Mar 29, 2024  
2017-2018 Undergraduate Academic Catalog 
    
2017-2018 Undergraduate Academic Catalog [ARCHIVED CATALOG]

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NU 3301 - Application of Nursing Care Concepts to Clients with Episodic Health Challenges

4 lecture hours 15 lab hours 9 credits
Course Description
This course provides students the opportunity to expand their use of the nursing process in the care of patients and families experiencing episodic health care challenges. Students apply nursing concepts in providing care to patients and childbearing families. Students expand their role as members of the health care team, and uses effective communication to deliver caring approach to diverse populations across the lifespan. Further development of critical thinking skills enables students to identify and act on opportunities to prevent complications and promote, maintain, and restore health. Students continue to explore all dimensions of health with an emphasis on developing collaborative skills. (prereq: NU 2521 , NU 391 , NU 2820 )   (coreq: NU 2320 )
Course Learning Outcomes
Upon successful completion of this course, the student will be able to:
  • Use the nursing process to organize, prioritize, and deliver safe, effective, holistic, individualized care to clients experiencing acute episodic health challenge in a way that promotes health and prevents complications (Level 3, Nursing Care)   
  • Act on opportunities to apply aspects of caring by comforting and supporting clients and families in conjunction with reflection on one’s approach to caring (Level 3, Nursing Care)
  • Prioritize the nutritional needs of clients requiring special dietary therapy to create an individualized teaching plan (Level 3, Nursing Care)
  • Use critical thinking and thoughtful, reflective analysis to make accurate clinical decisions that individualize the delivery of nursing care (Level 3, Critical Thinking)
  • Employ effective interpersonal communication skills and knowledge of health education principles to educate, support, and partner with diverse clients and families to promote achieving higher levels of health (Level 3, Communication)
  • Display a pattern of personal accountability for one’s own learning while assuming a professional role through acts of integrity and mutual respect (Level 3, Professional Role)
  • Assume the role of the nurse as provider of care, educator, advocate, and care coordinator by reflecting on and taking responsibility for one’s action, practice, and learning (Level 3, Professional Role)  
  • Use health information technology and biomedical technology to monitor, deliver, and support clinical decisions for safe client care (Level 3, Technology)
  • Demonstrate increasing skills to effectively delegate the delivery of nursing care to other health team members in clinical, laboratory, and classroom settings (Level 3, Collaboration)
  • Select and analyze evidence from nursing research and relevant professional literature to develop a plan of care for clients experiencing episodic alterations in health and/or wellness (Level 3, Evidence-Based Practice)

Prerequisites by Topic
  • None 

Course Topics
  • Sexuality-Reproductive Pattern: Care of the Postpartum (PP) Mom Childbearing Process, Readiness for Enhanced; Maternal/Fetal Dyad, Risk for Disturbed
  • Health Management-Health Perception Pattern: Care of the Newborn. Risk for Injury, Risk for Infection; Jaundice, Neonatal; Thermoregulation, Ineffective; Sudden Infant Death Syndrome, Risk for; Infant Feeding Pattern, Ineffective; Breastfeeding, Readiness for Enhanced
  • Nutritional-Metabolic Pattern: Care of the Client with a fluid volume deficit and fluid volume excess Fluid Volume, Deficient; Fluid Volume, Risk for Imbalanced; RC Hypovolmemia; Fluid Volume Excess, Readiness for Enhanced
  • Nutritional-Metabolic Pattern: Care of the Client with Hypo/Hyperglycemia Blood Glucose, Risk for Unstable; Nutritional Imbalance: Less/More than body requirements; RC hypo/hyperglycemia
  • Nutritional-Metabolic Pattern: Electrolyte Imbalances, Risk for; RC Electrolyte Imbalance
  • Sexuality-Reproductive Pattern: Normal Childbearing, Childbearing Process, Ineffective; Maternal/Fetal Dyad, Risk for Disturbed; RC Preterm Labor, RC Non-reassuring Fetal Status
  • Cognitive-Perceptual Pattern: Care of Clients across the Lifespan experience Acute Pain, Pain (Acute), Self-Management Deficit
  • Activity-Exercise Pattern: Health Management-Health Perception Pattern; Care of the pre, intra, and postoperative patient Injury, Risk for Perioperative Positioning; Nausea; Surgical Recovery, Delayed; Protection, Ineffective; Infection Transmission, Risk for; Knowledge Deficit (specify), RC of Deep Vein Thrombosis
  • Sexuality-Reproductive Pattern: Childbearing at Risk. Care of the Patient with Cesarean section Childbearing Process, Ineffective
  • Sexuality-Reproductive Pattern: Childbearing at risk Childbearing Process, Ineffective; RC Post-Partum Hemorrhage
  • Cognitive-Perceptual Pattern; Care of the patient with Acute Confusion, Confusion, Acute; Memory, Impaired; Falls, Risk for
  • Sexuality-Reproductive Pattern: Health Perception-Health Management Pattern; Preconception and Care of the Prenatal Client: Health seeking behavior Childbearing Process, Readiness for Enhanced; RC for Prenatal Bleeding
  • Role-Relationship Pattern, Coping-Stress Pattern: Role separation, impact of hospitalization on children and families Parent-Infant Attachment, Risk for Impaired; Parenting, Impaired; Parenting, Readiness for Enhanced
  • Elimination Pattern: Care of the Client with altered urinary elimination: incontinence, UTI, post-op TURP Urinary Elimination, Impaired; Urinary Elimination, Readiness for Enhanced; RC for Acute Urinary Retention
  • Nutritional-Metabolic Patter:; Care of patients with Acid-Base Imbalances RC for Metabolic/Respiratory Acidosis and Metabolic/Respiratory Alkalosis
  • Nutritional-Metabolic Pattern: Care of the patient receiving blood transfusion
  • Nutritional-Metabolic Pattern: Care of the patient with Central Venous Access Devices and Parenteral Nutrition
  • Elimination Pattern: Care of the Patient with Constipation and Diarrhea Constipation; Diarrhea; Gastrointestinal Motility, Dysfunctional
  • Nutritional-Metabolic Pattern: Care of the patient receiving enteral nutrition
  • Role-Relationship Pattern: Impaired verbal communication
  • Activity-Exercise Pattern: Care of the Client with Acute Neurological injury-Spinal Cord Trauma Dysreflexia, Antonomic; Bed Mobility, Impaired; Physical Mobility, Impaired; Disuse Syndrome, Risk for
  • Cognitive-Perceptual Pattern: Care of the Patient with Alterations in Level of Consciousness [LOC] Tissue Perfusion, Risk for Ineffective Cerebral
  • Cognitive-Perceptual Pattern: Care of patient with seizure activity RC for Seizures
  • Activity Exercise Pattern:; Care of the Client with chronic fatigue Activity Intolerance; Fatigue
  • Self-Perception-Self Concept: Role-Relationship Patterns; Care of Clients and risk for situational depression Post-Partum Depression, Prenatal Loss, Adjustment to Traumatic Injury and Chronic Illness Self-Concept, Disturbed, Self-Esteem, Chronic low; Self-Esteem, Situational; Grieving; Anxiety, Death
  • Health Management/Perception Pattern: Care of the Perinatal Client - Risk reduction for Perinatal Infections Infection Transmission, Risk for; Immunization Status, Readiness for Enhanced
  • Professional Role; Advocacy
  • Health Management-Health Perception Pattern: Genetics and Genomics

Laboratory Topics
  • Psychomotor Skills: IV Therapy and medication Calculation test, NewBorn Assessment and Feeding Lab, Urinary Drainage, Gastric Decompression/Feeding Tube Insertion, Enteral Nutrition, Bowel Management, Peri-operative Care - Medical Asepsis, Ostomy Management, Blood Administration, Central Vascular Access Device (CVAD) Care and Management and Hyperalimentation
  • Simulations: Post-Partum Simulation - Care of patient with post-partum Hemorrhage; Care of Laboring Mom; Psychomotor Skills and Application of Concepts Simulations; Care of child Experiencing Kawasaki Disease
  • Clinical Focus: Maternal Newborn, Surgical

Coordinator
Dr. Brian King



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