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Imperial Valley College Division of Nursing Education and Health Technologies Nursing 110 - Nursing Process 1 I. Course Description: This course is designed as the introductory course in the nursing program and incorporates previous science, psychology, and communication theory. Theoretical concepts basic to the provision of safe nursing practice are introduced. The Scope of Practice of the Registered Nurse and other members of the health care team are examined. Components of the nursing process are reviewed. Through utilization of developmental theories (primarily Erikson) and the Roy Adaptation Model, this course focuses on the nursing role as communicator, provider of care, and client teacher for individuals experiencing adaptation problems across the lifespan in the physiologic mode, psychologic mode, and selected adaptation problems. Parameters of health are defined and philosophies of nursing are investigated. The aging process is introduced. The physical and psychological needs of the normal and ill individual are explored. Pain assessment, interventions, and evaluation are discussed. Basic nutrition is introduced as one of the caring practices involved in client care. Stress, adaptation, and communication skills are stressed as important nursing roles. Variations in nursing care for individuals of different socio-economic and cultural backgrounds will be considered II. Prerequisites, if any:
- English 101 II2. Demonstration of Math Competency II1. Demonstration of Reading Competency II2. Psychology 101 II3. Biology 204 (BIOL 204) and Biology 206 (BIOL 206) or Biology 200 (BIOL 200) and Biology 202 (BIOL 202) II4. Biology 220 (BIOL 220) General Microbiology II5. Admission to the Nursing Program. Corequisites, if any:
- NURS 111 Nursing Skills Lab 1
- NURS 112 Nursing Process Application 1
- NURS 114 Pharmacology
- Introduction to Sociology (SOC 102) or Cultural Anthropology (ANTH 102) III. Course Objectives:
- Explain the philosophy, objectives and logistics of the Imperial Valley Nursing Program.
- Define the Scope of Practice for the Registered Nurse
- Differentiate between the roles of the health aide, vocational nurse and the registered nurse.
- Relate implications of the health-illness continuum to nursing and to the different developmental levels.
- Identify selected client reactions related to hospitalization including the different developmental levels.
- Relate nursing interventions to the ethnic/cultural environment of the community.
- Use the nursing process to plan care for simulated client situations with Roy=s Adaptation Theory as the basis
- Compare and contrast introduction of physical assessment in clients of all ages and developmental stages with an emphasis on the physiological basis of vital signs.
- Discuss the characteristics of the normal aging process
- Identify legal/ethical constraints and institutional policies in reporting and recording client information.
- Use the communication process in simulated and actual situations.
- Relate the principles of a safe and therapeutic environment to simulated and actual client care situations
- Identify the nature, effect and response to stress.
- Explain the role of the autonomic nervous system in maintaining homeo- stasis
- Identify the following if given a set of common disruptions to coping behaviors: 15.1 Adaptive and maladaptive features 15.2 Effects of culture/ethnic heritage 15.3 Effects of age 15.4 Effects of religious preference
- Describe the role of the nurse in working with dying clients or families and/or care-givers of dying clients
- Discuss the theory of pain management and the various methods involved
- Explain principles underlying concepts of immobility, activity and rest.
- Compare and contrast the assessment of the integumentary system as it changes across the lifespan
- Identify basic nutritional needs throughout the lifespan.
- Identify nutritional needs in deviations from health with respect to age, culture, disease, and religious preference
- Compare and contrast O 2 - CO 2 exchange problems in client of all ages
- Compare and contrast needs of individuals with common disruptions of urinary and/ or intestinal elimination
- Explain the role of acid-base balance in maintaining homeostasis in assigned client care situations. Unit #1: Philosophies of Nursing
This unit presents concepts related to health and illness and its continuum. Unit Outcome Competencies: The student will compare and contrast the current concepts and theories concerning health and illness. The student will describe and discuss the various things that can impact an individual=s health and illness. Student Learning/Classroom Objectives: Upon completion of this unit the student will:
- Discuss current concepts and theories about health and illness. Include dimensions of health.
- Describe the relationship between age and health/ illness.
- Know the relationship between culture and concepts of health and illness. Include values and value systems.
- Describe the relationship between economic and social status and concepts of health and illness.
- Describe the stages of illness.
- Discuss the nurse-patient relationship in terms of health and illness.
- Explain role human needs play in planning individualized nursing care.
- Explain the unique function of a nurse and define: patient/client, health , illness; describe client responses to illness and client expectations of nursing Student Learning Activities: To assist in learning this content the student will:
- Read assigned references
- Know terminology
- View CAI/VHS as assigned Unit #3: The Nursing Process (Using Roy’s Theory as a Model) Description: This unit presents a foundation to assessing, diagnosing, planning, implementing and evaluating care given to a client.
Unit Outcome Competencies: The student will compare objective data to subjective data, formulate a nursing diagnosis and goal, and list nursing actions to meet the goal. Student Learning/Classroom Objectives: Upon completion of this unit, the student will be able to:
- Discuss Roy=s theory in relation to the North American Nursing Diagnosis Association (NANDA) nursing diagnosis as a basis for providing nursing care.
- Compare and contrast Nursing Outcomes Classification (NOC) with the Nursing Interventions Classification (NIC).
- Describe the five components of the nursing process.
- Identify and apply a variety of assessment methods.
- Differentiate subjective and objective data.
- Relate nursing history to planning client care. Differentiate between dependent, interdependent, and collaborative planning.
- Analyze data collected to formulate a nursing diagnosis.
- Set priorities of care based on data assessed and on the nursing diagnosis.
- Compare and contrast long and short term goals for client care.
- Explain the significance of evaluation of client care.
- Discuss the importance of reassessment.
- Employ the ethical-legal framework of nursing while developing a nursing care plan (Patient Accountability and Documentation).
- Develop a care plan using assessment and NANDA Standards. Include: llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll Assessment mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm Diagnosis nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn Planning ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo Implementation ppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppppp Evaluation Student Learning Activities: To assist in learning this content the student will:
- Read assigned references
- Know terminology
- View CAI/VHS as assigned
- Develop a care plan with three nursing diagnoses, interventions and goals using a case study Unit #4: Charting Description: This unit will provide the foundation for documentation required by the California Board of
Unit Outcome Competencies: The student will successfully differentiate therapeutic nurse-client relationships from social communication. The student will demonstrate effective communication techniques. Student Learning/Classroom Objectives: Upon completion of this unit the student will:
. Describe the basic components of communication. . Differentiate verbal and non-verbal communication. . Compare and contrast techniques of effective communication. . Differentiate barriers to effective communication. . Discuss the concept of therapeutic use of self. . Discuss interviewing skills and history taking for clients of all ages . Discuss the impact of various cultures in effective therapeutic communication. . Compare and contrast the phases of the therapeutic/helping relationship. . Differentiate teaching and learning when dealing with clients. . Develop a care plan for a client with an alteration in communication using the nursing process and Roy=s Adaptation model. Student Learning Activities: To assist in learning this content the student will: . Read assigned references . Know terminology . View CAI/VHS as assigned . Role play in class using various communication techniques and barriers. . Practice obtaining client histories in senior citizen centers . Develop a teaching plan for a client with an alteration in communication Unit #6: Introductory Physical Assessment, Assessment of the Integumentary System, and the Physiological Basis for Vital Signs in Clients of All Ages Description: This unit will assist the student in understanding, comparing and contrasting the basic differences in physical assessment and integumentary assessment in clients of all ages. The focus will be on growth and development across the lifespan and how physical
changes effect vital signs. Unit Outcome Competencies: The student will successfully compare and contrast the differences in vital signs in clients of all ages. Student Learning/Classroom Objectives: Upon completion of this unit the student will:
- Describe the basic techniques for physical assessment and how they differ with clients of various ages
- Compare and contrast the factors influencing vital signs and their accurate measurement in clients of all ages.
- Discuss the stages of growth and development in all age groups
- Describe cultural and psychosocial patterns which impact developmental patterns throughout the lifespan
- Differentiate the assessment of the integumentary system in clients of all age groups. Student Learning Activities: To assist in learning this content the student will: . Read assigned references . Know terminology . View CAI/VHS as assigned Unit #7: The Normal Aging Process and the Concepts of Growth and Development Description: This unit is designed to focus on the normal aging process and its effects on the physical, cultural, emotional and spiritual aspects of an individual and family. Unit Outcome Competencies: The student will utilize the Roy Adaptation Model to study and develop interventions in caring for the normal aging client.
Upon completion of this unit the student will be able to:
. Describe homeostasis in terms of physiological response to stress and anxiety. . Discuss human needs, using Maslow's hierarchy of needs to identify ways that stress can interfere with the individual's psychosocial behaviors for clients of all ages. . Compare and contrast stress with distress. . Discuss physiological responses to stress and anxiety relative to the endocrine and autonomic nervous system. . Discuss emotional responses to stress that exhibit as anxiety/fear and anger/ hostility. . Differentiate possible outcomes of unresolved stress in clients in terms of age, sex, cultural & social experiences. . Discuss the impact of culture and religion as it effects a client=s adaptation to stress and anxiety. . Describe the nurse's role in the resolution of stress for individuals; for the nurse. . Discuss the factors that cause and/or increase stressors including nutrition. . Develop a care plan for a client with Anxiety or Ineffective individual coping using the nursing process and Roy=s Adaptation Model. Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references . Know terminology . View CAI/VHS as assigned . Classroom small group discussion on care plan development Unit #9: Common Defense/Coping Mechanisms Description: This unit focuses on the common defense/coping mechanisms used by individual to adjust and adapt to the every day stresses of life. Unit Outcome Competencies: The student will differentiate the common defense/coping mechanisms and behavior patterns used by clients in adapting to stressful situations. Student Learning/Classroom Objectives: Upon completion of this unit the student will: . Discuss life situations that require the use of defense/coping mechanisms. . Compare and contrast how the stages of growth and development impact the defense/coping mechanisms an individual might use.
. Discuss how nurses use defense/coping mechanisms to assist themselves in their work. . Identify behaviors related to specific defense/coping mechanisms . Differentiate the impact of culture on the use of defense/coping mechanisms . Describe types and sources of losses . Discuss the clinical symptoms of grief and factors affecting grief response . Describe the role of the nurse in working with families or care-givers of dying clients Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references . Know terminology . View CAI/VHS as assigned . Role play situations in which an individual uses defense mechanisms to reduce stress level; and when defense mechanisms are unable to relieve an individual=s stress level, discuss other mechanisms an individual uses to protect his/her integrity. . Review your own behavior for the past 24 hours. Have you used any defense/coping mechanisms? . In class discuss ways you have observed a health professional - probably a nurse - use defense/coping mechanisms. Unit #10: Pain Management Description: This unit identifies types and categories of pain. It focuses on pain as the fifth vital sign and will introduce a standard client self-reporting tool to be used in pain assessment. Common methods of pain management will be identified. Unit Outcome Competencies: The student will assess pain in a client and evaluate responses to pain management interventions using a standard pain management tool based on self report. The student will assess the impact of pain on the client=s adaptive responses. Student Learning/Classroom Objectives: Upon completion of this unit, the student will be able to: . Common terminology used in the reporting and in the management of pain. . Compare and contrast acute pain and chronic pain. . Describe the methods used in the management of acute and chronic pain.
patients with acute or chronic illness.
- Explain the legal implications of activities & exercise to the nurse; the institution.
- Discuss principles and elements of negligence and malpractice.
- Discuss are plan for a client with altered mobility using the nursing process and Roy=s Adaptation Model. Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references . Know terminology . View CAI/VHS as assigned . Class discussion on the legal responsibilities of a nurse Unit #12: Ethics, A Safe Environment and the Hospital Experience Description: The health care agency is legally and ethically responsible for providing a safe and comfortable environment. Physical safety, emotional and psychological comfort are influenced by the empathy and skill displayed by the nurse in the care of clients from a wide variety of backgrounds. The environment is strange, unknown and often viewed as unfriendly. Unit Outcome Competencies: The student will discuss the ways the nurse can help the clients of various ages, diverse cultures, and religions adjust to the hospital milieu. Student Learning/Classroom Objectives: Upon completion of this unit, the student will:
- Discuss the nurse's role in providing a safe, comfortable, therapeutic environment based upon recognized human needs.
- Describe the physical and psychological aspects of the therapeutic environment.
- Explain safety measures that are used to protect clients in the hospital setting.
- Describe the physical and psychological factors in the hospital setting
that can produce anxiety in clients.
- Compare and contrast cultural, religious, and socioeconomic factors that must be considered when providing a therapeutic hospital environment.
- Explain safety measures that are used to protect nurse safety in and out of the hospital setting. Student Learning Activities: To assist in learning this content the student will:
- Read assigned references
- Know terminology
- View CAI/VHS as assigned Unit #13: Basic Nutritional Needs Through the Lifespan Description: This unit presents the basics of nutrition and provides a foundation for understanding the importance of nutrition on health and illness throughout the lifespan. Unit Outcome Competencies: The student will compare and contrast the nutritional data obtained from the client in relation to that expected according to the normal for that age, culture, and physical state. Student Learning/Classroom Objectives: Upon completion of this unit, the student will be able to:
- Describe the essential nutrients required by all people.
- Explain calorie intake requirements according to age, sex, climate, and state of health
- Describe variations in the diet for infants, children, adolescents, adults, and elderly.
- Discuss factors affecting eating habits: culture, religion, physical state, socioeconomics, personal preferences, and emotions.
- Discuss factors underlying malnutrition Student Learning Activities: To assist in learning this content the student will: . Review A & P
e. Bland j. Calorie modifications
- Analyze data needed to adequately assess a person=s nutritional status.
- Discuss and develop a sample care plan for a client with a nutritional alteration using the nursing process and the Roy Adaptation Model. Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references . Know terminology . View CAI/VHS as assigned . Complete a nutritional analysis of student=s own 24 hour diet. Unit #15: Introduction to Diet Therapy in Individuals with Diabetes Mellitus and/or Peptic Ulcer Disease Description: This unit presents the basics of nutritional care in individuals with either Diabetes Mellitus or Peptic Ulcer Disease. Unit Outcome Competencies: The student will differentiate the diet therapies involved in the care of individuals with Diabetes Mellitus or Peptic Ulcer Disease. Student Learning/Classroom Objectives: Upon completion of this unit the student will be able to: . Identify the basic nutritional problem in diabetic clients of all ages . Discuss the role of exchange lists in diabetic diets . Identify the nutritional problem in clients with peptic ulcers . Discuss the role of diet in the treatment of individuals with peptic ulcer disease Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references
. Know terminology . View CAI/VHS as assigned Unit # 16: Using the Nursing Process to Care for Individuals with Problems in O 2 - CO 2 Exchange Description: This module focuses on the knowledge and understanding nurses must have to care for clients who have common respiratory problems. Unit Outcome Competencies: The student will discuss common disruptions to respiratory functioning in clients of all ages. Student Learning/Classroom Objectives: Upon completion of this unit the student will: . Compare and contrast between external and internal respiration; thoracic and diaphragmatic breathing. . Describe common methods and diagnostic tests to assess respiratory functions in clients of all ages. . Discuss common disruptions to respiratory functioning in clients of all ages:
- physical - microorganisms
- mechanical
- chemical . Differentiate common nursing interventions. . Discuss care plan development for a client with an O 2 - CO 2 exchange problem using the nursing process and Roy=s Adaptation Model
. Know terminology . View CAI/VHS as assigned
- Review intake and output procedures. Unit #18: Fluids and Electrolytes B The Basics and Application to Client Care Description: The purpose of this unit is to provide a foundation for the understanding of fluids and electrolytes. Unit Outcome Competencies: The student will compare and contrast the expected parameters of fluids and electrolytes to those seen in clients to determine the nursing actions needed to maintain or attain optimum health. Student Learning/Classroom Objectives: Upon completion of this unit the student will be able to: . Discuss the routes for transporting body fluids. . Discuss the principle electrolytes of the body. . Explain the fluid compartments in the body. . Compare and contrast the four major fluid imbalances that can occur and the impact on clients of all ages. . Discuss the nutritional aspects of fluid and electrolytes in clients of all ages. . Compare and contrast the various electrolyte abnormalities that can occur in clients of all ages. . Discuss the etiologies, signs and symptoms, treatments and nursing interventions for the major electrolyte imbalances. Include: a. Pathophysiology b. Pharmacological Aspects c. Nutritional Aspects d. Psychosocial Aspects e. Cultural Aspects f. Variations across the life span including the pediatric, adult, and elderly client.
. Given a set of lab results and client complaints, the student will develop a plan of care using the nursing process and Roy@s Adaptation Model Student Learning Activities: To assist in learning this content the student will: . Review A & P . Read assigned references . Know terminology . View CAI/VHS as assigned Unit #19: Acid-Base Balance BThe Basics and Application to Client Care Description: This unit will provide a foundation for the understanding of acid-base balance and its application to client care situations. Unit Outcome Competencies: The student will compare and contrast the expected parameters of acid-base balance to those seen in clients to determine the nursing actions needed to maintain or attain optimum health. Student Learning/Classroom Objectives: Upon completion of this unit, the student will be able to: . Discuss the body's maintenance of acid-base balance through action and reaction of the four body regulatory systems, i.e., chemical buffers, lungs, cells, and kidneys. . Explain the relationship of acidity and alkalinity to pH and hydrogen ion concentration. . Identify metabolic and respiratory acidosis and alkalosis, given laboratory values for arterial blood gases. . Compare and contrast signs and symptoms of metabolic acidosis and alkalosis for clients of all ages. . Compare and contrast signs and symptoms of respiratory acidosis and alkalosis for clients of all ages. . Identify altered function in metabolic acidosis caused by diabetes, renal insufficiency/failure, severe diarrhea, and malnutrition. . Identify altered function in metabolic alkalosis caused by ingestion of excess sodium bicarbonate, excessive vomiting, gastric lavage or levin tube, and administration of potent diuretics. . Identify altered function in respiratory acidosis caused by emphysema, sedatives (narcotics), pneumonia, and brain trauma.
