Textbooks

 

1.         Blackhawk Technical College Associate Degree Nursing Syllabus – Complex Health Alterations 2, 2008.
Required

 

2.         Cox et al., Clinical Applications of Nursing Diagnosis, 5th Edition, Publisher:  Davis.
Required

 

3.         Lewis, et al., Medical-Surgical Nursing, 7th Edition, Publisher: Mosby.

Required

 

4.      Lewis, et al., Medical-Surgical Nursing – Study Guide, 7th Edition, Publisher: Mosby.

         Recommended

 

5.       Lilley, Harrington & Snyder, Pharmacology and the Nursing Process, 4th Edition, Publisher:

 Mosby.

          Required

6.       Luz Martinez de Castillo, S., Strategies, Techniques & Approaches to Thinking, 2nd. Edition,

          Publisher:  Saunders.

          Required

7.       Pagana, K. & Pagana, T., Mosby’s Manual of Diagnostic and Laboratory Tests, 2nd. Edition,

          Publisher:  Mosby.

          Required

8.       Potter, P. & Perry, A., Fundamentals of Nursing, 6th Edition, Publisher:  Mosby.

          Highly Recommended

9.       Perry, A. & Potter, P., Clinical Nursing Skills & Techniques, 5th Edition, Publisher:  Mosby.

          Highly Recommended

10.     McKinney, E., James, S., Murray, S., & Ashwill, J. Maternal-Child Nursing, 2nd. Edition, Publisher:

          Elsevier/Saunders.

          Required

 

11.     ATI, Nursing Care of Children, RN Edition, Review Module.

Recommended (distributed in previous classes, not available at the bookstore)

 

12.     ATI, Maternal-Newborn Nursing, RN Edition, Review Module.
          Recommended (distributed in previous classes, not available at the bookstore)

 

13.     ATI, Adult Medical-Surgical Nursing, RN Edition, Review Module.
          Recommended (distributed in previous classes, not available at the bookstore)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGEMonroe Campus ADN PROGRAM

Nursing Complex Health Alterations II

Course Outcome Summary

 

 

Information

Course Number

10-543-113

Credits

3

Instructional Area

Nursing

Instructional Level

Associate Degree

 

Description

Complex Health Alterations II prepares the learner to expand knowledge and skills from previous courses in caring for clients with alterations in the immune, neuro-sensory, musculoskeletal, gastrointestinal, hepatobiliary, renal/urinary and the reproductive systems.  The learner will also focus on management of care for clients with high-risk perinatal conditions, high-risk newborns and the ill child.  Synthesis and application of previously learned concepts will be evident in the management of clients with critical/life threatening situations.

 

Prerequisites

1.

Pre: Nursing Complex Health Alterations I

2.

Pre: Nursing Advanced Skills

3.

Pre: Nursing Mental Health and Community Concepts

4.

Pre: Nursing Intermediate Clinical Practice

5.

Pre: Microbiology

 


Competencies

1.

Evaluate nursing care for clients with alterations in the immune systems

Performance Standards

You will demonstrate your competence:

  • by responding to a case study or scenario of patients with alterations in the immune system 

 

Your performance will be successful when:

a.  response incorporates lifespan considerations when into the nursing process for clients with alterations in the immune system 

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the immune system 

c.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the immune system

d.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the immune system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the immune system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the immune system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an immune system alteration 

 

Learning objectives

What you will learn as you master the competency:

a.  Describe the effects of the following variables on function of their immune system; age, gender, nutrition, psychoneuroimmunology, concurrent illness, cancer, medications, radiation

b.  Compare the different types of primary immunodeficiency disorders addressing causes, clinical manifestations, management, possible complications, and available treatments

c.  Describe the pathophysiology of HIV infection

d.  Describe the management of patients with HIV infection and AIDS

e.  Explain the physiologic events involved with allergic reactions

f.  Describe the management of patients with allergic disorders including measures to prevent and manage anaphylaxis

g.  Discuss the different allergic disorders according to type

h.  Explain the processes of inflammation and degradation in the development of rheumatic diseases

i.  Describe the assessment and diagnostic findings that may be evidenced by patients with a suspected diagnosis of rheumatic disease

j.  Describe the systemic effects of a connective tissue disease

k.  Apply the nursing process as a framework for the care of the patient with an immunodeficiency , HIV, allergic disorders, and a rheumatic disease, such as connective tissue disease or osteoarthritis 

2.

Evaluate nursing care for clients with alterations in the neuro-sensory system (including CVA's)

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with neuro-sensory system alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the neuro-sensory system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the neuro-sensory system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the neuro-sensory system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the neuro-sensory system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the neuro-sensory system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the neuro-sensory system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an neuro-sensory system alteration

Learning objectives

What you will learn as you master the competency:

a.  Describe the significance of physical assessment to the diagnosis of neurologic dysfunction

b.  Describe changes in neurologic functions associated with aging and their impact on neurologic assessment findings

c.  Describe diagnostic tests used for assessment of suspected neurologic disorders and the related nursing implications

d.  Describe the special nursing needs of patients with varied neurologic dysfunction

e.  Use the nursing process as a framework for care of the patient with altered level of consciousness

f.  Identify the early and late clinical manifestations of increased intracranial pressure

g.  Identify the various types and causes of seizures

h.  Use the nursing process to develop a plan of care for the patient experiencing seizures

i.  Identify the needs of the patient experiencing headaches

j.  Describe the incidence and social impact of cerebrovascular disorders

k.  Identify the risk factors for cerebrovascular disorders and related measures for prevention

l.  Compare the various types of cerebrovascular disorders: their causes, clinical manifestations, and medical management

m.  Use the nursing process as a framework for care of a patient in the acute stage of an ischemic stroke, recovering from an ischemic stroke, with a cerebral aneurysm, with a head injury, with a spinal cord injury

n.  Differentiate among patients with head injuries according to mechanism of injury, clinical signs and symptoms, diagnostic tests, and treatment options

o.  Identify the population at risk for spinal cord injury

p.  Describe three clinical feature of the patient with neurogenic shock

q.  Discuss the pathophysiology of autonomic dysreflexia and describe the appropriate nursing interventions

r.  Discuss clinical features of ocular disorders, diagnostic assessment and examinations, medical or surgical management, and patient care

s.  Identify methods to assess hearing and ways to communicate effectively with hearing impaired persons

3.

Evaluate nursing care for clients with alterations in the musculo-skeletal system

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with musculo-skeletal system alterations (format may be oral, written, or graphic)

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the musculoskeletal system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the musculoskeletal system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the musculoskeletal system

d.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the musculoskeletal system

e.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the musculoskeletal system

f.  response incorporates lifespan considerations when selecting teaching/ learning topics to promote self-care for the client with a musculoskeletal system alteration

g.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the musculoskeletal system

Learning objectives

What you will learn as you master the competency:

a.  Describe the significance of physical assessment to the diagnosis of musculoskeletal function

b.  Compare the nursing needs of the patient undergoing total hip replacement with those of the patient undergoing total knee replacement

c.  Use the nursing process as a framework for care of the patient undergoing orthopedic surgery

d.  Use the nursing process as a framework for care of the patient with low back pain

e.  Explain the pathophysiology, pathogenesis, prevention and management of osteoporosis

h.  Describe the rehabilitative needs of patients with contusions, strains, sprains, and  fractures

i.  Use the nursing process as a framework for care of the elderly patient with fracture of the hip

j.  Use the nursing process as a framework for care of the patient with a bone tumor, with an amputation

4.

Evaluate nursing care for clients with alterations in the upper gastrointestinal tract

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with upper gastrointestinal tract alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the gastrointestinal and hepatobiliary system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the gastrointestinal and hepatobiliary system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the gastrointestinal and hepatobiliary system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the gastrointestinal and hepatobiliary system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the gastrointestinal and hepatobiliary system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the gastrointestinal and hepatobiliary system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an gastrointestinal and hepatobiliary system alteration

Learning objectives

What you will learn as you master the competency:

a.  Use assessment parameters appropriate for determining the status of upper gastrointestinal function

b.  Describe the appropriate preparation, teaching, and follow-up care for patients who are undergoing diagnostic testing of the upper gastrointestinal tract

c.  Use the nursing process as a framework for care of patients with conditions of the upper gastrointestinal tract

d.  Discuss purposes and nursing management of the patient who has a nasogastric, nasoenteric tube, or a gastrostomy tube

e.  Identify the purposes and nursing management of parenteral nutrition

f.  Compare the etiology, clinical manifestations, and management of acute gastritis, chronic gastritis, and peptic ulcer

g.  Use the nursing process  as a framework for care of patients with peptic ulcer disease or gastric cancer

h.  Describe the dietary, pharmalogical, and surgical treatment of peptic ulcer

i.  Use the nursing process as a framework for care of patients undergoing gastric surgery

j.  Describe the home health care needs of the patient who has had gastric surgery  

5.

Evaluate nursing care for clients with alterations in the lower gastrointestinal tract

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with lower gastrointestinal tract alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the gastrointestinal and hepatobiliary system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the gastrointestinal and hepatobiliary system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the gastrointestinal and hepatobiliary system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the gastrointestinal and hepatobiliary system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the gastrointestinal and hepatobiliary system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the gastrointestinal and hepatobiliary system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an gastrointestinal and hepatobiliary system alteration

Learning objectives

What you will learn as you master the competency:

a.  Use assessment parameters appropriate for determining the status of lower gastrointestinal function

b.  Describe the appropriate preparation, teaching, and follow-up care for patients who are undergoing diagnostic testing of the lower gastrointestinal tract

c.  Identify the health care teaching needs of patients with constipation or diarrhea

d.  Compare conditions of malabsorption with regard to their pathophysiology, clinical manifestations, and management

e.  Use the nursing process as a framework for care of patients with diverticulitis, inflammatory bowel disease

f.  Compare regional enteritis and ulcerative colitis with regard to their pathophysiology, clinical manifestatons, diagnostic evaluation, and medical, surgical, and nursing management

g.  Describe the responsibilities of the nurse in meeting the needs of the patient with an ostomy

h.  Describe the various types of intestinal obstructions and their management

i.  Use the nursing process as a framework of care of the patient with cancer of the colon or rectum

j.  Use the nursing process as a framework for care of the patient with an anorectal condition 

6.

Evaluate nursing care clients with alterations in the hepatobiliary system

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with hepatobiliary system alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the gastrointestinal and hepatobiliary system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the gastrointestinal and hepatobiliary system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the gastrointestinal and hepatobiliary system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the gastrointestinal and hepatobiliary system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the gastrointestinal and hepatobiliary system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the gastrointestinal and hepatobiliary system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an gastrointestinal and hepatobiliary system alteration

 

Learning objectives

What you will learn as you master the competency:

a.  Identify the metabolic functions of the liver and the alterations in these functions that occur with liver disease

b.  Explain liver function tests and the clinical manifestations of liver dysfunction in relation to pathophysiologic alterations of the liver

c.  Relate jaundice, portal hypertension, ascites, varices, nutritional deficiencies, and hepatic coma to pathophysiologic alterations of the liver

d.  Describe the medical, surgical, and nursing management of patients with esophageal varices

e.  Compare the various types of hepatitis and their causes, prevention, clinical manifestations, management, prognosis, and home health care needs

f.  Use the nursing process as a framework for care of the patient with cirrhosis of the liver

g.  Compare the nonsurgical and surgical management of patients with cancer of the liver

h.  Describe the postoperative nursing care of the patient undergoing liver transplant

i.  Describe medical, surgical, and nursing management of patients with cholelithiasis

j.  Differentiate between acute and chronic pancreatitis

k.  Use the nursing process as a framework for care of patients with pancreatitis

l.  Describe the nutritional and metabolic effects of conditions and  treatment of the patient with alterations of the pancreas  

7.

Evaluate nursing care for clients with alterations in the renal/urinary system

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with renal/urinary system alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the renal/urinary system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the renal/urinary system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the renal/urinary system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the renal/urinary system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the renal/urinary system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the renal/urinary system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an renal/urinary system alteration

 

Learning objectives

What you will learn as you master the competency:

a.  Identify the assessment parameters used of determining the status of upper and lower urinary tract function

b.  Describe the diagnostic studies used to determine upper and lower urinary tract function

c.  Initiate education and prepation for patients undergoing assessment of the urinary system

d.  Discuss the role of the kidney in regulating fluid and electrolyte balance, acid-base balance, and blood pressure

e.  Compare and contrast urinary retention and urinary incontinence in terms of their clinical manifestations, complications, and medical and nursing management

f.  Outline the principles of management of a patient with an indwelling urinary catheter or an ostomy

g.  Compare and contrast hemodialysis and peritoneal dialysis in terms of underlying principles, procedures, complications, and nursing considerations

h.  Use the nursing process as a framework for care of patients undergoing kidney surgery

 

 

 

 

8.

Evaluate nursing care for clients with critical/life threatening situations (burns, shock, etc.)

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with critical/life threatening situations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients experiencing critical/life threatening situations

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of clients experiencing critical/life threatening situations

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients experiencing critical/life threatening situations

d.  response incorporates lifespan considerations when planning nutritional interventions for clients experiencing critical/life threatening situations

e.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients experiencing critical/life threatening situations

f.  response incorporates lifespan considerations when implementing the teaching/learning process to promote informed decisions for the client and significant others

g.  response incorporates lifespan considerations when proposing caring interventions to provide for psychosocial needs of the client experiencing critical/life threatening situations and their significant others

h.  response incorporates lifespan considerations when exploring collaborative aspects of caring for clients with critical/life threatening situations

 

Learning objectives

What you will learn as you master the competency:

a.  Describe shock and its underlying pathophysiology and organ damage that may occur with shock

b.  Compare hypovolemic, cardiogenic, and circulatory shock in terms of causes, pathophysiologic effects, and medical and nursing management

c.  Describe indications for varying types of fluid replacement

d.  Identify vasoactive medications used in treating shock, and describe nursing implications associated with their use

e.  Discuss the importance of nutritional support in all forms of shock

f.  Discuss the role of the nurse in psychosocial support of both the patient experiencing shock and the family

g.  Discuss the syndrome of multiple organ dysfunction

h.  Discuss the classification system used for burn injuries

i.  Describe the three phases of burn care and the priorities of care for each phase

j.  Describe the goals of burn wound care and management and the nurse's role in each

k.  Use the nursing process as a framework for care of the patient during the three phases of burn care

l.  Describe the concept of emerging infectious diseases and factors that lead to the development of these diseases

m.  List potential biological warfare agents and describe recommended precautions

n.  Develop a plan of care for a patient experiencing short- or long-term psychological effects after a disaster

o.  Identify the differences among the various chemical and bioterrorism agents used in terrorist events, their effects, and the decontamination and treatment procedures that are necessary 

9.

Evaluate nursing care for clients with alterations in the reproductive system

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of patients with reproductive system alterations

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for clients with alterations in the reproductive system

b.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of alterations in the reproductive system

c.  response incorporates lifespan considerations when explaining procedures used to screen, diagnose, and treat clients with alterations in the reproductive system

d.  response incorporates lifespan considerations when identifying available agency and community resources to promote care for clients with alterations in the reproductive system

e.  response incorporates lifespan considerations when planning nutritional interventions for clients to promote/maintain health with alterations in the reproductive system

f.  response incorporates lifespan considerations when integrating pharmacological therapy in the care of clients with alterations in the reproductive system

g.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with an reproductive system alteration

Learning objectives

What you will learn as you master the competency:

a.  Identify the diagnostic examinations and tests used to determine alteration in female reproductive function and describe the nurse's role before, during, and after these examinations and procedures

b.  Compare the various types of vaginal infections and the signs, symptoms, and treatments of each

c.  Use the nursing process as a framework for care of the patient with a vaginal infection, with a vulvovaginal infection

d.  Describe medical and nursing management for the patient with toxic shock syndrome

e.  Discuss the signs, symptoms, management, and nursing care implications of malignant disorders of the female reproductive tract.

f.  Use the nursing process as a framework for care of the patient undergoing a hysterectomy

g.  Describe the diagnostic tests used to detect breast disorders

h.  Use the nursing process as a framework for care of the patient with breast cancer

i.  Compare the therapeutic effectiveness of chemotherapy, surgery, and radiation therapy in treating breast cancer

j.  Discuss nursing assessment of the male reproductive system and identify diagnostic tests that complement assessment

k.  Discuss the causes and management of male sexual dysfunction

l.  Use the nursing process as a framework for care of patients undergoing different types of  prostatectomy

m.  Describe the nursing management of patients with testicular cancer

n.  Describe the various conditions affecting the penis, including pathophysiology, clinical manifestations, and management

10.

Evaluate nursing care for the high-risk perinatal client

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of high risk perinatal clients

 

Your performance will be successful when:

a.  response incorporates lifespan considerations into the nursing process for high risk perinatal clients

b.  response incorporates lifespan considerations when demonstrating provision of psychosocial support for high risk perinatal client and family

c.  response incorporates lifespan considerations when describing the pathophysiology, etiology, and clinical manifestations of high risk perinatal conditions

d.  response explains procedures used to screen, diagnose, and treat high risk perinatal conditions

e.  response identifies available agency and community resources to promote care for clients with high risk perinatal conditions

f.  response plans nutritional interventions for clients to promote/maintain health for clients with high risk perinatal conditions

g.  response integrates pharmacological therapy in the care of clients with high risk perinatal conditions

h.  response incorporates lifespan considerations when selecting teaching/learning topics to promote self care for the client with high risk perinatal conditions

 

Learning objectives

What you will learn as you master the competency:

a.  Discuss care management for the pregnant woman with metabolic disorders

b.  Discuss care management for the pregnant woman with pregestational or gestational diabetes

c.  Explain the effects on and the management of pregnant women with human immunodeficiency virus (HIV.)

d.  Discuss the care of pregnant women who use, abuse, or are dependent on alcohol or illicit or prescription drugs

e.  Describe the pathophysiology of preeclampsia and eclampsia

f.  Describe HELLP syndrome, including appropriate nursing actions

g.  Explain the effects of hyperemesis gravidarum on maternal and fetal well-being

h.  Compare and contrast placenta previa and abruptio placentae in relation to signs and symptoms, complications, and management

i.  Discuss the diagnosis and management of disseminated intravascular coagulation (DIC)

j.  Differentiate signs and symptoms; effects on pregnancy, fetus, and newborn; management of maternal infections during pregnancy

k.  Explain the basic principles of care for a pregnant woman having abdominal surgery 

11.

Evaluate nursing care for a high-risk newborn

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of high risk newborn clients

 

Your performance will be successful when:

a.  response utilizes the nursing process for high risk newborn clients

b.  response incorporates lifespan considerations when demonstrating provision of psychosocial support for the family of the high risk newborn

c.  response describes the pathophysiology, etiology, and clinical manifestations of high risk newborn conditions

d.  response explains procedures used to screen, diagnose, and treat high risk newborn conditions

e.  response identifies available agency and community resources to promote care for clients with high risk newborn conditions

f.  response plans nutritional interventions for clients to promote/maintain health for clients with high risk newborn conditions

g.  response integrates pharmacological therapy in the care of clients with high risk newborn conditions

h.  response incorporates lifespan considerations when selecting teaching/learning topics to promote care for the family with high risk newborn conditions

 

Learning objectives

What you will learn as you master the competency:

a.  Discuss respiratory distress syndrome and the approach to treatment

b.  Describe nursing interventions for nutritional care of the preterm infant

c.  List the signs and symptoms of perinatal asphyxia and meconium aspiration syndrome

d.  Plan developmentally appropriate care

e.  Examine the needs of parents of high risk infants

f.  Summarize assessment and care of the newborn with soft tissue, skeletal, and nervous system injuries due to birth trauma

g.  Describe the asssessment of a newborn for infection

h.  Assess the effects of maternal use of alcohol, heroin, methadone, marijuana, cocaine, and smoking  tobacco on the fetus and newborn

i.  Describe assessment, prevention, and management of hyperbilirubinemia

j.  Compare Rh and ABO incompatibility

k.  Describe each congenital disorder presented in the text and identify the priority of nursing care for each 

12.

Evaluate nursing care for the ill child

Performance Standards

You will demonstrate your competence:

o  by responding to a case study or scenario of an acute or chronically ill child

 Your performance will be successful when:

a.  response shows developmentally appropriate modification of nursing measures of the acutely or chronically ill child

b.  response incorporates lifespan considerations when identifying interventions that minimize stress of illness and hospitalization for children and families

c.  response incorporates effects of illness and hospitalization on the child and family

 

Learning objectives

What you will learn as you master the competency:

a.  Identify the stressors of illness and hospitalization for children during each developmental stage

b.  Outline nursing interventions that prevent or minimize stress to support the ill child, the child's parents and siblings during a child's illness and hospitalization

c.  Describe safe methods of administering oral, parenteral, rectal, optic, otic, and nasal medications to children

d.  Identify the scope of and changing trends in care of children with special needs

e.  Identify the major reactions of and effects on the family with a child with special needs

f.  Recognize the impact of the illness or disability on the developmental stages of childhood

g.  Outline nursing interventions that support the family at the time of death

h.  Formulate general guidelines for preparing children for procedures, including surgery

i.  Implement play in therapeutic procedures

j.  List general strategies for enhancing compliance in children and families

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

OVERVIEW

 

INCLUDES:

 

1.                 Course Description and Policies

 

2.       Course Objectives

 

 

 

 

 

 

 

 

 

 

 

 

Spring 2008


 

COURSE POLICIES

 

Absence Policies

 

A.                Lecture – Students are responsible for the material given in Lecture.  Excessive absences, as determined by the lead instructor, will warrant individual attention.

B.                 Discussion Session – Students are required to submit a two- to three-page summary of Discussion Objectives and the completed Critical Thinking Exercise if absent.  Additional make-up will be assigned at discretion of the instructor.

Please note and take advantage of the teacher consultation hours.  They will be posted at the front desk.

C.        The student is responsible for knowing his/her own academic status.  It is the students'      responsibility to contact a Nursing Complex Health Alterations 2 course instructor, the ADN          Coordinator or the program advisor if she/he is in jeopardy of failing the course.

 

Note:  To avoid disturbing others in Lecture and Discussion Session, please turn off pagers, watch alarms, and cell phones. 

NOTE:

 

 

If there is any reason that would interfere with your ability to complete the requirements of this course or to participate in the activities described in this syllabus, please contact the Dean of Health, Human and Protective Services.  Reasonable requests for appropriate academic adjustments and reasonable modifications to policies and practices will be granted.  Requests must be received prior to the third class section.

 


 

COURSE POLICIES (Cont’d)

Grading Policies

This course must be completed satisfactorily in order to progress in the Nursing Program. 

Satisfactory completion includes the following:

Requirements:

1.         Maintain an 80% average in unit exams and final exam.  Achieve an 80% average on Sr. Mentor paper, Nursing Practice Paper & Discussion Sessions.

2.         Satisfactory in Discussion Sessions.  Participate actively in every Discussion Session.  Instructor may require bib cards if preparation for discussion appears weak.  A speech or presentation may be assigned for non-participation. 

3.         Senior Mentor Paper – Assess neurosensory status and nursing interventions in elderly adult in the community.  See guidelines in syllabus.

4.         Nursing practice paper.  Scholarly paper related to a topic covered in the course.  The Nursing process is emphasized.  See guidelines.

         Students must achieve 80% on the Nursing Practice paper.  If a student does not achieve an 80% on the Nursing Practice paper, there will be one opportunity to redo the paper at the Instructor’s discretion.  Any revised assignment cannot achieve a grade higher than 80%.

 

5.         Course evaluations completed and turned in. 

 

Points earned for late assignments will be reduced by 5% per calendar day.

 

Reminder:  In your portfolios, continue to save copies of each required paper that you submit for the remainder of your courses.

EXAMS

Most unit exams will be held on Tuesdays.

Note:  Exams must ordinarily be taken on the day and time scheduled unless prior arrangements have been made with instructor.  If prior arrangements are not made with the instructor, the student may forfeit the option of taking the exam at an alternate time.  The student will ordinarily be permitted to take no more than one exam at an alternate time.  Any exam taken at an alternate time will be based on a 95% maximum. The make-up exam must also be completed before the next scheduled exam.

** Students are expected to make an appointment with the lead instructor to discuss any exams below 80%.

ATI-  Policy Statement

 

The ATI Comprehensive Assessment and Review Program (CARP) prepares students for the NCLEX by systematically strengthening their knowledge base throughout their nursing education.  The program is designed to increase pass rates on the NCLEX and to lower program attrition rates by early identification of students at risk.  

 

CARP includes review material and assessments directed toward orientation/assessment, content mastery aligned with each course and NCLEX preparation the final semester. 

 

Scoring:

            Practice tests – you will get 1 point for

             turning it in by the due date established

 

 

**The lead instructor reserves the right to make any changes in the syllabus and calendar at any time.

 

 


 

 

 

 

 

 

Text Box: Exams 

	1.	Unit exams (11)	550  _________
	2.	Final exam	100  _________
		
			Total  650   _________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Text Box: Theory 

		Nursing Practice Paper	100  _________
		Senior Mentor Paper                                80  _________
		Discussion Session Participation	 20   	 
		    (2 pts/session)
		Subtotal                                                  200

Total Possible points                                          850   ________	
			_________
			
                    

                    

 


 

 

Nursing Practice Paper Guidelines

 

 

Topic – One of the nursing topics covered in the units of study in this course.  Topic must be approved by instructor by the end of week 4.

 

Organization – Four to six pages which includes the introduction stating what the paper will cover, the body, and the conclusion summarizing the major points of the paper.  The topic should be narrow enough to develop in some depth within four to six pages. 

 

FormatAPA format.  Typed and properly cited, documenting all professional sources used. 

 

Three professional sources – must be utilized other than required reading, and not including dictionaries, manuals or handbooks.  Two sources must be nursing journals. Avoid sources more than five years old.  Pamphlets, books, and magazines written for lay people may be used but are not included as one of the three required professionals sources. Only one on-line source may be used. One professional source should be a research article.  An interview with a professional who is a specialist in the practice area may be used as one professional source. Include copy of each article, interview and/or on-line source.

 

The paper will be evaluated according to the following criteria:

 

Introduction                                                                                                10

Conclusion                                                                                                  20

Emphasis on nursing care and nursing process                                           60

Professional writing style

(grammar, sentence structure, spelling, paragraph structure,

incorporate resource materials throughout paper, APA format)                 10

 

                                                                                                Total         100      Points

 

 

 

DueWeek Nine of course.

 

 

 

Criteria

Points Possible

Points Earned

Introduction

10

 

Conclusion

20

 

Nursing Care/Nursing Process:

 

60 total

 

       Assessment

   15

 

       Diagnosis

   10

 

       Plan

   15

 

       Implement

   10

 

       Evaluation

   10

 

Incorporate resource materials throughout paper,

       including at least one research article

Professional writing style:

       *grammar, sentence structure, spelling,

        paragraph structure,  incorporate resource

        materials throughout paper, including at least

        one research article, APA format

 

 

 

 

   10

 

 

 

Total

  100

 

 

 

Nursing Practice Paper Grading Criteria

**Please Submit with paper

 

 

 

Topic needs to be approved by instructor by week 4 and paper is due at the on or before week nine on Tuesday at the beginning of class


 

 

DISCUSSION SESSION GUIDELINES

 

All students will be expected to prepare for and participate in each Discussion Session according to provided guidelines.   Sources of information that the students bring to the Discussion must be credible.  Articles must be from nursing journals.  Sources of information from the internet should be from websites such as nursing journal websites, university health sites, etc. 

 

Each student will be given two points for participation for each Discussion Session if the following criteria are met:

1.      The critical thinking exercise must be completed prior to each Discussion Session.

2.      The student participates verbally during each Discussion Session.

 

The points for Discussion Session will be added to the theory portion of the grade.

 

Students may be asked to do additional assignments related to the assigned topic for the unit if the student does not evidence preparation.

 

 


 

Mid-Term Class Evaluation

 

Course:  Nursing Complex Health Alterations 2 - Fall 2008  Due:  Week 6

 

 

1.     From what I expected, this class ranks as follows:

q  Excellent.  I’m really learning a lot

q  O.K.  It meets my expectations

q  It is not as good as I expected

 

2.     The book and course materials are:

q  Helpful and easy to understand

q  Average

q  Hard to understand

 

3.     The information taught in this course is:

q  Important, useful and up-to-date

q  Not sure right now

q  A waste of my time

 

4.     The class is moving at a pace which I would describe as:

q  Well paced

q  Too fast for me

q  Too slow for me

 

5.     This class is:

q  Interesting

q  Okay

q  Boring

 

6.     The instructor’s explanations are:

q  Clear and easy to follow

q  Sometimes hard to understand

q  Very difficult to understand

 

7.     The instructor:

q  Listens and connects effectively with students

q  Usually listens to students

q  Does not listen or care about student concerns

 

8.    The tests and projects for this course are:

q  Appropriate learning opportunities

q  Sometimes hard to understand

q  A waste of my time

 

 

 

Student Self-Evaluation

 

I have been attending class regularly    Yes    q    No    q

 

I actively participate in class discussions    Yes    q    No    q

 

I am putting forth a reasonable amount of effort for this class

                               Yes    q    No    q

 

I utilize all the learning opportunities provided in this course:

                               Yes    q    No    q

 

 

 

See reverse side for additional comments.

 

 

 

 

Suggestions I would make to improve this class:                                                                                                           

 

                                                                                                                                                                               

 

                                                                                                                                                                               

 

                                                                                                                                                                               

 

                                                                                                                                                                               

 

                                                                                                                                                                               

 

                                                                                                                                                                               

 

 

 

 

 

 

 

Thank you for taking the time to complete this evaluation.  Your responses on this evaluation are confidential.

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT I

 

THE ILL CHILD

 

 

 

 


 

Learning Activities – Unit I

Lecture:  Ill Child

Required Reading:

McKinney, et al:

 

            Chapter 4:  Health Promotion for the Developing Child

                                    Read pgs. 61-63:   Assessment of Development

Chapter 33: Physical Assessment of the Child

            Chapter 35: The Ill Child in the Hospital and Other Care Settings

            Chapter 36: The Child with a Chronic Condition or Terminal Illness

            Chapter 37: Principles and Procedures for Nursing Care of Children

            Chapter 38: Medicating Infants and Children

 

 

Review content related to this unit topic from previous courses.

 

Recommended Video:  Administering Medications to Children

 

           

 

 

 

 


 

BLACKHAWK TECHNICAL COLLEGE

Complex Health Alterations 2

DISCUSSION SESSION

Unit 1:  The Ill Child

 

 

 Objectives:

 

1.         Discuss the care of the ill child in the hospital setting.

 

2.         Complete and be prepared to discuss the critical thinking exercise from the syllabus for this unit.

 

3.         Visit the website www.kidshealth.org.  Click on “Kids Site”. Click on topics from “Kids Health Problems” focusing on chronic illness. Be prepared to report the following:

a.       A summary of the topic’s key points

b.      A personal reaction to the ideas presented in the topic

c.       A description of how the professional nurse could use the information presented to enhance and improve the health care he or she provides to a child with an illness requiring hospitalization.

 

 

 

 

 

 


 

 

ADMINISTERING AN INJECTION TO A CHILD

General Principles

 

Nursing Action

Find out how the child copes with painful procedures.

 

Use an approach based on the child’s development level.

 

Rationale

This promotes individualization of care.

Infant (Birth to 12 Months)

Nursing Action

Rationale

Spend time with the infant prior to giving an injection.  This supports the development of a sense of trust.

 

 

For the older infant, state what you are going to do and proceed with the injection.

 

Provide something to look at or a toy to hold during the injection.

 

Provide physical comfort after the injection.

 

This age child cannot understand explanations but should not be injected without warning.

 

The infant is often distractible.

 

 

Physical comforting is more effective than verbal.

 

EXAMPLE:

 

Brian M., six months old, is to receive his third DPT immunization.  His mother is very anxious and upset because she cannot stand to see her baby experience pain.

 

The nurse explains the immunization procedure to Mrs. M., and asks if she’d like to leave the room.  Mrs. M. decides to stay, so the nurse suggests that the mother stand close to her baby’s head and talk to him so he’ll be distracted from the sight of the 5/8” needle and syringe.  Another nurse helps restrain Brian while the injection is being administered in the right vastus lateralis muscle.

 

The nurse picks up Brian and immediately hands him to Mrs. M., so she can hold and cuddle him.  This is an important way to help Mrs. M. deal with her feelings of helplessness as well as comfort Brian.

 

Toddler (1-2 years)

 

Nursing Action

 

Rationale

 

State what you are going to do and proceed with injection.  Use simple words and short phrases.  For example, say, “This will take only a minute and then you can play.”  Provide something for the child to look at, hold, or play with during the injection.

 

At this age, the child obeys simple commands and develops a sense of time beginning at about 18 months of age.   The toddler often can be distracted.

 

Give a simple, honest reason for the injection.

 

Use a firm, consistent approach, reward the toddler’s positive behaviors, and ignore his negative ones.  Let the child take some part in the procedure, for example, he can hold the Band-Aid.®

 

Provide a Band-Aid for covering the injection site.

 

Fantasies are prominent at this age.

 

Rituals are important to toddlers, and they take pride in their accomplishments.

 

 

 

The toddler has an incomplete sense of body boundaries and fears body contents may leak out.

 

 

EXAMPLE:

Shari P., two years old, has been receiving kanamycin sulfate 45 mm every six hours intramuscularly for 48 hours.  She begins to cry loudly when the nurse enters the room and tells her it is time for “the medicine in your leg.”  The nurse knows from the Kardex® that Shari likes to hold the Band-Aid during the procedure.  The nurse introduces Miss Y. as “another nurse who will help you hold still.”

 

The nurse tells Shari that the alcohol “will feel cold while I wash your leg.”  Then she tells Shari to squeeze Ms Y.’s hand while the medicine goes in.  As soon as the needle is withdrawn, Shari lets go of Ms Y’s hand and the nurse asks Shari to open the Band-Aid.  By the time the child accomplishes this task, she has stopped  crying.  The nurses and Shari’s parents praise the little girl for her cooperation and remind her that it was all right to cry because it hurts.  Mrs. P. picks up her daughter and cuddles her.  Shari is then taken to the playroom and offered the pounding board and bean bags so she can release her aggressive feelings about the intrusive procedure.

 

 

Preschooler (3-6 years)

 

Nursing Action

 

Rationale

 

Tell the child what he will feel and what he can do to help himself, for example, he can lie still.

 

 

Let the child see and handle equipment before the nurse gives him the injection.

 

Tell the child that injections are never used as punishment and give him a simple honest explanation.

 

 

Allow youngster a choice when possible.  For example, ask in which leg he wants the injection.  Foster the development of coping mechanisms.

 

Let the child play at giving injections, including handling a needle under supervision.

 

This age child remains egocentric and is a concrete thinker but also can understand simple explanations and follow directions.

 

Seeing and handling the equipment will help the child learn, and it promotes coping.

 

The preschooler is developing a conscience and may view an injection as punishment for his actions, but he can understand a simple explanation.

 

This age child seeks to master situations and takes pride in accomplishments.

 

 

Therapeutic play is an effective means of dealing with fantasies and fears, especially those associated with painful and/or intrusive procedures.

 

EXAMPLE:

 

Tracy B. four years old, is to have a DPT injection.  She does not remember her previous immunization and is very frightened.  The nurse encourages Tracy to play with the equipment before the procedure.  She tells Tracy the medicine will hurt, but only for a short time.  Tracy is also told she did not do anything wrong and that she can help the nurse by lying still.

 

Tracy chooses the right leg for her injection, and the nurse covers up the left leg after Tracy’s jeans are removed.  Tracy squeezes the nursing assistant’s hands, while Mrs. B. stand near Tracy’s face and comforts her.  After the injection, the nurse applies a Band-Aid and gives Tracy a “hero” badge and praises her for her cooperation.

 

 

 

 

 

 

 

 

 

School Age (6-12 years)

 

Nursing Action

 

Give a simple explanation of why the specific injection is needed.

 

Let the child help select the injection site, if possible, and praise the child for her cooperation.

 

 

Provide time to sit and talk with the child.

 

Rationale

 

This age child has the ability to think in a logical manner and comprehend relationships.

 

Taking part in procedure supports the child’s developmental need to master situations.  This age group thrives on praise.

 

For children of this age, talking about their fears replaces play as a method of dealing with anxiety.

 

EXAMPLE:

 

Barbara H., nine years old, had an open reduction of a fractured right humerus the previous evening.  She received meperidine hydrochloride 30 mgm intramuscularly six hours earlier for pain.  She now is obviously in pain, but denies it because she doesn’t want “another shot.”  The nurse decides that medication should be given and tells Barbara she is going to prepare it.  The nurse also explains that when Barbara is able to drink liquids, the medicine will be changed.

 

After preparing the medication, the nurse describes to Barbara how she will feel during the injection and what she can do to help.  Mrs. H. is very calm and supportive while Barbara chooses the site.  The nurse suggests that Barbara hold her mother’s hands and count how many seconds the injection lasts.  After the medication is administered using a 1” needle, the nurse tells Barbara how much it helped because she held so still.

 

Adolescent (13-18 years)

 

Nursing Action

Rationale

 

Provide as much information as the adolescent requests about medication, but also tell her how injections will feel.

 

Provide privacy and permit choice of injection site whenever possible.

 

The adolescent is capable of logical, abstract thinking but may also demonstrate egocentrism, especially when under stress.

 

The adolescent experiences concern over body image and likes to feel in control of a situation.

EXAMPLE:

 

Tony W., 15 years old, has injured his right foot on a rusty tin can while swimming in a pond.  He needs a tetanus injection.  The nurse explains to him why a booster injection is necessary and answers his questions.  She offers him a choice of sites and Tony chooses the left deltoid.  The nurse describes the steps in the procedure and tells him what he will feel   Although he is visibly anxious, Tony tries to control his fear.  The nurse comments that no one likes to get a shot, and he might want to look to the other side of the room.

 

After the injection, the nurse tells Tony that he did very well.  She describes the local reaction he might have from the injection, and she also tells him what he can do at home to minimize his discomfort.

 

 

 

 

Critical Thinking Exercises – The Ill Child

 

 

GROUP DISCUSSIONS

 

 

1.         6 months old Justin is admitted to the hospital with a diagnosis of pneumonia.  This admission order includes weight, measure I & O and chest x-ray.  The baby scale is in the maintenance department for repair.  How will you accurately weigh Justin, accurately measure his output and safely transport him to radiology?

 

 

2.         3-1/2 year old Christine slammed her finger in a car door.  It is now infected.  The physician has ordered daily warm soapy water soaks.  Christine cries every time the bandage is removed and resists putting her hand in the basin of water.  What methods can you use to gain Christine’s cooperation?

 

 

3.         2-1/2 year old Lisa has been potty trained for about 6 months.  She has hematuria and is admitted to the hospital with a diagnosis of severe urinary tract infection.  The doctor orders a urinalysis and I & O.  Lisa’s mother states that Lisa cries whenever she voids.  Although she sits on the toilet at home, Lisa cries and refuses to sit on the toilet in the hospital.  How will you collect the specimen?  What methods will you use to encourage fluid intake?

 

 

4.         6 year old Michael is admitted to the hospital with a diagnosis of pneumonia.  The last time the nurse gave him his medicine, he spit it out stating that it tasted awful.  How will you encourage Michael’s cooperation in taking his medicine?

 

 

5.         16 year old Ryan was involved in motor vehicle accident 1 month after receiving his driver’s license.  He sustained a fractured femur requiring traction.  He has not had a BM for 4 days and complains of abdominal pain.  His physician ordered a fleet enema that will require Ryan to use a bedpan.  Ryan tells you that he is expecting a visit from his girlfriend in 30 minutes.  How will you deal with this situation?

 

 

6.         18 month old Megan is admitted to the hospital for further surgery on a cleft lip.  Hospital policy states that a 2 year old must be in a crib.  Upon admission, Megan’s mother tells you that Megan is a real “climber”.  After surgery Megan pulls at her IV and attempts to scratch the delicate stitches above her lip.  How will you provide for Megan’s safety and prevent her from pulling at her IV and stitches?

 

 

7.         4 year old Mary is admitted to the hospital with severe pneumonia.  Upon admission, she is to receive a stat injection of an antibiotic and be placed in a croup tent.  Her mother tells you that Mary has never been away from home and is terrified of coming to the hospital.  How will you handle this situation?

 

 

8.         9 year old Jason complains of a severe headache and stiff neck.  He also has a high fever.   His doctor suspects meningitis and admits Jason to the hospital.  An admission order written by the physician is, “prepare child for spinal tap to be done when I arrive in one hour”.   How will you prepare Jason for this procedure?

 

 


 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT II

 

ALTERATIONS IN THE MUSCULOSKELETAL SYSTEM

 

 

 

 


 

Learning Activities – Unit II

Musculoskeletal System

Required Reading:

Lewis:

 

Chapter 62: Nursing Assessment Musculoskeletal System (Review)

Chapter 64: Nursing Management Musculoskeletal Problems

                        Read:               pgs: 1668-1686

                        Review:           pgs: 1686-1691

                        Chapter 65: Nursing Management Arthritis and Connective Tissue Diseases

                                                Review:           pgs. 1693-1711

                                                Read:               pgs. 1711-1730

            McKinney:

                        Read:

                        Chapter 48:  The Child with Cancer

pgs. 1353-1356           Osteosarcoma, Ewing’s Sarcoma and rhabdomyosarcoma

                        Chapter 50:  The Child with a Musculoskeletal Alteration

                                    pgs. 1437-1438           Muscular Dystrophies

                                   

 

Review pediatric content on this topic from previous courses.

 

 


 

 

DISCUSSION SESSION

 

Unit II:  Musculoskeletal

 

 

Objectives:

 

 

1.         Discuss the care of the patient with alterations in the musculoskeletal system.

 

2.         From the ATI Adult Medical-Surgical RN Review Module:  Review Chapters in the unit:  Nursing Care of Clients with Musculoskeletal Disorders.  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT III

 

ALTERATIONS IN THE NEUROSENSORY SYSTEM

 

 

 

 


 

Learning Activities – Unit III

Alterations in the Neurosensory System

Required Reading:

Lewis:

            Chapter 21: Nursing Assessment Visual and Auditory Systems

Chapter 56: Nursing Assessment Nervous System

Chapter 57: Nursing Management Acute Intracranial Problems

Chapter 59: Nursing Management Chronic Neurologic Problems

                        pgs. 1555-1559  Myasthenia Gravis, Amyotrophic Lateral Sclerosis and

                         Huntington’s Disease (except restless legs syndrome) 

                        Chapter 61: Nursing Management Peripheral Nerve and Spinal Cord Problems

 

            McKinney, et al:

                        Chapter 38: The Child with Cancer

                                                pgs. 1522-1527  Meningitis, Guillain-Barre Syndrome and Encephalitis

                        Chapter 52: The Child with a Neurologic Alteration

pgs. 1338-1348  Brain Tumors                       

            Chapter 55: The Child with a Sensory Alteration

 

 


 

Discussion Session

Unit 3:  Neurosensory

 

Objectives:

 

1.         Discuss the nursing care of the patient with alterations in the neurosensory system.

 

2.         From the ATI Adult Medical – Surgical RN Review Module:  Review chapters in the Unit:  Nursing Care of Clients with Neurosensory Disorders.  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

3.         Visit the website:

1)      The National Institute of Neurologic Disorders and Stroke at www.ninds.nih.gov, go to Disorder Quick Links and click on “stroke,” “traumatic brain injury,” “myasthenia gravis,” “multiple sclerosis,” “Alzheimer’s Disease,” “Alzheimer’s Caregiver,” “headaches,” “back pain,” “Amyotrophic lateral sclerosis,” “peripheral nerve disease,” “Parkinson’s”. Be prepared to share on a topic of your interest from this website.

 

 


 

Guidelines for Required Senior Mentor Paper

 

 

Revisit your “senior mentor” in the community after the Neurosensory Unit is presented and assess his/her neurosensory status.  Relate your findings to his/her health history, medications he/she is taking, his/her activity, and resources.  Summarize the information you obtain and identify specific interventions you would recommend.

Include a copy of original assessments, list medication.  Write brief synopsis of changes since initial assessments, i.e. changes in condition(s), meds, ADLs.

 

 

Guidelines for the Assessments:

 

1.      Assess your “senior mentor’s” vision.  From your textbook utilize table 21-2, “Health History Visual System”.  Assess for risk factors for glaucoma and cataracts.  To assess your “senior mentor’s” vision take the eye chart provided with you to your visit and check your “senior mentor’s” near vision.

 

2.   Assess your “senior mentor’s” hearing.  From your textbook utilize the table 21-8 “Health History Auditory System”.  Assess for risk factors for hearing loss.

 

3.   Assess your “senior mentor’s” cranial nerve function.  Refer to table 56-3 “Cranial Nerves” and table 56-7 “Normal Physical Assessment of the Nervous System” in your text.

 

Summarize in a two-three page typed paper using APA format.

(Include any charts, forms you used with your documented findings.)

 

 

1.  Findings of sensorineural and cranial nerve function assessments                                      10

 

2.  Results of vision screening                                                                                                 10

 

3.  Results of hearing screening                                                                                               10

 

4.  Identify changes in medications, health history, activity, resources since previous visits   10

 

5.  Relationship of findings to meds, health history, activity, resources                                   10

 

6.  Risk factors                                                                                                                        10

 

7.  Interventions                                                                                                                       10

 

8.  Grammar, spelling, typing, format                                                                                      10

                                                                                                                                                           

 

                                                                                                                                          Total          80

 

 

Due on or before Tuesday of week 5.

 

**You are expected to dress professionally on your visit(s). (No jeans, t-shirts with slogans, etc.), dressing as you might for a clinical assignment. This includes wearing your nametag.

 

 

 

 

 

Grading Criteria for Senior Mentor Paper

 

**Please submit with paper

 

Criteria

Points Possible

Points Earned

Findings of sensorineural and cranial nerve function assessments

10

 

Results of vision screening

10

 

Results of hearing screening

10

 

Identify changes in medications, health history, activity, resources since previous visits

10

 

Relationship of findings to medications, health history, activity, resources

10

 

Risk factors

10

 

Interventions

10

 

Grammar, spelling, typing, APA format

10

 

Total Points

80

 

 

 

 

 

 

Due on or before Tuesday of week 5.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT IV

 

 

ALTERATIONS IN THE UPPER GASTROINTESTINAL TRACT

 

 

 


 

Learning Activities – Unit IV

Lecture – Gastrointestinal Tract

Required Readings:

 

Lewis:

            Chapter 39:  Nursing Assessment Gastrointestinal System (Review)

            Chapter 40:  Nursing Management Nutritional Problems

                                    Review pgs. 948-960

                                                Read pgs. 960-970

            Chapter 41: Obesity

            Chapter 42:  Nursing Management Upper Gastrointestinal Problems

                                    Review pgs. 990-995

                                    Read pgs. 995-1003

                                    Review pgs. 1003-1009

                                    Read pgs. 1009-1033

           

Mc Kinney, et al:

            Chapter 37:  Principles and Procedures for Nursing Care of Children

Read pgs. 953-957       

Chapter 43:  The Child with a Gastrointestinal Alteration

                        Read pgs. 1099-1120

                        Read pgs. 1120-1123 Nursing Care Plan of the Infant with

                                    Gastroesophageal Reflux in the Community Setting

                        Read pgs. 1126-1128

Chapter 53:  The Child with a Psychosocial Disorder

Read pgs.1550-1558    

           

Review in Lilley Text:

                        Chapter 49: Acid Controlling Agents

Chapter 51: Antiemetic and Antinausea Agents

                        Chapter 53: Nutritional Supplements

 

 

 

 


Discussion Session

 

Unit 4:  Upper Gastrointestinal

 

 

Objectives:

 

1.   Discuss the care of the patient with alterations in the upper gastrointestinal system.

 

2.      Complete and be prepared to discuss the critical thinking exercises from the syllabus for this unit.

 

 

 

 


 

Critical Thinking Exercise – Gastrointestinal Intubation

 

1.         Develop a patient teaching guide for a patient for home administration of an enteral feeding.  Each student may choose a patient profile (age, socioeconomic status, financial status) that the student wants to use.

 

2.         You are interviewing Mr. S. in a clinic during a routine, annual check up.  He complains of burning pain just below the xiphoid process.

            a.   Describe further nursing assessments.

 

3.         The physician orders upper GI studies for this patient, related to a possible diagnosis of peptic ulcer disease.  Mr. S. asks what these tests are for:  helicobacter pylori, gastric analysis, and swallow studies.  Provide the answers including preparation for these tests.

 

4.         What diet instructions does Mr. S. need?

 

5.         Mr. S. receives prescriptions for Prilosec, Zantac, and Maalox.  He asks, “Why do I need to take so many medications?  Don’t they all do the same thing?”  Provide the answers.

 

6.         What further instructions does Mr. S. need for self-management?

 

7.         Mr. S. is admitted to the Emergency Room with hematemesis.  Describe your immediate assessment.

 

8.         You are to start an IV on Mr. S.   What size needle will you use?   Why?

 

9.         You receive an order for nasogastric lavage.  Describe the patient teaching needed for Mr. S.

 

10.       Mr. S. is transferred to the Medical unit.  Describe the data provided in the report to the receiving nurse

 

11.       The nasogastric tube is to be on low intermittent suction.  Mr. S. complains of nausea.  Describe your nursing assessments and nursing actions.

 

12.       Describe your role as a nurse advocate for Mr. S. who is to receive a blood transfusion.

 

13.       As Mr. S. recovers, he is anticipating discharge.  Describe the patient teaching Mr. S. needs to prepare for home maintenance, medications, and dietary changes.


 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

 COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT V

 

 

ALTERATIONS IN THE

LOWER GASTROINTESTIONAL TRACT

 

 

 


 

Learning Activities – Unit V

Lecture:  Lower Gastrointestinal Tract

Required Readings:

 

Lewis:

            Chapter 38:  Management of Patients with Intestinal & Rectal Disorders

Chapter 43:  Nursing Management Lower Gastrointestinal Problems

                                    Read pgs. 1051-1086

           

Mc Kinney et al:

            Chapter 43: The Child with a Gastrointestinal Alteration

                                    Read pgs. 1120-1148

           

Review in Lilley text:

            Chapter 50; Antidiarrheals and Laxatives

 

 


 

Discussion Session

Unit 5:  Lower Gastrointestinal Tract

 

 

Objectives:

 

1.         Discuss the care of the patient with alterations in the lower gastrointestinal system.

 

2.         From the ATI Adult Medical-Surgical RN Review Module:  Review Chapters in the section:  Nursing Care of Clients with Intestinal Disorders.  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

3.         Visit the website of Crohn’s and Colitis Foundation of America at www.ccfa.org. 

            Visit the website of the United Ostomy Associations of America at www.uoa.org.  Click on “About UOAA.”  Click on “Ostomy Info”.

           

            Choose a topic from either of these websites and be prepared to report the following:

a.                   A summary of the topic’s key points

b.                  A personal reaction to the ideas presented in the topic

c.                   A description of how the professional nurse could use the information presented to enhance and improve the health care he or she provides to a patient.

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT VI

 

 

ALTERATIONS IN THE HEPATOBILIARY SYSTEM

 


 

Learning Activities – Unit VI

Lecture:  Alterations in the Hepatobiliary System

Required Readings:

 

Lewis:

            Chapter 44: Nursing Management Liver, Pancreas, and Biliary Tract Problems

 

 

Mc Kinney et al:

            Chapter 43 The Child with a Gastrointestinal Alteration

Read pgs. 1148-1155  Hepatic Disorders

           

 

 


 

Discussion Session

Unit 6:  Hepatobiliary System

 

 

Objectives:

 

1.         Discuss the care of the patient with alterations in the hepatobiliary system.

 

2.         Complete and be prepared to discuss the critical thinking exercise in the syllabus for this unit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C NURSING COMPLEX HEALTH ALTERATIONS 2

BILARY CONDITIONS

CASE STUDY – CIRRHOSIS OF THE LIVER

 

 

M.N. is a 54-year-old client admitted to a medical nursing unit with a diagnosis of hepatic encephalopathy secondary to Laennec’s cirrhosis.  Admission assessment shows that he has a grossly distended abdomen, bilateral 4 + ankle edema, jaundiced sclera and skin, and multiple bruises.  M.N. has difficulty answering the nurse’s questions, easily becoming distracted and preoccupied with scratching his arms and legs vigorously.  Several times, he closes his eyes and dozes briefly, awaking with a start and asking where he is.

 

1.             Identify the data which support the clinical diagnosis.


2.             Discuss why M.N. has ascites and peripheral edema.


3.             Based on the above data, formulate relevant nursing diagnoses for M.N.

 

Laboratory data for M.N. show increased serum bilirubin, decreased total proteins and serum albumin, prolonged prothrombin time, hypokalemia, and increased serum ammonia levels.  The physician orders a 500 mg sodium/15 gm protein diet; neomycin sulfate (Neobiotic) 20 gm P.O., Q.I.D.; diphenhydramine (Benadryl) 50 mg P.O., H.S. prn; vitamin K (AquaMEPHYTON) 2 mg I.M., three times per week; potassium chloride 20 mEq, P.O., T.I.D.; spironolactone (Aldactone) 50 mg P.O. Bid, and one unit of salt-poor albumin to be infused daily for three days.

 

4.             Why was spironolactone (Aldactone) ordered?  Neomycin sulfate (Neobiotic)?  Vitamin K (AquaMEPHYTON)?


5.             What is the purpose of also administering furosemide (Lasix)?  Potassium chloride (Kaochlor)?


6.             Discuss the rationale for administering salt-poor albumin to M.N.


7.             Discuss why diphenhydramine (Benadryl) is the preferred sedative for M.N.


8.             What should the nurse do to assess M.N.’s mental status? 

 

9.             What purpose does his diet have in treating the hepatic encephalopathy? 

 

10.         M.N. is on a fluid restriction of 1500 cc per day.  This includes the parenteral volume of fluids for administering the salt-poor albumin as well as the albumin itself, which is 250 cc.  Devise a schedule for M.N.’s fluid intake which includes all his medications.


11.         What does the nurse monitor for in M.N. to determine if his therapeutic regimen is achieving the desired outcomes?

 

12.         What other medication would you anticipate will be ordered for this patient to decrease the NH+3 levels?

 

 

NURSING COMPLEX HEALTH ALTERATIONS 2

BILARY CONDITIONS

CASE STUDY – CHOLELITHIASIS

 

 

K.M. is a 43-year-old client admitted with a diagnosis of cholelithiasis.  She is married and has four children ranging in age from 3 to 20 years of age.  K.M. tells the nurse that she has had right upper quadrant abdominal pain for several weeks and nausea for the last two days.  Since yesterday, K.M. has noticed that her urine is dark brown and frothy and her stool is pale yellow.  With some embarrassment, K.M. admits to having trouble with “gas.”  She also says that she has been bothered with itching and tries not to scratch because her “skin is getting rubbed raw.”  K.M. states that she gains weight easily and always has had difficulty losing weight after having a baby.  She is currently 25 pounds overweight.  The nurse notes that K.M.’s skin and sclera have a yellow cast.  There are several superficial scratches on her arms and bruises on her legs and left arm.  All laboratory studies are within normal limits except for serum potassium, which is 3.2 mEq/L, and the prothrombin time, which is 22 seconds.

1.             Identify the data which support the clinical diagnosis of cholelithiasis.


2.             The nurse needs to assess the pain episodes more thoroughly.  What additional data should be collected?


3.             Why does K.M. have changes in her urine and stool?  Itching?  Jaundice?  Bruising?


K.M.’s ultrasound of the gallbladder is positive for gallstones.  Further tests show that there is no sign of a tumor obstructing the biliary tract.  K.M. is scheduled for a cholecystectomy and exploration of the common bile duct the next morning.  Medications include:  meperidine hydrochloride (Demerol) 75-100 mg I.M. for pain every 3 to 4 hours; cholestyramine (Questran) 6 gm P.O., Q.I.D.; diphenhydramine (Benadryl) 50 mg P.O. every 3 to 4 hours prn; phytonadione (AquaMEPHYTON) 10 mg I.M. stat; and potassium chloride (Kaochlor) 20 mEq P.O., pc and H.S.

4.             What are the purposes for these specific orders?  What side effects should the nurse monitor for in K.M.?


5.             What information should the nurse reinforce with K.M. about the upcoming surgery?

 

 

K.M. returns from surgery with the intravenous infusion, an NG tube to low intermittent suction, an abdominal dressing covering the incision, which has a Penrose drain, and a T-tube connected to a closed, drainable collection bag.  The postoperative orders include:  D5W with 20 mEq potassium chloride at 125 cc per hour; meperidine 75-100 mg I.M. every 4 hours prn for pain; and prochloperazine (Compazine) 10 mg I.M. every 4 hours prn for nausea.

6.             What observations does the nurse make relative to the T-tube?  The abdominal dressing?


7.             That evening, K.M. becomes nauseated and vomits.  What should the nurse do prior to administering any prochlorperazine?

 

There also is an order to empty and measure the T-tube drainage every four hours.  Beginning the first postoperative day, the drainage is to be instilled via the NG tube and the tube clamped for 30 minutes.

8.             What is the rationale for this intervention?


NURSING COMPLEX HEALTH ALTERATIONS 2

BILARY CONDITIONS

CASE STUDY – HEPATITIS

 

 

D.R. is a 28-year-old female client who is admitted to a medical nursing unit.  Admission assessment data include that D.R. works as a charge nurse on that same unit.  She returned three weeks ago from her honeymoon at a resort area in a Central American country.  Prior to leaving on vacation, D.R. had been caring for several oncology clients who were receiving intravenous chemotherapy and blood transfusions.  D.R. has lost ten pounds since returning from vacation and states that she is always tired and has no energy.  D.R. denies any jaundice, but laughs and says, “I really tanned easily!”  Her appetite, which usually is good, is depressed and she finds it difficult to eat without feeling full and becoming nauseated.  Frequent headaches have become a problem and her husband says that she is moody and becomes easily upset.  Laboratory result indicate that D.R. has hepatitis A although hepatitis B has not been completely ruled out.

 

1.             Formulate relevant nursing diagnoses for D.R. based upon the above data.




2.             What precautions should the nurse take when caring for D.R.?  What instructions should be given to D.R. and her husband?




3.             D.R. continues to have difficulty eating.  Plan a diet for her that will help D.R. to boost her oral nutrition.




4.             What medication(s) may be helpful to D.R. in improving her appetite?  Which classes of drugs are contraindicated in this client?  Why?




5.             D.R. begins to improve and is scheduled for dismissal.  Design a teaching/learning plan for her concerning diet, activity, hygiene, family cooking arrangements, and sexual activity.  Include specific information regarding transmission of hepatitis A to family members and friends.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT VII

 

 

ALTERATIONS IN THE RENAL/URINARY SYSTEM

 

 

 


 

Learning Activities – Unit VII

Lecture:  Renal/Urinary Tract

Required Readings:

 

Lewis::

            Chapter 45: Nursing Assessment Urinary System (Review) 

            Chapter 46: Nursing Management Renal and Urologic Problems

                                    Read pgs. 1164-1195

            Chapter 47: Nursing Management Acute Renal Failure and Chronic Kidney Disease

 

McKinney et al:

Chapter 44: The Child with a Genitourinary Alteration

Chapter 48: The Child with Cancer

                        Read pgs. 1356-1357

 

Review in Lilley text:

p. 337  Paragraph beginning “When using cholinergic – blocking agents for urinary tract disorders…”

            p. 625-627    Sulfonamides

                        p. 737-738    Anti-gout agents.

 

 


 

Discussion Session

Unit 7:  Renal/Urinary System

 

 

Objectives:

 

1.         Discuss the care of the patient with alterations in the renal/urinary system.

 

2.         Complete and be prepared to discuss the Case scenarios from the syllabus for this unit.

 

3.         Visit the website of the National Kidney Foundation at www.kidney.org. 

            Visit the website:  www.nkdep.nih.gov/index.htm.  Click on “Health Professionals.”

 

            Choose one topic from both websites and be prepared to report the following:

            a.   A summary of the topic’s key points

            b.   A personal reaction to the ideas presented in the topic.

            c.   A description of how the professional nurse could use the information to enhance and improve the  health care he or she provides.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Critical Thinking Exercise – Renal/Urinary System

 

CASE SCENARIOS

Complex Health Alterations 2

 

1.         Discuss the following concepts:  glomerular filtration, tubular reabsorption, regulation of fluids and electrolytes by the kidneys, regulation of hydrogen ion balance by the kidneys, regulation of blood pressure by the kidneys.

 

2.         J.W. is a 46 year-old male oil executive who presents in the emergency room after experiencing sharp severe pain in the left lumbar region radiating around his left side toward his left testicle.  He is diagnosed based on his symptoms as having a kidney stone.  What other symptoms (besides the pain) would you expect would be present?    What diagnostic tests would you expect to be performed?  What nursing diagnoses would be appropriate?  What nursing interventions should be performed? 
Describe the medical management of the patient with renal calculi.  If medical management is unsuccessful, what other options are there?  What are this patient’s discharge instructions likely to be?   Be specific.

 

 

3.         Develop a Nursing History form for renal functioning.  Describe any special considerations that should be included when performing a nursing history to assess urinary functioning for the following patients:

            a.         Infants and young children.

            b.         Older adults.

            c.         People with limited or no bladder control.

 

 

4.         Outline the pathophysiologic changes associated with glomerulonephritis as if you were teaching a patient about the disease.  Include information about causes and expected outcomes.  Identify appropriate Nursing Diagnoses, goals and interventions.

 

 

5.         S.A. is a 13 year-old female who presents in urgent care with symptoms of UTI.  What are the symptoms of UTI?  What other medical diagnoses need to be considered with this patient?  What diagnostic tests would you expect to be performed?   Identify nursing diagnoses that would be appropriate for this patient.  What goals and interventions?  What are her discharge instructions likely to be?  If S.A. were a 76 year old male, how would the answers to the above questions be different?

 

 


 

 

CASE SCENARIOS

Complex Health Alterations 2

 

 

6.         The client had a radical cystectomy with formulation of an Indiana pouch 12 hours ago.  He has a catheter in place, which has drained 10 ml in the last hour.  The stoma is a very pale pink.  Hi vital signs are elevated from their preoperative levels.  His pulse rate is 100 BPM, and he has a slightly increased temperature.  What nursing interventions would be appropriate at this point in the client’s care?  What other assessments should you make?  Describe what the course of this patient’s recovery during his hospital stay would typically be.  What are this patient’s discharge instructions likely to be?

 

 

7.         You are caring for a 74-year-old man who is 1 day post coronary artery bypass surgery.  His urine output is about 15 ml/hr.  He has a long history of hypertension (controlled) and his usual pressure still ranges from 180 to 190 over 90 to 100 mm Hg.  His blood pressure since surgery ranges from 120 to 130 over 70 to 76 mm Hg.  His serum sodium is 145 mEq/L and potassium is 49 mEq/L.  His skin turgor is poor and his mucous membranes dry.  What is your priority assessment and action?  What other assessments should you make?  Identify the classifications of ARF and describe them.  What are the differences between ARF and CRF?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

UNIT VIII

 

 

ALTERATIONS IN THE IMMUNE SYSTEM

 

 

 

 


 

Learning Activities – Unit VIII

Lecture:  Alterations in the Immune System

Required Readings:

 

Lewis:

           

Chapter 14  Genetics, Altered Immune Responses, and Transplantation

            Review pgs. 213-234

            Read pgs. 235-241

Chapter 15  Infection and Human Immunodeficiency Virus Infection (Review)

            Chapter 16  Cancer

                        Read pgs. 289-311

            Chapter 65 Nursing Management Arthritis and Connective Tissue Diseases

 

McKinney:

            Chapter 41: The Child with an Immunological Alteration

                        Chapter 50:  The Child with a Musculoskeletal Alteration

                                    Read pgs. 1432-1437  Juvenile Rheumatoid Arthritis

 

 

 

Review in Lilley text:

p.581-88; Antihistamines, Decongestants.

 

 


 

Discussion Session

Unit 8:  Immune System

 

Objectives:

 

1.         Discuss the care of the patient with alterations in the immune system.

 

2.         From the ATI Adult Medical – Surgical RN Review Module:  Review Chapters “HIV/AID,” “Rheumatoid Arthritis,” “Systemic Lupus Erythematosus (SLE).”  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

 

UNIT IX

 

ALTERATIONS IN THE REPRODUCTIVE SYSTEM

 

 

 

 


 

Learning Activities – Unit IX

Lecture:  Alterations in the Reproductive System

Required Readings:

 

Lewis:

            Chapter 51: Nursing Assessment Reproductive System (Review)

            Chapter 52: Nursing Management Breast Disorders (Read)

            Chapter 53: Nursing Management Sexually Transmitted Diseases (Read)

            Chapter 54: Nursing Management Female Reproductive Problems (Read)

            Chapter 55: Nursing Management Male Reproductive Problems (Read)

 

 

            McKinney et al:

 

                        Chapter 26: The Pregnant Woman with Complications

                                    Read pgs. 661-662

Chapter 31: Women’s Health Care

                                    Read pgs. 788-792

Chapter 40: The Child with an Infectious Disease

Read pgs. 1040-43      

                        Chapter 44: The Child with a Genitourinary Alteration

                                    Read pgs 1168-71       

                       

 

 

Review in Lilley text:

                        pp. 546-553 Estrogens, Progestins and Contraceptive Agents

                        pp. 568-74 Androgens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion Session

Unit  9: 

Alterations in the Reproductive System

 

 

Objectives:

 

1.         Discuss the care of the patient with alterations in the reproductive system.

 

2.         From ATI Adult Medical Surgical RN Review Module:  Review chapters in the unit Nursing Care of Clients with Reproductive Disorders.  (Skip Chapter “Hormone Replacement Therapy”)  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

 

ASSOCIATE DEGREE NURSING PROGRAM

 

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

 

UNIT X

 

HIGH RISK PERINATAL

and

HIGH RISK NEWBORN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Learning Activities – Unit X

Lecture:  High Risk Perinatal and High Risk Newborn

Required Readings:

 

McKinney et al:

 

Chapter 26:  The Pregnant Woman with Complications

Chapter 27:  The Woman with an Intrapartum Complication

Chapter 28:  The Woman with a Postpartum Complication

Chapter 29:  The High-Risk Newborn: Problems Related to Gestational Age and

                     Development

Chapter 30   The High-Risk Newborn: Acquired and Congenital Conditions

 

 

 

           

                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion Session

 

 

 

Discussion Session

Unit 10:  Pregnancy at Risk/Newborn at Risk

 

Objectives:

 

1.         Discuss the care of the patient with a high risk pregnancy.

 

2.         Discuss the newborn at risk.

 

3,          From ATI Maternal Newborn RN Review Module:  Review Chapters “Complications of Pregnancy” and “Assessment and Management of Newborn Complications” Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BLACKHAWK TECHNICAL COLLEGE

ASSOCIATE DEGREE NURSING PROGRAM

COMPLEX HEALTH ALTERATIONS 2

 

 

 

 

 

 

 

UNIT XI

PATIENTS IN CRITICAL/LIFE THREATENING

 SITUATIONS

 

 



 

Learning Activities – Unit XI

Lecture:  Clients in Critical/Life Threatening Situations

Required Readings:

 

Lewis:

Chapter 25:  Nursing Management Burns

Chapter 66: Nursing Management Critical Care

                        Read pgs. 1733-1738

Chapter 67: Nursing Management Shock, Systemic Inflammatory Response

Syndrome (SIRS), and Multiple Organ Dysfunction Syndrome (MODS)

                        Chapter 69: Nursing Management Emergency and Disaster Nursing

 

            McKinney:

                        Chapter 34: Emergency Care of the Child

.

 

 


 

Discussion Session

Unit 11:  Critical/Life Threatening Situations

 

Objectives:

 

1.         Discuss the care of the patient in critical/life threatening situations

 

2.         From the ATI Adult Medical Surgical RN Review Module:  Review chapters in the Unit:  Emergency Care and Triage, and the chapter “Burns.”  Complete and be prepared to discuss the application exercises found at the end of each chapter.

 

3.         Visit the website www.ACLS.net.  View the first three categories listed on the left of the screen.  Try

each of the interactive quizzes.

 

Visit the website:  www.who.int/en/.  Click on Health Topics.  Choose a topic and click on Fact Sheet.  Click Back on the toolbar twice to get to the home page. Click on Features or one of the topics on the bottom of the screen, such as Disease Outbreaks, and Emergencies and Disasters.

 

            Choose a topic from either of these websites and be prepared to report the following:

a.         A summary of the topic’s key points

b.         A personal reaction to the ideas presented in the topic

c.         A description of how the professional nurse could use the information presented to enhance and

            improve the health care he or she provides to a patient.