Course Syllabus Credit Hours and Contact Hours Department:

Course Syllabus
Department: Nursing
Date: 9/24/12
I. Course Prefix and Number: NUR 202 Nursing Care of the Adult and Child II
Credit Hours and Contact Hours:
Course Name:
9 credit hours and 17 contact hours
Nursing Care of the Adult and Child II
Catalog Description including pre- and co-requisites:
This is the second of a two-semester sequence concerned with increasingly complex health
problems and their impact on man’s ability to progress through his developmental stages and
meet his needs as defined by Maslow. Emphasis is placed on the more common alterations in
health along the wellness-illness continuum. Nursing is presented utilizing the nursing process
applied to client problems. The nursing core components of professional behaviors,
communication, assessment, clinical decision making, caring interventions, teaching and
learning, collaboration and managing care, are further developed. Major units of study include
coping with problems of: motor activity and sensory function, self esteem, oxygenation, nutrition,
metabolism and elimination, and environmental crises. Hospital laboratory and community
experiences are correlated with theory.
Prerequisite/Co-requisite: BIO 230; Successful completion of NUR 101 and BIO 171 and 172
with a grade of C or better.
Relationship to Academic Programs and Curriculum including SUNY Gen Ed
designation if applicable:
This is the second medical surgical course of the required two-semester sequence.
concerned with increasingly complex health problems and their impact on man’s ability to
progress through his developmental stages and meet his needs as defined by Maslow.
II. Course Student Learning Outcomes:
Student Learning Outcomes:
The student at the end of the semester will be able to:
MAN
1. Recognize the interrelationship of man’s needs (according to Maslow).
2. Recognize the interrelationships of man, family, and community.
3. Describe how complex illness affects man’s ability to meet basic needs.
4. Identify the developmental tasks related to physical, motor, mental, emotional,
communication, social, and sexual characteristics for the
1 month – 1 year-old (infancy) and the 12–18 year-old (adolescence).
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5. Describe the impact of complex illness on growth and development.
6. Identify the interrelationship of complex illness and developmental crises.
7. Recognize the impact of crisis on man’s ability to meet his needs.
HEALTH
1. Identify the level of health care appropriate to the type and/or stage of
illness.
2. Identify health practices that promote health and/or prevent disease.
3. Recognize patterns of patient’s response to complex illness.
4. Identify the incidence of complex health problems.
NURSING COMPONENT
It is expected the student will safely perform the Core Components and Competencies and that s/he will utilize the
Nursing Process.
Professional Behaviors
1. Utilize written institutional policies and procedures as a guide to quality patient care.
2. Serve as an advocate for patients.
3. Be ethically responsible for own actions within the framework of nursing.
4. Be legally responsible for own actions (acts of omission and commission) within the
framework of nursing.
5. Maintain confidentiality of information regarding patients.
6. Report through appropriate channels violations of standards of patient care and
professional standards.
7. Communicate ethically and professionally in written and verbal form.
8. Act as a role model to members of the nursing team.
9. Recognize legal and ethical situations that might lead to recourse.
10. Recognize increasing responsibilities within the legal framework as knowledge base
expands.
11. Accept constructive criticism and incorporate suggestions for improving nursing
practice.
12. Incorporate information from current literature into nursing practice.
13. Participate in established research projects when available and appropriate.
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Communication
14. Contribute assessment information to the patient record.
15. Document patient data on appropriate records and referrals utilizing the nursing
process.
16. Report patient data to appropriate health team member(s).
17. Communicate patient behaviors, responses to nursing interventions and responses to
medical regimen.
18. Utilize communication techniques, incorporating principles of growth and
development, to assist the patient, family, and significant others to cope with and
resolve problems as related to hospitalization.
Assessment
19. Collect patient data via direct observation, interview, review of medical information
and other appropriate resources.
20. Collect data concerning anticipated problems related to medical diagnoses.
21. Assess the learning needs of patients based on an expanding knowledge base.
Clinical Decision Making
22. Sort and organize assessment data according to Maslow’s needs and developmental
stage.
23. Recognize and report deviations from normal during data collection.
24. Identify changes in health status that affect the patient’s ability to meet needs.
25. Interpret deviations from normal related to patient needs.
26. Identify actual or potential health care needs based on comprehensive assessment
data.
27. Select nursing diagnoses based on analysis and interpretation of data.
28. Give care safely according to priorities identified during assessment adjusting as
patient situations change.
29. Describe patient response to nursing interventions, evaluate goal achievement, reassess and revise nursing care plan as indicated.
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Caring Interventions
30. Develops and incorporates goal related nursing interventions based on a further
expanding knowledge base with sensitivity to the patient’s cultural and spiritual
beliefs and physiological, psychosocial and developmental needs and strengths.
31. Support patient’s right to make decisions regarding care.
32. Perform interventions safely related to patient-centered short- and long-term
goals, based on scientific principles.
33. Promote an environment conducive to maintenance or restoration of the patient’s
ability to carry out activities of daily living.
34. Protect and promote the patient’s dignity.
Teaching and Learning
35. Implement teaching plans that are specific to the patient’s level of development,
knowledge, and learning needs.
Collaboration
36. Develop with the patient, family, significant others, and members of the health care
team, short- and long-term patient-centered goals related to the nursing diagnosis
directed toward promoting and restoring the
patient’s optimum state of health, preventing illness, and providing rehabilitation.
37. Collaborate with the health team in developing plans of care, including health
counseling, discharge planning, and implementation of a therapeutic regimen.
38. Give care interdependently with the health staff utilizing current technology based on
progressively expanding knowledge.
39. Make referrals on the basis of identified patient needs and knowledge of available
resources.
40. Participate with the patient, family, significant others, and members of the health care
team in the evaluation of the patient’s progress toward goals.
41. Interact with the appropriate health team member in a collegial manner.
42. Consult with other members of the health team when encountering situations beyond
current knowledge and experience.
Managing Care
43. Prioritize nursing diagnoses based on Maslow’s hierarchy of needs.
44. Set nursing care priorities for three patients.
45. Practice according to Joint Commission Patient Safety goals.
46. While functioning as team coordinator the student will:
1. Delegate patient care to peers.
2. Be accountable for patient care delivered by other students.
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3. Assist peers to develop skills in providing care.
4. Follow student team coordinator responsibilities (appendix Q)
College Learning Outcomes Addressed by the Course:
Writing
Computer literacy
Oral Communications
Ethics/values
Reading
Information resources
Mathematics
Critical Thinking
III. Assessment Measures
The college and student learning outcomes will be assessed utilizing the following measures:
College Learning Outcomes(s)
Specific assessment measure(s)
Clinical written assignments
Writing
Pediatric Project research paper
Pediatric Project Oral Presentation
Oral Communication
Team Leader Post Conference Assignment
Handoff report requirement
Community Agency Experience Oral Presentation
Patient teaching
Therapeutic Communication Assignment
Participation in pre and post clinical conference
discussions.
Reading
Tests
Clinical assignments will assess the student's
ability to locate, analyze and apply information to
the assigned patient.
Pediatric Project research paper
Math Test
Math
Tests
Critical thinking
Clinical written assignments
Prioritization of nursing diagnoses associated
nursing plan of care and formal written
assignments
Lung assessment competency
Remaining Skill Competencies – Will assess
performance of specific nursing skills. Inherent in
performing a skill is critically thinking and problem
solving when the unexpected occurs.
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Students are expected to apply prior knowledge to
clinical situations.
Kaplan testing and remediation as assigned – will
assess overall theoretical and clinical knowledge
as well as critical thinking appropriate for a third
semester Associate Degree nursing student.
Computer literacy
Pediatric research paper.
Tests
Ethics and Values
Pre and post conference discussions
Mini-Care Plans
Nursing Care Plans
Patient Advocacy (measures are part of the
clinical contract)
Application of academic and professional ethics in
the clinical arena.
Students’ demonstration of respect for persons of
diverse cultural, religious and ethnic backgrounds.
Citizenship
xx
Global concerns
xx
Information resources
Utilization of heath related professional websites
to support rationale for nursing actions on written
clinical assignments as well as the support for the
data in the pediatric research project.
IV. Instructional Materials and Methods
Types of Course Materials:
Required textbooks as indicated
Methods of Instruction:
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Lecture, discussion, and guest speakers.
Demonstrations and return demonstrations.
Independent college lab practice assignments
Hospital and community experience.
Multi-media materials in classroom and individual assignments.
Selected program units of instruction and study guides.
Written assignments.
Computer assisted instruction (CAI).
Patient Simulation Experiences
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V. General Outline of Topics Covered:
Nursing Care of Patients Coping with problems of motor Activity and Sensory Function
Nursing Care of Patients Coping with Problems of Cellular Integrity
Nursing Care of Patients Coping with Problems of Oxygenation: Respiration and Circulation
Nursing Care of Patients Coping with Problems of Nutrition, Metabolism and Elimination
Nursing Care of Patients Coping with Environmental Crisis
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Critical Components of Content Within Each Unit:
Incidence of health problem.
Nursing role in illness prevention and health and wellness promotion.
Effect of illness or injury on growth and development pattern.
Nutritional factors, including fluid and electrolyte disturbances.
Therapies (treatment modalities).
Commonalities and differences in nursing care.
Meaning of illness to patient and family.
Health team in patient education and rehabilitation.
Laboratory experience in hospitals and other health agencies are planned to correlate with content
areas so the student has a base in theory prior to, or concurrent with clinical learning.
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