COURSE SYLLABUS

COURSE TITLE: Adult Nursing II

COURSE NUMBER: Nursing 410
COURSE DESCRIPTION: This 16-week hybrid course is designed to enable senior students to extend
and refine the medical/surgical content and skills acquired in NUR 317 and human anatomy and
physiology. This course focuses on the unique healthcare needs of the psychiatric client, the client with
acute and critical illness, and the impact of illness on the family. Students correlate pathophysiology with
assessment and evaluate responses to intervention for clients requiring intensive nursing care. The specific
body systems covered in NUR 410 include cardiac, renal, respiratory, endocrine, hematologic, immune, and
gastrointestinal. Principles of genetics knowledge and emergency preparedness are presented. The
psychiatric conditions include eating disorders, anxiety, psychosis, and personality disorders. Concepts of
assessment, pharmacology, nutrition, health, holism, community, and teaching/learning strategies are
integrated as they relate to specific pathophysiologic processes. Emphasis is placed specifically on
developing skills in organization, critical thinking, problem solving, and clinical judgment. Prevention and
appropriate response to bioterrorism situations are discussed. Students will incorporate bio/psycho/social
and cultural factors in the planning of, and providing care for, clients with complex, multi-system health
problems, and will apply nursing concepts and skills according to their needs. Students further develop the
roles of educator, collaborator, and advocate to care for clients and families in crisis. This course expands
on basic preparation in evidence-based practice, providing advanced skills needed to implement and
evaluate information available from research findings and professional consensus statements.
FACULTY INFORMATION:
Jennifer Bialk, MSN, RN, CCRN- Course Coordinator
Office #219, Phone # 388-5590 Cell # 757-810-4490
Office Hours: Monday 0900 1100, 1200 1400 and Thursday 1200-1500, virtual hours available as
needed
Patricia King, PhD, RN, CPMH-RN
Office # 213 Phone # 388-5389
Office hours: Thursday 1200-1600
PREREQUISITE(S) AND/OR CO-REQUISITE(S):
Prerequisites: All required general education courses and all junior-level courses.
Co-requisites: None
INSTRUCTIONAL CONTACT HOURS/CREDITS: 5 (75 lecture hours, 10 homework hours/week)
COURSE STUDENT LEARNING OUTCOMES: Upon completion of this course, the learner will be able to:
1.
2.
3.
4.
5.

Analyze the impact of acute illness on the client and their families from a social, psychological,
physical, spiritual and economic perspective.
Examine ethical dilemmas and potential legal issues which impact the care of the acutely/critically
ill client and family.
Relate pathophysiology, risk factors, clinical manifestations, collaborative treatments, and
diagnostic data, to the nursing care of clients with acute and critical medical surgical conditions.
Discuss identifying characteristics according to DSM-V for clients struggling with schizophrenia,
anxiety, personality disorders, and eating disorders.
Relate the manifestations of schizophrenia, anxiety, personality disorders, and eating disorders to
nursing diagnosis and interventions.

6.

Analyze the appropriate use of pharmacological interventions for acute/critical medical surgical,
schizophrenia, anxiety, personality disorders, and eating disorders.

INSTRUCTIONAL MATERIALS AND REFERENCES:

American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed. Second printing). Washington, D.C.: American Psychological Association
Assessment Technologies Institute (2014). Nursing education [online software]: Leawood, KS
Ignatavicius, D., & Workman, M. L. (2016). Medical-surgical nursing: Patient-centered collaborative
care. (8th ed.) St Louis: Elsevier Saunders
Pepid (2014). Student Nursing Suite [online software]: Williamstown, NJ
Story, L. (2015). Pathophysiology: A practical approach. (2nd ed.). Burlington, MA: Jones & Bartlett
Treas, L. S. & Wilkinson, J.M. (2014). Basic nursing: Concepts, skills and concepts. Philadephia, PA: F. A.
Davis
Halter, M. J. (2014). Varcarolis Foundations of psychiatric mental health nursing
(7th ed.). St Louis, MO: Saunders Elsevier.
INSTRUCTIONAL METHODS:
Modified lecture, discussion, case study, group work, role play, practice test questions, ATI,
concept/mind mapping, one-minute paper, structured controversy, cause-effect diagram, Venn diagram,
poster cards, games.
ATI is a Comprehensive Assessment and Review Program (CARP) offered to all RN students. The
program involves opportunities for evaluation of content mastery, practice testing, learning modules,
and online remediation. The learning modules and review modules will be assigned to students and
will be individualized to each course. Students are encouraged to explore the website after completing
the ATI orientation to enhance their abilities to use available ATI resources to support their nursing
curriculum. There are standard NCLEX readiness exams that will be required before the completion of
specified courses within the curriculum. ATI is an excellent tool to prepare students to be successful in
their course work and in the preparedness for the NCLEX.

TOPICAL OUTLINE
The homework assigned constitutes on average 10-15 hours per week for this 5 credit hour course to achieve the learning objectives over the 16 weeks this course will be
delivered. The student learning outcomes meet Federal Government expectations of the amount of work for purposes of awarding financial aid.
Week/Topics/
Course
Student
Learning
Outcomes
Week 1
Welcome/
Overview
Cancer
Risk factors,
Disparities,
Health
Promotion &
Treatment
Modalities
CLO 1,2,3/

Homework

1.
2.
3.
4.

Explore NUR 410 information in Bb

Read Course Syllabus
Review Course Calendar
Complete Syllabus and Honor Code Quiz by Friday first week
of class

Off campus Class

1.

2.

In preparation for class:

Read in Ignatavicius and Workman:
Chapter 21-Cancer development, pp. 359-370.
-focus on information from Cancer Etiology and Genetic Risk
to Secondary Prevention information (pp. 365-369).
6. Review the National Cancer Institute (NCI) Cancer Health
Disparities Fact Sheet
http://www.cancer.gov/cancertopics/factsheet/disparities/cancer
-health-disparities
-focus on the definition of cancer health disparities and the
contributing factors
-list 3 cancer prevention strategies nurses can use to improve
cancer-health disparities.
7. Research latest statistics on the 3 most prevalent cancers per
ethnicity and sex (gender) in your city of residence.
8. Read in Ignatavicius and Workman:
Chapter 22- Care of patients with cancer, pp. 371-396. Focus
on surgery, chemotherapy, radiation, and hormone treatment.
Start working on the treatment modalities chart Cancer
Treatment Modalities Chart (posted in Bb) Bring to class to
continue in collaboration with your peers.
9. Prepare a cause-effect diagram for oncologic emergency: tumor
lysis syndrome (template posted in Bb).
10. Read the article Safe Handling: Implementing Hazardous
Drug Precautions (citation posted in Bb). Be sure to review
Figure 2. Patient Education Pamphlet (p. 253 of the article).
5.

View Panopto
video: Welcome
and overview of
the course
View Panopto
video:
Role of the nurse
in cancer health
promotion and
treatment
modalities,
Evidence-based
practice (EBP)
cancer symptom
management

On Campus Class

Due Date

Method
of
Evaluatio
n

Class date 08/18/16:

1. Course-related Q&A session
2. Assessment of learning &
review of online lecture key
points
3. Small group discussion by city
of residence: Using the research
findings on your communitys
cancer statistics (homework),
identify 3 cancer prevention
strategies. Once group
discussion is completed, post a
summary of the information in
the discussion board area (by
city of residence) to present in
class.

End of week 1

Completi
on of
Syllabus
Quiz by
Friday
Week #1

4.

5.
6.

Role-playing:
a. Patient receiving
chemotherapy via mediport.
Focus on:
-PPEs
-Extravasation
precautions
b. Patient undergoing internal
radiation
NCLEX-style practice questions
Recap and summary of key
points.

Test 1
and Final

Week/Topics/
Course
Student
Learning
Outcomes

Week 2
Evidencebased
practice
symptom
management
Specific-site
cancers:
breast,
prostate,
colorectal
and leukemia
CLO 1,2,3

Homework

11. Review the most current recommendations for PPEs when

handling hazardous drugs https://www.ons.org/practiceresources/clinical-practice/know-most-currentrecommendations-ppe-when-handling-hazardous and read the
oral chemotherapy article Oral Chemotherapy Medications:
The Need for a Nurses Touch. (citation posted in
Blackboard). Identify 1 hazardous drug in your clinical unit and
review the safe handling policy. Discuss in post-clinical
conference.
1. Explore the ONS website Putting Evidence to Practice
resources http://www.ons.org/Research/PEP/
Answer the following questions:
o What makes a treatment
recommended for practice
o What does benefits balanced with harm mean?
2. Continue working on the treatment modalities chart Cancer
Treatment Modalities (posted in Bb) Bring to class to finish in
collaboration with your peers.
3. Read in Ignatavicius and Workman:
Chapter 70 - pp. 1464-1480 (breast cancer)
Chapter 72 - pp. 1506-1511 (prostate cancer), TURP pp. 15051506
Chapter 56 - pp. 1148-1157 (colorectal cancer)
Chapter 39 - pp. 806-817 (leukemia). Focus on priority
problems and nursing care; potential complications during
each BMT phase and the corresponding nursing interventions.
4. Select one of the cancers covered in class and start a patient and
family-centered teaching plan. Include areas of collaboration
with other professionals.
5. Mandatory complete ATI Tutorial Learning System RN
(LSRN) Medical-Surgical:
Oncology. https://www.atitesting.com/Home.aspx

Off campus Class

On Campus Class

View Panopto
video: EBP
symptom
management,
Specific-site cancers
(breast, prostate,
CRC, leukemia)

Class date 08/25/16:

1. Assessment of learning &
review of online lecture key
points
2. Work in small groups & present
in class:
Group 1: Identify & prioritize
5 evidence-based nursing
interventions for clients with
fatigue
Group 2: Identify & prioritize
5 evidence-based nursing
interventions for clients with
mucositis
Group 3: Identify & prioritize
5 evidence-based nursing
interventions for clients with
risk for bleeding
Group 4: Identify & prioritize
5 evidence-based nursing
interventions for clients with
risk for infection
Group 5: Prepare a teaching
plan for a client with breast
cancer
Group 6: Discuss 3 treatment
options for prostate cancer

Due Date

ATI Due
08/26

Method
of
Evaluatio
n

Test 1
and Final

Week/Topics/
Course
Student
Learning
Outcomes

Homework

Off campus Class

On Campus Class

Due Date

Method
of
Evaluatio
n

Class date:09/01/16

End of week 3

Test 1
and Final

1.

Test 1 due
09/09

3.
4.
Week 3
Genetics/
Genomics
Ethical, legal,
and social
issues in
genetics

1.
2.

HIV/AIDS

5.

3.
4.

CLO 1,2,3
7.
8.
Week 4
Eating
disorders
Altered
thoughts
CLO 4,5,6

1.
2.
3.
4.
5.
6.
7.
8.

Review genetic information from lectures in: NUR 215 & 317
Read Ignatavicius and Workman: Chapter 4, pp. 56-62 (Patterns
of inheritance including pedigree; Ethical issues).
Review the purpose/goals of a family health history as
described on the Surgeon General Family Health Portrait @
https://familyhistory.hhs.gov/FHH/html/index.html
Read and be prepared to discuss Human Genome Project
Handout in Blackboard
Ignatavicius and Workman: Chapter 19, pp. 326-346
(HIV/AIDS)
6. HIV/AIDS: https://www.aids.gov/hiv-aids-basics/hiv-aids101/what-is-hiv-aids/
ATI Targeted Medical- Surgical 2013: Immune
ATI Tutorial: Pharmacology Made Easy 3.0: Immune System:
HIV drugs lesson
READ in Halter (7th ed.). Chapter 18 pgs. 346-362
READ in Halter (7th ed.). Chapter 12 pgs. 204-225
LOG onto Psych Bb site/Course
Content/NUR410/Schizophrenia
LOG onto Psych Bb site/Course Content/NUR410/eating
Disorders
LESSON: View the online lesson on Schizophrenia- NUR 410Schizophrenia
LESSON: View the online lesson on Eating Disorder- NUR
410-Eating Disorder
View the You Tube videos about visual and auditory
hallucinations and testimonials.
Make a grid to compare and contrast the 4 types of

View video:
Nova: Cracking your
genetic code
View Panopto
Video: Genetics

2.
View video:
You tube video:
TEACH AIDS
www.teachaids.org
2.
3.
View Panopto
Videos:
Eating Disorders
Schizophrenia
Auditory
Hallucinations

Assessment of learning &

review of online lecture key
points
Construct a family pedigree
(Use your own family health
history). Use this family
pedigree handout (posted in Bb)
to analyze your family pedigree.
Guest Speakers for HIV/AIDS
content
Recap & summary of key
points.

Class date 09/08/16:

1.
2.
3.

Group 7: Select 2 priority

nursing interventions for each
phase in bone marrow
transplantation
NCLEX-style practice questions
Recap & summary of key
points.

Work in groups to review

Compare and contrast of Eating
Disorders.
Role plays the signs and
symptoms of schizophrenia in
class in pairs.
Film: I am still here: The truth
about Schizophrenia.

ATI due 09/02

End of week 4

Test 2
and Final

Week/Topics/
Course
Student
Learning
Outcomes

Homework

Off campus Class

On Campus Class

Due Date

Method
of
Evaluatio
n

View Panopto
Videos:
Anxiety
Personality Disorders

Class date 09/15/16:

Test 1 Review
Practice progressive muscle
relaxation.
1.Review and complete anxiety
case studies.
2. Review Personality Disorders
case studies

End of week 5

Test 2
and Final
Exam

View Panopto
videos:
GERD, PUD,
Gastritis, GI Bleed

Class date 09/22/16:

1. Test 2 Review
2. Complete a GI risk selfassessment (posted in Bb) of
risk factors for GERD, gastritis
& PUD. Share results in small
groups & discuss lifestyle
changes to decrease risk factors.
3. In groups, evaluate a fast food
menu. Identify & discuss
commonly ordered fast foods

Test 2 Due
09/19

schizophrenia to be studied. (paranoid, undifferentiated,

disorganized, and catatonic

Week 5
Anxiety
Personality
Disorders
CLO 4,5,

1.

2.
3.
4.
5.
6.
7.
8.
9.

Week 6
Upper GI
CLO 1,2,3

READ in Halter (7th ed.). Chapter 10 pgs. 170-179, Chapter 15

pgs. 279-301,
Chapter 16 pgs. 308-321,
Chapter 17 pgs. 325-341
LOG onto Psych Bb site/Course Content/NUR410/Anxiety
LOG onto Psych Bb site/Course Content/NUR410/ Personality
Disorders
LESSON: View the Video lesson on Anxiety-NUR410-Anxiety
Disorders
Identify areas of anxiety you have seen in yourself and your
clients.
READ in Halter (7th ed.). Chapter 24 pgs 458-478
LOG onto Psych Bb site/Course Content/NUR410/ Personality
Disorders
LESSON: View the Video lesson on Personality DisordersNUR 410-Personality Disorders
Complete the Mini case studies handout for class on Personality
disorders.

Mandatory complete ATI RN Mental Health Online Practice

Assessment 2013 A
1. Review pharmacology notes on proton pump inhibitors,
antacids, H2- receptor antagonists, aminosalicylates,
glucocorticoids, and immunomodulators.
2. Review related pathophysiology in Story text.
3. Read in Ignatavicius and Workman
o GERD pp.1110-1114
o Gastritis pp.1126-1128
o PUD pp.1128-1138
o GI Bleeding pp. 1136-1138
o Blood Transfusion pp.821-826

ATI Due
09/16

Test 3
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes

Week 7
Lower GI
CLO 1,2,3

Homework

1.

Review pharmacology notes on fentanyl, morphine,

hydromorphone, & antibiotics
2. Review related pathophysiology in Story.
3. Read in Ignatavicius and Workman
a. Intestinal obstruction pp.1157-1161
b. Ulcerative colitis pp.1173-1181
c. GI Bleeding pp. 1179-1180
d. Crohns disease pp.1181-1186
e. Patient-controlled analgesia (PCA) pp. 35
f. TEN and TPN pp. 1241-1245
4. Complete Fistulas in Crohns, Ulcerative Colitis, & Fluid
Volume Deficit Concept Maps (posted in Bb).
Mandatory complete ATI Targeted Medical Surgical 2013:
Gastrointestinal

Off campus Class

View Panopto
Videos:
Intestinal
Obstruction,
Ulcerative Colitis, GI
Bleeding, Crohns
Disease

On Campus Class

that are most likely to increase

episodes of GERD, gastritis &
PUD. Are there alternatives to
these foods on the menu?
4. Prioritize Nursing care of client
with GERD & PUD
5. Write a one-page paper on
preventative measures for PUD
6. In small groups create a
Concept Map for the
collaborative care of the client
with an upper GI Bleed.
7. In groups, role play blood
transfusion administration
process.
8. Recap & summary of key points
Class date 09/29/16:
1. Complete the Bowel
Obstruction Concept Map
(posted in Bb).
2. Create a list of foods that clients
with symptoms associated with
irritable bowel syndrome should
avoid
3. Create a teaching plan about the
dietary needs of a patient who
has inflammatory bowel disease
(Crohns or Ulcerative Colitis)
4. Prioritize Nursing care of client
with assigned process (See
Blackboard for groups &
assignments)
5. Create care plan for the
client/family that is discharged
home with a new diagnosis of
ulcerative colitis.
6. Discuss the completed mind

Due Date

ATI due 09/30

Method
of
Evaluatio
n

Test 3
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes

Homework

Off campus Class

On Campus Class

7.

Week 8
GI:
Accessory
Organs
Liver,
Gallbladder,
Pancreas
CLO 1,2,3

1.
2.
3.

4.

Review pharmacology notes on morphine and

hydromorphone, diuretics, non-selective beta blockers,
lactulose, and non-absorbable antibiotics.
Review related pathophysiology in Story text.
Read in Ignatavicius and Workman
a) Cirrhosis pp. 1192-1202
b) Hepatitis pp. 1203-1208
c) Cholelithiasis/Cholecystitis pp. 1213-1218
d) Acute pancreatitis pp. 1218-1223
Complete Pancreatitis Mind Map (posted in Bb).

View Panopto
Videos:
Cirrhosis, Hepatitis,
Cholelithiasis/
Cholecystitis, Acute
Pancreatitis

Due Date

Method
of
Evaluatio
n

maps for Fistulas in Crohn's,

Ulcerative Colitis & Fluid
Volume Deficit
Recap & summary of key points

Class date 10/06/16:

1. Test 3 Review
2. Create care plan for the
client/family that is discharged
home with a new diagnosis of
hepatitis
3. Discuss the role of the infection
control nurse
4. Discuss the Pancreatitis Mind
Map (posted in Bb).
5. Discuss the role of the nurse in
managing:
a) Ascites
b) Neurological changes
c) Esophageal varices
d) Portal Systemic
Encephalopathy (PSE)
6. In 5 minutes, list as many
nursing interventions as you can
think of to address esophageal
varices in clients with cirrhosis
7. Using Table 59-1, p. 1215 in
Ignatavicius & Workman:
identify how many risk factors
you have for cholecytitis.
Discuss lifestyle changes that
could decrease your risk.
8. Discuss priorities when caring
for 2 clients one having
laparoscopic and the other

Test 3 Due
10/03

Test 4
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes

Week 9
Hyperthyroid
ism
Hypothyroidi
sm
Addisons
Cushings
CLO 1,2,3

Homework

1.
2.
3.

4.

Week 10
DI/SIADH
CLO 1,2,3

1.

Off campus Class

Review pharmacology notes on drugs that interfere with

thyroid hormone production or cortisol hormone synthesis.
Review related pathophysiology in Story text
Read in Ignatavicius and Workman
Addisons pp. 1272-1276
Cushings disease pp. 1276-1281
Hyperthyroidism pp. 1285-1291
Hypothyroidism pp. 1291-1295
Mandatory Complete ATI Practice Targeted Medical
Surgical 2013: Endocrine

View Panopto
Videos:
Hyperthyroidism
Hypothyroidism
Addisons
Cushings

Review pharmacology notes on medications ADH replacement

agents,
ADH stimulants, Vasopressin, Demeclocycline, Lithium,
Furosemide.

View Panopto
Videos:
DI/SIADH
9

On Campus Class

having traditional gallbladder

surgery
9. Discuss steps in preparing the
client for Minimally Invasive
(MIS) cholecystectomy
10. Recap & summary of key points
Class date 10/13/16:
1. Complete a class mind map of
problems with thyroid &
cortisol hormone regulation:
2. Develop a teaching plan for the
client being discharged with a
new diagnosis of
hyperthyroidism/
hypothyroidism
3. Develop a teaching plan for the
client being discharged with a
new diagnosis of Addisons/
Cushings disease
4. In small groups, discuss the
psychological impact of a
thyroid problem on a patient
who has hyperthyroidism or
hypothyroidism. Discuss ways
to reduce the psychological
impact. Share your discussion
with other groups in class
5. Match clinical manifestations of
thyroid storm with appropriate
nursing actions
6. Discuss Hypothyroidism Case
Study in class
7. Recap & summary of key points
Class date 10/20/16:
1. Complete a class mind map of
problems with ADH regulation
2. Develop a teaching plan for a

Due Date

Method
of
Evaluatio
n

ATI due 10/14

Test 4
and Final
Exam

End of Week
10

Test 4
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes

Homework

2.
3.

Off campus Class

Review related pathophysiology in Story text.

Read in Ignatavicius and Workman
o DI pp. 1271-1272
o SIADH pp. 1272-1273

On Campus Class

3.

4.

5.

6.

7.

10

client being discharged with a

new diagnosis of DI/SIADH
Reflect on ways to protect all
clients from injury. Consider
how interventions to protect a
client are universal regardless
of diagnosis. Be prepared to
discuss this in class.
In small groups, perform an
online search for medications
that can contribute to DI.
Identify clinical manifestations
that would be associated with
DI, and create a list of
precautions you should take
regarding the medication(s),
DDAVP, & daily weights. Be
prepared to discuss your
findings with the class
In your small groups, create a
list of assessment findings that
would indicate dehydration in a
patient with DI, what
interventions would you use to
address these findings? Be
prepared to share your lists.
In your small groups, list
assessment findings that would
indicate hyponatremia in a
patient with SIADH, what
interventions would you use to
address these findings? Be
prepared to share your lists.
In your small groups, using the
handouts provided in class,
identify as many symptoms of
Diabetes Insipidus & SIADH

Due Date

Method
of
Evaluatio
n

Week/Topics/
Course
Student
Learning
Outcomes

Week 11
Dysrhythmia
s
CLO 1,2,3

Homework

1. Review in Ignatavicius and Workman pp. 649-677.

2. Bring a rhythm strip to class that you have obtained from
clinical. (Remove the clients information by cutting it off the
strip)
3. Review ATI Targeted Medical Surgical 2013: Cardiovascular

Off campus Class

On Campus Class

View Panopto
Videos:
1.
Dysrhythmias & 2.
EKG strips for the
NCLEX & beginners
https://www.youtube.
3.
com/watch?v=kZ2NJRa0uw
Stop at Heart blocks.4.

5.

6.
7.
Week 12
PE
ARF
ARDS
ABGs
Acid-base
CLO 1,2,3

1.

2.
3.
4.
5.
6.

Read in Ignatavicius and Workman:

PE pp. 603-610
ARF pp.610-612
ARDS pp. 612-614
Mechanical Ventilation pp.614-622
Review Acid-Base pp. 179-182
Determine the risk factors associated with the diagnosis of PE
in a one-minute paper.
Review Decision Making Challenge on p. 614 we will
complete in class.
Review ATI Targeted Medical Surgical 2013: Fluid,
electrolytes, and acid base (optional)
Review ATI Targeted Medical Surgical 2013: Respiratory

View Panopto
Videos:
PE, ARF, ARDS,
Mechanical
Ventilation

11

and their location proximity as

you can in 5 minutes. Discuss in
class
8. Recap & summary of key points
Class date 10/27/16:
1. Test 4 Review
2. The Cardiovascular System
Lesson: Drugs Therapy for Cardiac
Dysrhythmias
3. List priority nursing problems
with interventions for the client with
symptomatic dysrhythmia
4. Using the provided worksheet,
interpret telemetry strips and
indicate appropriate drug therapy for
the symptomatic client
5. Role play teaching client &
family about procedures &
interventions for common
dysrhythmias
6. Complete/present Decision
Making Challenge (p. 674)
7. Recap & summary of key points
Class date 11/03/16:
1. Complete Causes of Acute
Respiratory Failure Grid
(posted in Bb).
2. List prioritized nursing
problems of the client with PE
3. Discuss safety & preventive
measures for client & family
with PE
4. Be prepared to identify &
discuss situations in which the
client would require ventilatory
support
5. Bring in & be prepared to

Due Date

Method
of
Evaluatio
n

Test 4 Due
10/24

Test 5
and Final
Exam

End of Week
12

Test 5
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes

Homework

Off campus Class

(optional)

Week 13
Shock
Hemodynami
cs
CLO 1,2,3

1.
2.
3.
4.

Read in Ignatavicius and Workman:

pp. 739-756. (17 total pp.)
Compare the risk factors, etiologies, and clinical presentation
for each type of shock. Complete shock comparison grid
(posted in Bb).
Go to Surviving Sepsis Campaign website, read about the
aspects of care that make up the Surviving Sepsis Campaign
Bundles. Be prepared to discuss these in class
Mandatory ATI Medical Surgical Online Practice 2013 A

View Panopto
Videos:
Shock,
Hemodynamics
View Faces of
Sepsis found in
Week 13 on
Blackboard.

12

On Campus Class

discuss an evidence-based
practice article about the best
method for assessing ET tube
placement & methods for tube
stabilization
6. Create a SBAR that reports
emergent data to the
interdisciplinary team for a
client with ARF.
7. List 3 interventions addressing
the psychological impact of
ARF/Mechanical Ventilation
8. Structured controversy:
Intubation & Mechanical
Ventilation
9. Recap & summary of key points
Class date 11/10/16:
1. Test 5 Review
2. Complete Clinical Judgment
Challenge, Ignatavicius &
Workman, p. 747
3. Create a shock concept map
4. Evaluate a clients response to
therapy for shock
5. Discuss methods of educating
the community about the
prevention of sepsis
6. Discuss the Surviving Sepsis
Campaign Bundles
7. Based on the Faces of Sepsis
video, viewed as part of your
homework be prepared to
discuss possible patient &
family responses as well as the
psychological impact as the
client progresses through the
stages of Septic Shock (Sepsis)

Due Date

Test 5 Due
11/07
ATI Due 11/11

Method
of
Evaluatio
n

Test 6
and Final
Exam

Week/Topics/
Course
Student
Learning
Outcomes
Week 14
Burns
CLO 1,2,3

Homework

1.
2.
3.

Thanksgiving
Break
Week 15
CLO 1,2,3

Read in Ignatavicius and Workman:

Burns pp. 465-491
Compare and contrast in a burn grid (posted in Bb) the signs
and symptoms of a client with superficial, partial thickness and
full thickness burn injuries.
ATI Learning System RN: Practice Test: Medical Surgical:
Dermatological (optional)

Off campus Class

View Panopto
Videos:
Burns
View Burns
YouTube Video &
UC San Diego Burn
Center Dressing
Change Video
found in Week 14 in
Blackboard.

On Campus Class

8. Recap & summary of key points

Class date 11/17/16:
1. Compare & contrast in a grid,
superficial, partial thickness and
full thickness burn injuries.
2. Prioritize care of burn client in
resuscitative/ emergent phase
and acute phase of injury.
3. Use laboratory and physical
assessment data, determine the
effectiveness of the resuscitative
treatment.
4. Compare pain management for
burn injury clients in the
emergent with acute phases
5. Be prepared to participate in a
discussion of infections, pain
management, changes in wound
appearance, changes in
neurologic function, GI function
& subtle changes in VS
occurring in burn patients
6. Outline the phases of burn
injury
7. Recap & summary of key points

Thanksgiving
1. Read in Ignatavicius and Workman:
Trauma Nursing Principles pp. 106-108.
Chest trauma pp. 622-624
Chest Tube pp. 577-579
Abdominal trauma pp. 1161-1163
Traumatic Brain Injury pp. 946-957
Spinal Cord Injury pp. 892-903
2. Review definitions of components and types of trauma. Then

Due Date

End of Week
14

Method
of
Evaluatio
n
Test 6 &
Final
Exam

No Class Thanksgiving
View Panopto
Videos:
Chest Trauma,
Abdominal Trauma,
Traumatic Brain
Injury, Spinal Cord
Injury

Class Date 12/01

ATI due 12/01
Final Exam Review
1.
2.

13

Discuss causes, effects & initial

management of trauma
Describe collaborative
interventions for clients

ATI due 11/28 Week 15

3. CLO
1,2,3

Week/Topics/
Course
Student
Learning
Outcomes

Homework

Off campus Class

post an example of an injury (picture, thirty second movie clip)

in Bb to be used in class discussion
Come to campus 0900-1130 for:
ATI Proctored Assessment
RN Adult Medical-Surgical 2013 Form B on 11/28

Week 16

1.
2.

On Campus Class

Due Date

experiencing trauma
Discuss forensic implications of
traumatic injury & death
4. In small groups, discuss trauma
case scenarios
5. Discuss injury clips/pictures
posted in Blackboard
6. Identify the trauma (from
pictures)
7. Create a list of services
available to clients & their
family members following a
TBI
8. Discuss the needs of the client
& family following a SCI, list
the services available to them
9. Recap & summary of key points
Class Date 12/08

Test 6 12/05

Test Review and Final Exam

Review 12/06

Final Exam
12/08

3.

Final Exam Review 12/06/16

Test #6 on 12/05

Final Exam
Comprehensive Final Exam 0800
please arrive 15 min before testing
for setup.

14

Method
of
Evaluatio
n

POLICIES / PROCEDURES / STUDENT EXPECTATIONS

SEE STUDENT HANDBOOK
Weekly Schedule:

Sun.

Mon.
Video
lectures
online

Tues.

Wed.

Clinical

Clinical

Thur.
Class on
campus
9-12

Fri.

Sat.

NETIQUETTE (Required):
Be polite and respectful to fellow online participants by avoiding
o obscene language or sexual conversation
o all-caps type, which is perceived as shouting
o repeating the same sentence continuously
o "flaming" others with emotional or angry messages
To communicate effectively in the online environment
o use smilies, or emoticons, to show tone of voice or emotion :)
o use symbols such as asterisks (*) to emphasize words
o use acronyms such as "brb" (be right back) or "afk" (away from keyboard)
This refers to your efforts to create a sense of online community. Positive climate building can reduce
anxiety about communicating online, and contribute to a positive collegial environment. Climate building
can be developed by:
Use of first names by participants.
Responding promptly to messages sent to you.
Use of reinforcement phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.).
Use of personalizing remarks (i.e., a reference to where you are working -- home, office, terminal,
what is happening around you, the weather, etc.).
Avoiding hostile or curt comments. No objectionable, sexist, or racist language will be tolerated.
Displaying humor.
Promoting cooperation by offering assistance and support to other participants and by sharing
ideas.

Course Evaluation Survey:

Completion of all course surveys is a requirement.
ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS:
ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS:
Test (6)
Comprehensive Final Exam

_70__%
_30__%

ATI: See Topical Outline Assignment and Due Dates

1.

2.

It is an expectation that the student will complete all of the ATI assignments. Students who do
not complete the assigned ATI assignments will not be able to progress to NUR 413 until the
ATI is completed.
The student must take the EXACT assessment that is listed in their syllabus. No exceptions will
occur.
15

3.

On all practiced assessments, students are expected to make 90% or greater.

a. You must wait a minimum of 72 hours between the first take of the assessment; and the
second attempt.
b. Only two attempts for each assessment assigned.
c. If you achieve 90% or greater on the initial attempt, remediation is not required.
d. If you achieve less than 90% on the first attempt, remediation for a minimum of 1 hour
must be completed prior to the second attempt.
e. If you achieve less than 90% on the second attempt, remediation 1 hour, and the
students academic advisor will be notified.
GRADING RUBRIC(S): None
Syllabus is subject to change without notice
DATE SYLLABUS WAS LAST REVIEWED: 4/2016

Sentara College of Health Sciences

HONOR PLEDGE
I have not given or
received aid on this work,
and I shall immediately
report any breach of the
Honor Code.

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