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: sphill10@sgu.edu ext 3021
Course Director Contact Information: jlindsay@sgu.edu ext 3118
Course Lecturer(s) Office Hours: Monday 10:00am-2:00pm, Tuesday 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: Cecilia George Mc Sween- cgeorge@sgu.edu ext. 3095, Kandis Robertskrobert3@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 Description:
In this course emphasis is placed on student exposure to the care of patients who have multi systems deficits and who are hospitalized in acute or specialized areas. Students use previously learned knowledge and skills to effectively apply the nursing process to individuals that present with problems that relate to cardiac and respiratory disease, neurological, musculoskeletal, gastrointestinal, renal immune and endocrine disorders. Students are expected to collaborate with other members of the health care team, observe management styles of nursing leaders and to develop their role as manager of care. Laboratory experiences will supplement the theory components ensuring the art and science of nursing is appreciated and exhibited. Students learning will be complemented in the Simulation Lab.
Course Objectives:
- State the key elements of culture, . spirituality, poverty, heredity, ethics and health beliefs on adult health practices into the nursing care of adult patient.
- List the main managerial concepts of caring for patients with multi systems deficits.
- Cite evidence based nursing practice in the management of patients with fluid and electrolyte imbalance, shock, multisystem failure, oncology and end of life care.
Student Learning Outcomes:
- Demonstrate concepts and challenges regarding patient management, such as pain management, fluid and electrolyte balance and distribution, shock, multisystem failure, oncology and end -of-life care
- Implement evidenced based, safe, effective nursing care for individuals with complex health care illnesses tap here to enter text.
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’ preferences, values, and needs within the context of their families, communities and the health care delivery system. (Nursing practice)
NPO-2 Demonstrate a level of professionalism that is congruent with the inherent values, ethics and behaviors of the discipline of nursing. (Professional conduct)
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-7 Utilizes critical thinking skills and professional judgement to inform decision-making in the delivery of health care.
NPO – 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: Text: Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical-surgical nursing: assessment and management of clinical problems, single volume. Elsevier Health Sciences.
Supplementary Readings/Resources: See resources on Sakai
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Course Grading Requirement: |
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Assignment |
Percentage |
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Project |
5% |
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Quizzes |
5% |
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Sim lab Quizzes |
7.5% |
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Drug cards |
2.5% |
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Presentations |
10% |
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Midterm written |
15% |
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Essay (Scholarly Paper) |
5% |
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Engagement |
10% |
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Final written |
20% |
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:
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Week |
Lecture |
In Class work |
Sim. Lab |
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1 |
Introduction to Medical- Surgical Nursing |
-Review course outline (Adult 2). -Discuss Evidence-Based practice as it relates to clients with VRE, MRSA and Clostridium Difficile. -Discuss prophylactic measures re: Infection control guidelines. -Discuss/analyze principles of reverse isolation |
Introduction to drains Suture removal
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2 |
Neoplastic Disorders |
Management of clients with cancer: -Cervical cancer -Breast cancer -Prostate cancer -Ovarian cancer -Discuss/analyze malignant process, causative factors, carcinogenic agents of cancer. -Discuss primary and secondary prevention of cancer. |
IV Medication Reconstitution of Medication etc. |
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3 |
Digestive Disorders
Ch 41/43
Pg 986, 1005 |
Review pathophysiology of digestive System (self-directed) Management and care of clients with digestive disorders: -Cholecystitis -Cirrhosis -Gastritis -Discuss diagnostic tests/procedures -Describe the nursing process for the various digestive disorders. -Nursing interventions. |
Nasogastric Tube Insertion Tube feeding Suppositories Enemas |
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4 |
Fluids, Electrolytes and Acid Base Imbalance
CH 16/39 |
Discuss and explore fluids, electrolytes and acid base imbalance and nutrition (Self Directed). - Management of clients with nutritional deficincies: Video on TPN administration |
IV Set up Review of IV calculations IV solutions ( NS, RL, 1/2NS, D5 1/2NS, D5 1/2NS, D5W, D5 1/3NS, D10W, D5 1/2NS
-Total Parenteral Nutrition -G-tube -J-tube
-Total Parenteral Nutrition -G-tube -J-tube
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5 |
Cardiovascular System Ch31/34/66/43/33
Quiz |
-Brief review of pathophysiology of the Cardiovascular System (selfdirected).
-Discuss clinical manifestations, assessments, and diagnostic findings of clients with: -Heart Failure (HF) -Myocardial Infarction (MI) -Types of shock -Discuss ECG |
Morning EKG/ECG practice |
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6 |
Respiratory System Ch 65/26/ pg485 Quiz |
Brief review of pathophysiology of the Respiratory System (selfdirected). -Provide nursing care to clients with respiratory problems. -Analyze the nursing management for clients receiving oxygen for respiratory disorders. -i.e. ventilators, CPAP, BIPAP, etc. |
Morning Respiratory Assessment Suctioning Trach-Care Ventilator Care |
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7 |
Gastrointestinal Nutrition Ch 42/38 Class Presentation |
-Management of clients withcolostomy and ileostomy/complications. Irritable bowel syndrome-Diverticulitis |
Colostomy Ileostomy Colostomy/Ileostomy care |
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8 |
Midterm |
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9 |
Reproductive System
Ch 52/54/53
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Review Pathophysiology of Reproductive System (Self Directed) -Caring for clients with reproductive disorders -Management of care of clients with reproductive/ Infectious processes: -Human Papilloma Virus -Gonorrhea -Herpes -Use of nursing process and client centered care planning |
Reproductive History Taking Pelvic Exam Patient education
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10 |
Lymphatic/Immune System
Individualized Scholarly Paper Assignment
Ch14
Quiz |
Review pathophysiology of lymphatic/immune systems (self-directed) -Caring for clients with lymphatic and Immune disorders. -Management and care of clients with HIV/AIDS. Discuss the nursing management of HIV/AIDS |
Review of the nursing process Review of SOAP notes Review of SBAR Review of Nursing Care Plan Respiratory: Tracheostomy Care Suctioning of an open System Tracheostomy. |
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11 |
Musculoskeletal System Ch 63 Quiz |
Review of the musculoskeletal system (selfdirected). -Injuries of muscle, tendons, ligaments, nerves, discs and blood vessels. -Chronic skeletal disorder: Osteoporosis; osteomyelitis. Complications associated with fracture and compartment syndrome. |
Morning/Afternoon Review positioning (low fowlers, semi-fowlers, Trendelenberg)
Review of Transfer (Bed to stretcher, bed to chair e I-human Jose Garcia (Left Leg Fx.) David Douglas (Left Total Hip arthroplasty) |
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12 |
Neurological Diseases quiz |
-Review pathophysiology of the neurological system (selfdirected). -Nursing care and management of client with neurological diseases. -Spinal cord injury -Guillain-Barre Syndrome -Amyotrophic lateral sclerosis (Project due) |
Neuro assessment Mini Mental State Examination |
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13
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Renal/Urinary Disorders
Ch 46 Pg 1084, 1070 |
-Review pathophysiology of renal/urinary disease conditions. -Nursing care and management of clients with renal/urinary disease conditions: -Dialysis -Renal Failure |
Urinary Catheterization insertion Review.
Continuous Bladder Irrigation |
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14 |
Hematologic Disorders Video |
-Review pathophysiology of clients with hematological disorders (self-directed). Management of clients with hematological disorders: Disseminated Intravascular Coagulation (DIC) -Multiple organ failure -blood transfusion |
Blood transfusion |
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15 |
Integumentary System Present concept map for burns Ch 24 |
End of term review -Review pathophysiology of clients with Integumentary System (self-directed). Burns and complications Reconstructive surgeries. |
Burns |
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16
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End of term |
Final Exam |
Cumulative Exam |
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Week one |
Case study |
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Week two |
Class Presentation Place students into four groups. Each group will present on one of the following topics:
Each group is to utilize the nursing process in the plan of care :
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Week three
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Class Presentation Place students into four groups.
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Present on one of the following topics 1.
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Week four |
Written Assignment Place students into four groups. Present a client scenario in which a client has one of the following:
Each group is to utilize nursing process in plan of care:
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Week five |
Class Presentation-Cardiovascular disorders Each group will be assigned to one of the following conditions:
Define disorder
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Week six |
Case study |
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Week seven |
Class presentation Place students into four groups. Present a patient scenario in which a patient has one of the following:
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Mid- term written and practical |
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Week nine |
Group Presentation Each group will present/discuss a case study on one of the following STIs.
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Week ten |
Individualized Scholarly Paper AIDS and HIV Infection: Discuss and explore patient treatment, transmission, mechanism for protection while delivering care to patients in the hospital settings. Instructions for Assignment
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Week eleven |
Case study/Concept map Divide students in four groups. Each group will present a case study/concept on a client with a musculoskeletal disorder. Topics must be approved by teacher. |
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Week twelve |
Class Discussion I. Case study – head injury |
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Week thirteen |
Class Presentation Divide students into four groups. Each group to present for 15 mins on two of the following questions:
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Week fourteen |
Class Discussion 1. Case study for a patient with multiple system organ failure. |
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School of Arts and Sciences Master Syllabi — Info for All Sections
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.
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).
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.
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).
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.