Fundamentals of Nursing

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Course

NURS 100

Semester

Spring

Year

2021

General Course Information

Course Lecturer Name(s): Jule Lindsay RN, BScN, MN/ Salisha Phillip, RN,BSN

Course Director Name: Jule Lindsay RN, BScN, MN

Course Lecturer(s) Contact Information: jlindsay@sgu.edu ext 3118, Sphill10@sgu.edu ext 3021

Course Director Contact Information: jlindsay@sgu.edu ext 3118

Course Lecturer(s) Office Hours: Mon. 10:00am-2:00pm, Tues. 10:00am-12pm

Course Director Office Hours: Monday, Tuesday, Wednesday 0900am-12noon Friday

Course Lecturer(s) Office Location: Lower Leeward Hall

Course Director Office Location: Lower Leeward Hall

Course Support: CGeorge@sgu.edu ext. 3095, Kandis Roberts-krobert3@sgu.edu, 3769

Course Management tool: To learn to use Sakai, the Course management tool, access the link https://apps.sgu.edu/members.nsf/mycoursesintro.pdf

Course Curriculum Information

Course Description:

This course introduces the student to the nursing process and health assessment of individuals throughout their lifecycle. The nursing process framework is used for interviewing, data collection and performing health assessment. Opportunities are provided for students to engage in critical thinking skills in assessing, planning, implementing, and evaluating nursing care in the simulation laboratory. The art of nursing is explored through the practical simulation laboratory sessions. The importance of evidence-based practice, nursing theorist are emphasized. The importance of cultural, gender and religious diversity in health assessment and the provision of health assessment and the provision of health and nursing care are introduced.

Course Objectives:

1.To describe the foundation of nursing including human needs, culture and ethnicity health and wellness nursing theory research and evidence based practice

2.Demonstrate the components of the nursing process

3.To list the growth and development across the life span and its effect on the patient care plan

4.To describe the roles basic to nursing care

5.To demonstrate the actions basic to nursing care, measuring vital signs, assess health promotion, safety and asepsis

6.To demonstrate the ability to incorporate complementary and alternative therapies, administering medication and care for medical & surgical patients

7.To summarize the use of nursing theory as it relates to practice

Student Learning Outcomes:

1.Demonstrate concepts and challenges regarding patient management, such as, pain management, medication administration and documentation.

2. Implement evidenced based, safe, effective nursing care for individuals with basic health care illnesses

Program Outcomes Met By This Course:

NPO-1 Integrates nursing and health care knowledge, skills and attitudes to provide safe, ethical and effective patient centered nursing care, representing the patients’ values and needs within the context of their families, communities and the health care delivery system.

NPO-2 Demonstrate a level of professionalism that is congruent with the inherent values , ethics and behaviours of the discipline of nursing.

NPO-3 Engages the patient to understand the link between health promotion strategies and health outcomes across the life cycle. (Health promotion and maintenance of wellness)

NPO-6 Utilizes appropriate communication and interpersonal skills to engage in, develop and disengage from therapeutic relationships with individuals and groups. (Communication)

NPO-8 8. Identifies one’s own professional development needs by engaging in reflective practice in the context of lifelong learning and to participate in processes to shape the health care delivery systems and advance the profession. (Professional reflection and visioning)

SAS Grading Scale: Grades will be assigned as follows:

A = 89.5% or better

B+ = 84.5 - 89.4%

B = 79.5 - 84.4%

C+ = 74.5 - 79.4%

C = 69.5 - 74.4%

D = 64.5 - 69.4%

F = 64.4% or less

Course Materials:

Text: Sherpath for Fundamentals of nursing: Potter Fundamental version 9th edition

Supplementary Readings/Resources: See resources on Sakai

Course Grading Requirement:

Assignment	Points	Percentage
Reflective Analysis		5%
SAKAI Quizzes		10%
Group Presentations & Debate		7.5%
Midterm written		15%
Essay (Scholarly Paper)		10%
Engagement Rubric		10%
Drug Cards		5%
Sim lab Quizzes		7.5
Finals		30%

Course Requirements:

Students are required to read the assigned chapter prior to coming to the lecture.
Students should participate in all lectures and utilize critical thinking skills in classroom discussions.
All students should engage in active listening skills during lecture

Course Schedule:

Week	Lecture	In class work	Sim Lab
1	-Introduction to Fundamentals of Nursing -Asepsis and Infection Prevention and Control guidelines Sherpath E-book Chapter 29 Sakai quiz #1	-Review of course syllabi -Discuss Evidence Base practice as it relates to Aseptic Techniques -Infection Prevention & Control guidelines. - Chain of Infection -Nature of Infection	Safety, Handwashing, & Isolation Precautions
2	Hygiene and Personal Care Sherpath E-book Chapter 40	Day 1 -Anatomy and Physiology of the skin, nails, oral cavity, eyes, ears, and nose. Factors influencing Hygiene -Cultural aspects of Care -Risk Factors for Hygiene Care Assessment of the Oral Cavity. Day 2 -Assessment of Hair and Hair Care -Development Stages Common Skin Problems Common Foot and Nail Problems Types of Bath	Integumentary & wound care
3	Nursing Process and Critical thinking skills Chapter 15, 16,17, 18	-Define the nursing process. -Identify the steps of the nursing process. -Identify data required for assessment and documentation	Head to Toe Assessment
4	-Vital signs Sherpath e -book Chapter 30 Sakai quiz #2	- Measurement of Vital Signs -Guidelines for Measuring Vital Signs -Nursing Interventions for patients with abnormal Vital Signs -Factors affecting Vital Signs	Measurement of Vital Signs Temperature Pulse Respiration Blood Pressure Vital Signs
5	-Health, Wellness, and Illness -Sherpath Chapter 6 Sakai quiz # 3	-Models of Health and Illness -Healthy people document -Definition of health -Models of Health and Illness -Maslow’s Hierarchy of Needs	Rest /Sleep Heath Pormotion.
6	-Perioperative Nursing Care -Sherpath Chapter 50 Quiz Sherpath	*Perioperative* Medical Conditions That Increase Risks of Surgery Risk Factors for Surgery Intraoperative Nursing Roles during Surgery Post operative Postoperative Surgical Phase Postoperative Complications	Preoperative -post operative nursing.
7	Activity and Movement Sherpath Chapter 39 Cognition and Sensation	Nature of Movement Alignment and Balance Gravity and Friction Developmental Changes Exercise and Activity Tolerance Moving and Positioning Patients in Bed	Range of Motion Positioning (low, semi & High Fowlers, Trendelenberg) Transferring Bed to chair, Bed to stretcher Crutch Walking Wheel-chair Walker Quiz 6: (written in pm) Positioning, transfer, crutch walking
8	Midterm		Midterm
9	Patient Education Sherpath 25 Sleep Sherpath Chapter 43	Standards for Patient Education Purposes of Patient Education Teaching and Learning Domains of Learning Theory to Enhance Motivation and Learning	Hygiene
10	Documentation	Purposes of the Medical Record Legal Guidelines for Documentation Privacy, Confidentiality, and Security Mechanisms Handling and Disposing of Information Guidelines for Quality Documentation Methods of Documentation	Documentation
11	Electrolyte and Acid- Base Balance	Normal electrolytes lab values -What are the symptoms of electrolyte imbalance -How do you treat an electrolyte imbalance Define terminology -Nursing considerations	Introduction to Intravenous Fluid Administration
12	Urinary and bowel Elimination -Sherpath Chapter 46, 47 Quiz Sherpath	Urinary Elimination Factors Influencing Bowel Elimination Urinary Incontinence Symptoms of Urinary Alterations Urinary Tract Infections Indwelling Catheter Care	Urinary Catheterization Urine testing /Colostomy Care
13	-Skin Integrity -Wound Care -Sherpath Chapter 48 -Pain management Sherpath Chapter 44 Quiz Sherpath	Pressure Ulcers Risk Factors for Pressure ulcer development Classification of Pressure ulcers Wound Classifications Process of Wound Healing	Care- Plan Education Session
14	Medication Administration -Safety -Sherpath Chapter 32 Quiz Sherpath	-Influences in Medication Administration - Guidelines for Safe Narcotic Administration and Control -Medical names, classificatio	Medication Calculation
15	-Nutrition -Sherpath Chapter 45	-Dietary Reference Intakes Daily Values Factors Influencing Nutrition Factors Affecting Nutritional Status Religious Dietary Restrictions Cultural Aspects of Care	Monday Nasogastric tube insertions Friday Quiz 10: Nasogastric tube insertion
16	Final Examination		10 Minutes each Head -to-toe assessment Oral Medication Administration Med Math
Week One	Case Study Sherpath Methicillin-resistant Staphylococcus Aureus
Week Two	Hygiene Care Sherpath
Week Three	Reflective Analysis on a clinical issue using the Gibbs model to complete. 2-3 pages APA format Reference
Week four	Debate Divide the students into 2 groups. Each group will debate on the following topic: Group 1 & 2 Should Nurses consider the Spiritual Health of patients when providing nursing care in Grenada? If so, how should it be included in patient care? Group 3 & 4 -Should Ethical and Legal issues be considered when providing care to patients in Grenada. If so how should it be included in patient care?
Week Five	Individualized Essay Topic: Discuss the Health, Wellness, and Illness strategies of a patient with Diabetes Mellitus in Grenada. Students can also choose a disease condition of their choice to complete this assignment. Instructions for Assignment • Define the terminologies Describe variables influencing health beliefs and practices in Grenada. Describe health promotion, wellness, and illness prevention activities of patients in Grenada. Discuss the three levels of preventive care in Grenada. Describe four types of risk factors affecting health in Grenada. Discuss risk-factor modification and changing health behaviors in Grenada 1000 words Font 12 Times New Roman Double spaced Cover page APA guidelines Reference List
Week Six	Divide the students into four groups. Each group will present a case study on a disease of their choice. The disease condition must be approved by the Instructor. Perioperative Care Group 1 Define the disease condition Discuss common surgical risk factors and related nursing implications. Describe preoperative assessment data to collect for this surgical patient. Explain the elements of a typical preoperative teaching plan. Intraoperative Group 2 Define the disease condition Describe the typical process of Intraoperative care for your patient Explain the registered nurse's role in the operating room Postoperative Group 3 Define the disease condition Describe factors to assess in a patient during postoperative recovery. Describe the rationale for nursing interventions designed to prevent postoperative complications for your patient. list patients at risk for postoperative complications. Documentation Group 4 Discuss principles of documentation (medication) List 3 medications that are used in pre-operative care for your patient List 3 medications that are used in post-operative care for your patient Discuss indications, side effects, adverse effects, nursing considerations of the medications chosen.
Week 7 Midterm review	Case study-Activity and Movement Sherpath
Week 8	Midterm Exam
Week 9	Class presentation Divide students into four groups. 15 minutes per group Group 1 -Diabetes Mellitus Group 2 -Tuberculosis Group 3 -Hypertension Group 4 -Dengue fever Instruction Define the disease condition Discuss signs and symptoms of disease condition Nursing interventions of disease condition List diagnostic tests for disease condition 3 medications/side effects Community resources

Week 10

Documentation

Case study/Concept Map

Week 11

Electrolyte and Acid- Base Balance

Case Study: Electrolyte Imbalances Nursing Diagnoses

Week 12

Urinary and bowel Elimination (Group Work)

Group 1

Explain the function and role of urinary system structures in urine formation and elimination.
Identify factors that commonly impact urinary elimination.
Obtain a nursing history from a patient with an alteration in urinary elimination.

Group 2

Describe characteristics of normal and abnormal urine.
Describe nursing implications of common diagnostic tests of the urinary system.
Identify nursing diagnoses associated with alterations in urinary elimination.

Group 3

Discuss nursing measures to promote normal micturition and improve bladder control.
Discuss nursing measures to reduce risk for urinary tract infections.
List steps in closed catheter irrigation correctly.

Group 4

Define the term Catheterization
Discuss types of Catheters
Discuss the various Catheter Sizes

Week

Group Presentation/Concept Map

Each group is to develop a concept map and present on one of the following topics

Group 1- Skin Integrity/Pressure Ulcer

What is Pressure Ulcer?
Risk Factors for Pressure Ulcer Development.
Discuss the Cultural aspects of care of Patients with pressure Ulcer

Group 2- Wound Care

Wound Classifications
Process of Wound Healing
Types of Wound Drainage

Group 3-

Discuss the Braden Scale for Predicting Pressure Ulcer Risk
Discuss pain management in wound care and healing
Assessment of Abnormal Healing in Primary- and Secondary- Intention Wounds

Group 4-

Develop a nursing care plan for a patient with impaired skin integrity.
List appropriate nursing interventions for the patient with impaired skin integrity in your plans

Week 14

Students will write a reflective analysis using Gibbs Model on a meaningful clinical experience.

Guidelines

2 to 4 pages long
Font 12
Times Roman
Double spaced
APA format
List 2 references/citation

School of Arts and Sciences Master Syllabi — Info for All Sections

Plagiarism Policy

Academic Integrity

The St. George’s University Student Manual (2019/2020) states as follows:

“Plagiarism is regarded as a cardinal offense in academia because it constitutes theft of the work of someone else, which is then purported as the original work of the plagiarist. Plagiarism draws into disrepute the credibility of the Institution, its faculty, and students; therefore, it is not tolerated” (p. 48).

Plagiarism also includes the unintentional copying or false accreditation of work, so double check your assignments BEFORE you hand them in.

Be sure to do good, honest work, credit your sources and reference accordingly and adhere to the University’s Honor Code. Plagiarism and cheating will be dealt with very seriously following the university’s policies on Plagiarism as outlined in the Student Manual.

Your work may be subject to submission to plagiarism detection software, submission to this system means that your work automatically becomes part of that database and can be compared with the work of your classmates.

Attendance Requirement

The St. George’s University Student Manual (2019/2020) states as follows:

“Students are expected to attend all classes and or clinical rotations for which they have registered. Although attendance may not be recorded at every academic activity, attendance may be taken randomly. Students’ absence may adversely affect their academic status as specified in the grading policy. If absence from individual classes, examinations, and activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed. A particular course may define additional policies regarding specific attendance or participation” (p. 9).

Examination Attendance

The St. George’s University Student Manual (2019/2020) states as follows:

“All matriculated students are expected to attend all assigned academic activities for each course currently registered. Medical excuses will be based on self-reporting by students. Students who feel they are too sick to take an examination or other required activity on a specific day must submit the online SAS medical excuse, which is available on Carenage. Students are only allowed two such excuses a year. Upon consultation with the Director of University Health Service, the third excuse will result in a mandatory medical leave of absence. The policies regarding make-up examinations are at the option of the Course Director” (p.46).

For additional specific examination policies and procedures, refer to the St. George’s University Student Manual (2019/2020), pages 31 through 37.

Student Accessibility and Accommodation Services Policy

The St. George’s University Student Manual (2019/2020) states as follows:

“A student with a disability or disabling condition that affects one or more major life activities, who would like to request an accommodation, must submit a completed application form and supporting documentation to the Student Accessibility and Accommodation Services (SAAS) located in the Dean of Students Office. It is highly recommended that students applying for accommodations do so at least one month before classes begin to allow for a more efficient and timely consideration of the request. If a fully completed application is not submitted in a timely fashion, an eligibility determination may not be made, and accommodations, where applicable, may not be granted prior to the commencement of classes and/or examinations” (p. 8).

Disclaimer

It is the responsibility of the student to read and understand the policies, laws, rules and procedures that while they could affect your grade for a course, have not been specifically outlined in the course syllabus. These are contained in the St. George’s University Student Manual.