of an emergency or announced campus closure due to a natural disaster or pandemic and instruction changes to follow alternate operations, students will be required to join and participate in ZOOM classes at scheduled class time for the semester. Students will complete and submit all online assignments as instructed through the Canvas course.

For RNSG 1533L, the student is required to:

  1. Comply with all policies and procedures in the Panola College ADN Student Handbook for each assigned lab class.
  2. Bring required equipment for clinical (please see Panola College ADN Student Handbook, section 4.4.f) to each assigned lab class.
  3. Have access to all needed textbooks and resources in lab for completion of learning activities/simulations.
  4. Refer to the Panola College ADN Students Handbook “Attendance/Absences” policy (Panola ADN Handbook section 4.1) for attendance requirements. All lab hours for this course will be viewed as required clinical hours for the semester and ADN program.
  5. Be self-directed in preparation and in participation in learning activities and simulation scenarios. The student is required to complete all assigned reading, assigned audiovisuals, and assigned computer instruction prior to the assigned lab class.
  6. Take the initiative to schedule with the instructor any additional practice needed in the lab.
  7. Maintain a skills inventory for skills successfully completed.
Methods of Instruction/Course Format/Delivery

The course offered includes a face to face class and simulation lab but also utilizes various online resources for instruction. Methods of instruction include class discussion, internet resources, Canvas assignments and activities, computer instruction, independent study, case studies, library research, videos, lecture, group assignments, and role play. Recorded ZOOM lectures will be subject to publication on the Canvas course.

Assessments

  • Exam 1
  • Exam 2
  • Exam 3
  • Exam 4
  • Level 2 Achievement Exam; administered one time
  • Comprehensive final exam
Course Grade

The grading scale for this course is as follows:

A = 90-100; B = 80-89; C = 75-79; F = 74.99 or below

NO ROUNDING OF GRADES WILL OCCUR

  • 4 formative exams. See CANVAS Calendar (17% each)
  • Level 1 Achievement Exam conversion score (10%)
  • Comprehensive final exam (17%)
  • Assignments/Quizzes (5%)
    • Make up exams may be given at the discretion of the instructor if prior arrangements have been made. A student must contact the instructor on the first day back for make-up assignments. This includes exams. All make-up examinations will be a separate examination and may include essay questions. Students absent for class quizzes or assignments or who do not submit online quizzes or assignments by due date will not be allowed to make up that quiz except when reasonable accommodations are agreed upon with the faculty and student per the college absence policies.
    • Exams will be constructed from a random sample of the materials from the course and will be presented in the form of a NCLEX-style item. Refer to the National Council of State Boards of Nursing, Inc. website (Next Generation NCLEX) for more information regarding the NCLEX Item Formats.
    • Exam items synthesize content from RNSG 1126 and RNSG 1533. The student will receive the same grade earned on exams for RNSG 1126 and RNSG 1533. The student must earn an overall grade of 75 or above to successfully pass RNSG 1533. Please see the grading policy (section 5) in the Panola College ADN Student Handbook.
    • All exams will be proctored at Panola College as directed by the professor.
Texts Materials, and Supplies

Nursing Concepts Online for RN, 3rd Edition, Texas Version access card

Required

(Bundle)

Elsevier

Elsevier

3e

Concepts for Nursing Practice, 3nd Edition

Required

(Bundle)

Giddens

Elsevier

3e

Medical-Surgical Nursing, 12th Edition

Required

(Bundle)

Harding

Elsevier

12e

Maternal-Child Nursing, 6th Edition

Required

(Bundle)

McKinney

Elsevier

6e

Fundamental of Nursing, 11th Edition

Required

(Bundle)

Potter

Elsevier

11e

Varcarolis’ Foundations of Psychiatric-Mental Health Nursing, 9th Edition

Required

(Bundle)

Halter

Elsevier

9e

HESI Comprehensive Review for the NCLEX-RN Examination w/ access 7/e

Required

(Bundle)

HESI

Elsevier

7E
Required Readings

All required readings and recommended readings will be posted on your Canvas course each week.

Recommended Readings

All required readings and recommended readings will be posted on your Canvas course each week.

Other
SCANS Criteria
  1. Foundation skills are defined in three areas: basic skills, thinking skills, and personal qualities.
    1. Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. These skills include:
      1. Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules.
      2. Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts. 
      3. Arithmetic and Mathematical Operations: perform basic computations and approach practical problems by choosing appropriately from a variety of mathematical techniques.
      4. Listening: receive, attend to, interpret, and respond to verbal messages and other cues.
      5. Speaking: Organize ideas and communicate orally.
    2. Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include:
      1. Creative Thinking: generate new ideas.
      2. Decision Making: specify goals and constraints, generate alternatives, consider risks, and evaluate and choose the best alternative.
      3. Problem Solving: recognize problems and devise and implement plan of action.
      4. Visualize ("Seeing Things in the Mind's Eye"): organize and process symbols, pictures, graphs, objects, and other information.
      5. Knowing How to Learn: use efficient learning techniques to acquire and apply new knowledge and skills.
      6. Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.
    3. Personal Qualities: A worker must display responsibility, self-esteem, sociability, self management, integrity, and honesty.
      1. Responsibility: exert a high level of effort and persevere toward goal attainment.
      2. Self-Esteem: believe in one's own self-worth and maintain a positive view of oneself.
      3. Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.
      4. Self-Management: assess oneself accurately, set personal goals, monitor progress, and exhibit self-control.
      5. Integrity and Honesty: choose ethical courses of action.
  2. Workplace competencies are defined in five areas: resources, interpersonal skills, information, systems, and technology.
    1. Resources: A worker must identify, organize, plan, and allocate resources effectively.
      1. Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.
      2. Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives.
      3. Material and Facilities: Acquire, store, allocate, and use materials or space efficiently. Examples: construct a decision timeline chart; use computer software to plan a project; prepare a budget; conduct a cost/benefits analysis; design an RFP process; write a job description; develop a staffing plan.
    2. Interpersonal Skills: A worker must work with others effectively.
      1. Participate as a Member of a Team: contribute to group effort.
      2. Teach Others New Skills.
      3. Serve Clients/Customers: work to satisfy customer's expectations.
      4. Exercise Leadership: communicate ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies.
      5. Negotiate: work toward agreements involving exchange of resources, resolve divergent interests.
      6. Work with Diversity: work well with men and women from diverse backgrounds. Examples: collaborate with a group member to solve a problem; work through a group conflict situation, train a colleague; deal with a dissatisfied customer in person; select and use appropriate leadership styles; use effective delegation techniques; conduct an individual or team negotiation; demonstrate an understanding of how people from different cultural backgrounds might behave in various situations.
    3. Information: A worker must be able to acquire and use information.
      1. Acquire and Evaluate Information.
      2. Organize and Maintain Information.
      3. Interpret and Communicate Information.
      4. Use Computers to Process Information. Examples: research and collect data from various sources; develop a form to collect data; develop an inventory record-keeping system; produce a report using graphics; make an oral presentation using various media; use on-line computer databases to research a report; use a computer spreadsheet to develop a budget.
    4. Systems: A worker must understand complex interrelationships.
      1. Understand Systems: know how social, organizational, and technological systems work and operate effectively with them.
      2. Monitor and Correct Performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions.
      3. Improve or Design Systems: suggest modifications to existing systems and develop new or alternative systems to improve performance. Examples: draw and interpret an organizational chart; develop a monitoring process; choose a situation needing improvement, break it down, examine it, propose an improvement, and implement it.
    5. Technology: A worker must be able to work with a variety of technologies.
      1. Select Technology: choose procedures, tools or equipment including computers and related technologies.
      2. Apply Technologies to Task: understand overall intent and proper procedures for setup and operation of equipment.
      3. Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment, including computers and other technologies. Examples: read equipment descriptions and technical specifications to select equipment to meet needs; set up and assemble appropriate equipment from instructions; read and follow directions for troubleshooting and repairing equipment.