This course is approved by the Kansas Board of Regents for guaranteed transfer among all Kansas Regents public postsecondary institutions. Additional courses may also be eligible for transfer. Please visit a JCCC counselor or the JCCC Registrar's office, and the Transfer Kansas portal to learn more.
Courses
NURS 101 Foundational Concepts of Nursing I* (9 Hours)
Prerequisites : Admission to the Nursing Program.
Corequisites: NURS 102 .
Prerequisites or corequisites: BIOL 227 with a grade of "C" or higher.
Students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. The course establishes a foundation of concepts that students will use and expand upon in subsequent courses. These concepts will build the necessary skills to meet program outcomes including clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Students will apply theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. The theoretical concepts and applicable exemplars will encompass health promotion, health maintenance, and common physiological and behavioral health alterations which are relevant to our community and population needs. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
NURS 102 Health Assessment and Skills for Nursing Practice* (3 Hours)
Prerequisites : Admission to the Nursing Program.
Corequisites: NURS 101.
Prerequisites or corequisites: BIOL 227 with a grade of "C" or higher.
This hybrid course uses a variety of methods to provide students with a basic understanding and working knowledge of health assessment and associated psychomotor skills in a diverse population of patients across the lifespan. The course is divided into modules that correlate with the bodily systems, including preparation for co-requisite and subsequent content including a diverse array of patients across the lifespan. Hybrid learning environments will include both classroom and simulated lab setting. Students are evaluated utilizing a variety of methods which may include audiovisual recordings.
NURS 105 Foundational Concepts of Nursing II* (9 Hours)
Prerequisites : Admission to the Nursing Program and NURS 101 with a grade of "C" or higher and NURS 102 with a grade of "C" or higher.
Prerequisites or corequisites: PSYC 218 with a grade of "C" or higher.
Building upon concepts introduced in semester one, students will engage in a variety of learning activities to build knowledge and skills necessary to care for a variety of patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. Course concepts and skills will be leveled to meet course outcomes which are based upon the program principles of clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Students will apply theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. The theoretical concepts and applicable exemplars will encompass health promotion, health maintenance, and common physiological and behavioral health alterations which are relevant to our community and population needs. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
NURS 175 Concepts of Nursing Care: PN to RN Transition* (6 Hours)
Prerequisites : Admission to the Nursing Program and BIOL 144 and BIOL 227 and ENGL 121 and MATH 171 and PSYC 218.
Corequisites: NURS 125.
This course is an introduction to the second year of the associate degree nurse (ADN) program for graduates of licensed practical nurse (LPN) programs. This course will combine foundational and childbearing family and child concepts of clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Populations examined will include the adult as well as the childbearing family, child and adolescent. An in-depth examination of physical assessment and psychomotor/communication skills will prepare the student for transition to the associate degree nursing program. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, in the Health Resource Center, the Simulation Center and in other learning environments.
NURS 200 Concepts of Nursing Care: Adult Health Alterations* (10 Hours)
Prerequisites : Admission to the Nursing Program and NURS 150 and PSYC 218.
Students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for adult and mental health patients who present with varying physiological and psychosocial health alterations. This course will focus on the adult lifespan with an emphasis on the older adult population. Course concepts will increase in complexity, as they apply to adults, to meet the program outcomes: clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Students will apply theoretical content and therapeutic interventions in the clinical component of the course, which will focus on the increasingly vulnerable patient with more complex disease processes. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, and in the Health Resource Center, the Simulation Center and a variety of healthcare agencies.
NURS 201 Complex Concepts of Nursing I* (9 Hours)
Prerequisites : Admission to the Nursing Program and NURS 105 with a grade of "C" or higher and PSYC 218 with a grade of "C" or higher.
Increasing in complexity, students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for a variety of patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. Course concepts and skills will be leveled to meet course outcomes which are based upon the program principles of clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. This course will focus on more complex physiological and behavioral health alterations. In the clinical settings, students will be expected to prioritize care for those increasingly more complex patients applying theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
NURS 205 Complex Concepts of Nursing II* (9 Hours)
Prerequisites : Admission to the Nursing Program and NURS 201 with a grade of "C" or higher .
This final course in the nursing program will enable students to manage care for a team of patients experiencing complex multisystem physiological and behavioral health alterations across the lifespan. Students will apply critical thinking, clinical judgment, and organizational skills with increasing independence. This course integrates the knowledge and skills acquired in the previous four nursing courses that facilitate student transition to professional nursing practice. Students will become increasingly confident and proficient in achieving the following program outcomes: collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
NURS 225 Concepts of Nursing Care: Complex Patient Care Management* (10 Hours)
Prerequisites : Admission to the Nursing Program and NURS 200.
The course will enable students to care for adult patients experiencing complex multisystem health alterations. Students will apply critical thinking and organizational skills to appropriately manage a group of patients in a healthcare setting. This course integrates the knowledge and skills acquired in the previous four nursing courses that facilitate student transition to professional nursing practice. Students will become increasingly confident and proficient in achieving the following program outcomes: clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Students will apply theoretical content and therapeutic interventions to patients in the clinical component of the course, which will include fragile and highly vulnerable patients and families. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, and in the Health Resource Center, the Simulation Center and a variety of healthcare agencies.
NURS 291 Independent Study* (1-7 Hour)
Prerequisites : 2.0 GPA minimum and department approval.
Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.
NURS 292 Special Topics:* (1-7 Hour)
Prerequisites : Admission to the Nursing Program or Department Approval .
This course periodically offers specialized or advanced discipline-specific content related to diverse areas of Nursing, not offered in the normal curriculum, to interested and qualified students within the program.
NURS 101
- Title: Foundational Concepts of Nursing I*
- Number: NURS 101
- Effective Term: 2022-23
- Credit Hours: 9
- Contact Hours: 270
- Lecture Hours: 85
- Other Hours: 185
Requirements:
Prerequisites: Admission to the Nursing Program.
Corequisites: NURS 102 .
Prerequisites or corequisites: BIOL 227 with a grade of "C" or higher.
Description:
Students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. The course establishes a foundation of concepts that students will use and expand upon in subsequent courses. These concepts will build the necessary skills to meet program outcomes including clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Students will apply theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. The theoretical concepts and applicable exemplars will encompass health promotion, health maintenance, and common physiological and behavioral health alterations which are relevant to our community and population needs. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Recognize caring behaviors that create a safe, therapeutic environment for the client and family within a diverse population.
- Recognize legal, ethical, and professional behaviors expected of the registered nurse.
- Identify advocacy and collaboration as an expected role of a healthcare team member.
- With guidance, implement nursing plans of care utilizing clinical reasoning, evidence-based practices, safety, quality, and conceptual thinking in caring for clients and families across the lifespan.
- Perform psychomotor skills incorporating evidence-based practice with guidance.
- Recognize the role of the nurse in managing care and providing leadership to meet client needs across the lifespan.
- Identify available resources/technology to meet client needs.
- Discuss the effects of client health alterations on the individual and the role of the nurse in the teaching and learning process, including principles of health promotion, health maintenance, and risk mitigation.
- Recall effective, therapeutic communication skills when caring for the client and family across the lifespan.
- Identify effective communication methods when interacting with healthcare team members in spoken, written (documentation) and electronic formats (informatics).
- Display integrity in performing all responsibilities of the Associate Degree nursing student.
Content Outline and Competencies:
I. Nursing Care Components
A. Discuss caring and sensitivity for diverse populations.
1. Recognize how nursing care of a client/family may be adapted across the lifespan.
2. Demonstrate self-awareness while providing care for a client/family.
3. Recognize how nursing care of a client/family with diverse needs may be adapted.
4. Illustrate examples of culturally competent care for a client/family.
B. Identify principles of safety and healthcare quality.
1. Maintain a safe and therapeutic environment.
2. Demonstrate knowledge, skills, and attitudes consistent with the Quality, Safety, Education in Nursing (QSEN) competencies.
II. Legal, Ethical and Professional Behaviors
A. Recognize legal behaviors expected of the registered nurse (RN).
1. Identify the rights of clients/families in the healthcare system.
2. Identify legal issues which affect client/family care.
3. Discuss the impact of Healthcare Insurance Portability and Accountability Act (HIPAA) on nursing practice.
B. Recognize professional and ethical practices expected of the RN.
1. Explain the American Nurses Association (ANA) Code of Ethics and the Kansas Nurse Practice Act (KNPA).
2. Discuss basic principles of ethical decision-making.
3. Identify values and ethics in the nursing profession.
4. Explore behaviors which demonstrate nursing professionalism.
5. Acknowledge the need for lifelong professional learning.
III. Advocacy and Collaboration
A. Explain the need for client/family advocacy.
1. Provide examples of the RN performing in the advocate role.
2. Discuss identified management options with the client/family.
3. Identify situations where the client/family cannot represent self.
B. Identify collaboration as an expected role of the RN.
1. Identify the members and roles of the inter-disciplinary healthcare team.
2. Discuss strategies which promote teamwork.
3. Discuss the collaborative role of the RN within the healthcare team.
IV. Nursing Care Plans
A. Understand basic data pertinent to provide safe and quality care for the client and family.
1. Facilitate appropriate and safe use of equipment needed for the care of the client/family.
2. Identify factors which affect the client’s physical, cognitive, cultural, emotional, spiritual, and maturational needs.
B. Discuss principles of evidence-based practice (EBP).
1. Discuss the importance of EBP in healthcare.
2. Describe the goals and purpose of EBP.
C. Utilize critical thinking based on the clinical judgment measurement model (CJMM) as it applies to the care of the client/family.
D. Incorporate conceptual thinking while caring for a client/family.
1. Cognition, mood, and affect
2. Comfort
3. Gas exchange
4. Homeostasis
5. Metabolism
6. Mobility
7. Reproduction
8. Tissue integrity
9. Infection
10. Perfusion
V. Psychomotor Skills
A. Perform psychomotor skills in various clinical environments utilizing learned skills, while considering EBP.
B. Utilize available resources/technology to complete psychomotor skills to care for a client across the lifespan.
VI. Managing Client Need
A. Recognize the role of the nurse in managing a client’s needs.
B. Discuss the leadership role of the RN as a member of the healthcare team.
VII. Resources and Technology
A. Healthcare resources
B. Healthcare technology
VIII. Health Promotion
A. Incorporate conceptual thinking with health promotion.
1. Use assessment as a foundation for the health promotion plan.
2. Consider health promotion measures for the population impacted.
3. Recognize the RN’s role in promoting client and family health.
B. Identify risk factors and strategies to reduce risk.
1. Preventive healthcare
2. Environmental factors
3. Vulnerable populations
4. Unhealthy lifestyle choices
5. Inadequate or inaccessible healthcare
C. Define strategies that reduce risk.
1. Primary prevention
2. Secondary prevention
3. Tertiary prevention
D. Identify teaching and learning strategies to care for a client/family.
1. Impact of self-awareness on teaching and learning
2. Impact of client’s needs on teaching and learning
IX. Therapeutic Communication
A. Recall techniques for establishing trust in the therapeutic RN-client relationship.
1. Therapeutic communication across the lifespan
2. Phases of the RN-client relationship
3. Impact of self-awareness on therapeutic communication
B. Implement communication strategies which promote the achievement of client/family goals.
1. Use of techniques (i.e., silence, active listening, clarification)
2. Adapt communication to meet the needs of the client/family across the lifespan.
3. Communication competence
a. Impact of sensory, language, or literacy deficits
b. Utilization of interpreter services
X. Interprofessional Communication and Documentation
A. Incorporate strategies to promote successful communication when collaborating with inter-professional teams.
1. Civility principles
2. Professional communication
a. Situation, Background, Assessment, Recommendation (SBAR)
b. RN to RN handoff communication (shift change)
B. Demonstrate effective use of information systems in professional communication.
1. Electronic health record (EHR)
2. Client confidentiality (HIPAA)
XI. Student Responsibility
A. Be courteous and respectful and represent the program well in all interactions.
B. Be punctual, well-prepared and meet established deadlines for all learning activities.
C. Take responsibility for learning and performance.
D. Maintain confidentiality of patient information according to HIPAA.
E. Follow behaviors and guidelines as outlined in the Nursing Program Student Handbook.
F. Demonstrate confidence and competence in performing the basic responsibilities of an Associate Degree Nursing Student.
G. Maintain required health forms and personal data.
H. Notify faculty of absence/tardy for all learning activities.
I. Practice regularly in the Health Resource Center (HRC) to develop skills.
J. Accept all learning opportunities in all learning environments.
K. Demonstrate integrity and accountability in all learning environments.
L. Reflect in a professional manner when completing self-evaluation.
Method of Evaluation and Competencies:
60-80% Exams & Quizzes (unit & final exams)
15-30% Assignments
5-10% Standardized testing
Total: 100%
Pass/Fail: Clinical evaluation of application of theoretical concepts in all clinical learning environments (Healthcare Resource Center [HRC], Healthcare Simulation Center [HSC], Hospital and Community Settings)
Clinical performance is evaluated on a met/unmet basis. A passing grade for the clinical component of the courses is required to promote to the next course in the sequence of the program. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course SLOs. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to satisfactorily meet course SLOs. Clinical nursing progress is measured by attainment of specific behaviors as defined by the Student Performance Tool (SPT) Handbook for each course in the hospital clinical, simulation clinical and laboratory clinical settings.
Formative evaluation is an ongoing process in which students have the opportunity to practice new skills and behaviors. Feedback from the clinical instructor and other sources allow for correction and/or refinements of these behaviors. Formative evaluation of clinical performance is documented on the Student Performance Tool (SPT). Clinical is evaluated based upon the student learning outcomes (SLOs) on the SPT. All clinical outcomes are assigned as a numeric value of 1 for “met” (i.e., meeting the student learning outcome) and a numeric value of 0 for “unmet” (i.e., not meeting the student learning outcome). No numeric value is given if the student learning outcome is not applicable or unable to be evaluated for that particular clinical activity. The following is an example of clinical evaluation scoring:
1 = Met (The student completed the student learning outcome satisfactorily)
0 = Unmet (The student did not complete the student learning outcome satisfactorily.
/ = Not Applicable / Unable to Assess
Any Unmet on the Student Performance Tool will be explained in the SPT narrative comment section by the faculty member. An unsatisfactory score on the Student Performance Tool represents student behavior that is undesirable and requires the student to counsel with the clinical instructor to remediate the deficiency.
Summative evaluation occurs at the end of the clinical rotation. Students must meet a minimum passing threshold in EACH student learning outcome of the Student Performance Tool. A student who is below the minimum passing threshold (defined as less than 77.45%) in any student learning outcome on the clinical Student Performance Tool (SPT) Summative Evaluation will fail the course. Clinical failures will result in a grade of D regardless of the letter grade achieved.
Students must meet the minimum passing threshold of 77.45% or higher in each of the student learning outcomes to successfully progress to the next course.
Proficiency skill checkoffs are required. These checkoffs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the Student Performance Tool (SPT).
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 102
- Title: Health Assessment and Skills for Nursing Practice*
- Number: NURS 102
- Effective Term: 2022-23
- Credit Hours: 3
- Contact Hours: 52
- Lecture Hours: 22
- Lab Hours: 30
Requirements:
Prerequisites: Admission to the Nursing Program.
Corequisites: NURS 101.
Prerequisites or corequisites: BIOL 227 with a grade of "C" or higher.
Description:
This hybrid course uses a variety of methods to provide students with a basic understanding and working knowledge of health assessment and associated psychomotor skills in a diverse population of patients across the lifespan. The course is divided into modules that correlate with the bodily systems, including preparation for co-requisite and subsequent content including a diverse array of patients across the lifespan. Hybrid learning environments will include both classroom and simulated lab setting. Students are evaluated utilizing a variety of methods which may include audiovisual recordings.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Demonstrate caring behaviors that create a safe, therapeutic environment for the diverse client and family across the lifespan while performing a comprehensive assessment.
- Collaborate with a client and family across the lifespan to obtain a health history while assessing for changes in health status.
- Perform a comprehensive and focused system assessments utilizing the principles of safety, evidence-based practices and clinical judgment.
- Perform psychomotor skills incorporating evidence-based practice with guidance.
- Utilize available resources/technology to complete comprehensive and focused assessments and associated psychomotor skills for a client across the lifespan.
- Use effective communication while obtaining a health history, performing comprehensive and focused assessments, and associated psychomotor skills for a client across the lifespan in spoken, written (documentation) and electronic formats (informatics).
- Display integrity in performing all responsibilities of the Associate Degree nursing student.
Content Outline and Competencies:
I. Components of Health Assessment
A. Individualize health assessment techniques for all populations.
B. Identify structures and functions of each body system.
C. Describe the relationship of health assessment to health promotion.
D. Utilize the clinical judgment organizing framework for collecting assessment data.
E. Standard precaution guidelines for physical assessment.
F. Assessment techniques:
1. Inspection
2. Palpation
3. Auscultation
II. Health History
A. Compare focused and comprehensive health histories.
B. Identify appropriate questions for a problem-based history.
C. Identify teaching opportunities for health promotion and risk reduction.
D. Differentiate normal from abnormal findings during a health history.
III. Comprehensive and Focused Assessments
A. Demonstrate competency in conducting a comprehensive assessment.
1. Differentiate normal vs. abnormal assessment findings for populations across the lifespan.
2. Individualize the comprehensive health assessment considering the client’s needs.
B. Demonstrate competency in conducting focused assessments.
1. Differentiate normal vs. abnormal assessment findings in all body systems.
a. Sensory perception
b. Integumentary, Musculoskeletal, Breast and Axilla
c. Head, Eyes, Ears, Nose and Throat (HEENT) and Neurological
d. Gastrointestinal, Genitourinary, Reproductive, and Obstetrical
e. Cardiovascular
f. Respiratory
IV. Psychomotor Skills
A. Correlate each psychomotor skill with the relevant focused system assessment.
B. Perform learned psychomotor skills while considering evidence-based practice (EBP).
1. Personal Protective Equipment (PPE)
2. Basic hygiene and linen change
3. Ergonomics
4. Hand hygiene
5. Vital Signs
6. Sterile gloving
7. Clean dressing change
8. Sterile dressing change, drains and restraints
9. Medication administration
10. Enteral tubes
11. Urinary catheter insertion
12. Oxygen administration
V. Resources and Technology
A. Utilize available resources and technology to complete comprehensive and focused physical assessments.
B. Utilize available resources and technology to complete relevant psychomotor skills.
VI. Communication
A. Apply principles of therapeutic communication.
1. Health history interview
2. Comprehensive and focused assessments
3. Psychomotor skills
B. Documentation
1. Comprehensive and focused assessments
2. Psychomotor skills
VII. Student Responsibility
A. Be courteous and respectful and represent the program well in all interactions.
B. Be punctual, well-prepared and meet established deadlines for all learning activities.
C. Take responsibility for learning and performance.
D. Maintain confidentiality of patient information according to HIPAA.
E. Follow behaviors and guidelines as outlined in the Nursing Program Student Handbook.
F. Demonstrate confidence and competence in performing the basic responsibilities of an Associate Degree Nursing Student.
G. Maintain required health forms and personal data.
H. Notify faculty of absence/tardy for all learning activities.
I. Practice regularly in the Health Resource Center (HRC) to develop skills.
J. Accept all learning opportunities in all learning environments.
K. Demonstrate integrity and accountability in all learning environments.
L. Reflect in a professional manner when completing self-evaluation.
Method of Evaluation and Competencies:
30-40% Module Quizzes
10-30% Assignments
40-50% Head-to-Toe Physical Assessment Examination
Total: 100%
Pass/Fail: Clinical evaluation of application of theoretical concepts in all clinical learning environments (Healthcare Resource Center [HRC], Healthcare Simulation Center [HSC], Hospital and Community Settings)
Clinical performance is evaluated on a met/unmet basis. A passing grade for the clinical component of the courses is required to promote to the next course in the sequence of the program. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course SLOs. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to satisfactorily meet course SLOs. Clinical nursing progress is measured by attainment of specific behaviors as defined by the Student Performance Tool (SPT) Handbook for each course in the hospital clinical, simulation clinical and laboratory clinical settings.
Formative evaluation is an ongoing process in which students have the opportunity to practice new skills and behaviors. Feedback from the clinical instructor and other sources allow for correction and/or refinements of these behaviors. Formative evaluation of clinical performance is documented on the Student Performance Tool (SPT). Clinical is evaluated based upon the student learning outcomes (SLOs) on the SPT. All clinical outcomes are assigned as a numeric value of 1 for “met” (i.e., meeting the student learning outcome) and a numeric value of 0 for “unmet” (i.e., not meeting the student learning outcome). No numeric value is given if the student learning outcome is not applicable or unable to be evaluated for that particular clinical activity. The following is an example of clinical evaluation scoring:
1 = Met (The student completed the student learning outcome satisfactorily)
0 = Unmet (The student did not complete the student learning outcome satisfactorily.
/ = Not Applicable / Unable to Assess
Any Unmet on the Student Performance Tool will be explained in the SPT narrative comment section by the faculty member. An unsatisfactory score on the Student Performance Tool represents student behavior that is undesirable and requires the student to counsel with the clinical instructor to remediate the deficiency.
Summative evaluation occurs at the end of the clinical rotation. Students must meet a minimum passing threshold in EACH student learning outcome of the Student Performance Tool. A student who is below the minimum passing threshold (defined as less than 77.45%) in any student learning outcome on the clinical Student Performance Tool (SPT) Summative Evaluation will fail the course. Clinical failures will result in a grade of D regardless of the letter grade achieved.
Students must meet the minimum passing threshold of 77.45% or higher in each of the student learning outcomes to successfully complete the course.
Proficiency skill checkoffs are required. These checkoffs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the Student Performance Tool (SPT).
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 105
- Title: Foundational Concepts of Nursing II*
- Number: NURS 105
- Effective Term: 2022-23
- Credit Hours: 9
- Contact Hours: 225
- Lecture Hours: 75
- Lab Hours: 10
- Other Hours: 140
Requirements:
Prerequisites: Admission to the Nursing Program and NURS 101 with a grade of "C" or higher and NURS 102 with a grade of "C" or higher.
Prerequisites or corequisites: PSYC 218 with a grade of "C" or higher.
Description:
Building upon concepts introduced in semester one, students will engage in a variety of learning activities to build knowledge and skills necessary to care for a variety of patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. Course concepts and skills will be leveled to meet course outcomes which are based upon the program principles of clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Students will apply theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. The theoretical concepts and applicable exemplars will encompass health promotion, health maintenance, and common physiological and behavioral health alterations which are relevant to our community and population needs. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Promote caring behaviors that create a safe, therapeutic environment for the client and family within a diverse population.
- Identify legal, ethical, and professional behaviors expected of the registered nurse.
- Practice advocacy and collaboration as an expected role of a healthcare team member.
- With decreasing guidance, implement nursing plans of care utilizing clinical reasoning, evidence-based practices, safety, quality, and conceptual thinking in caring for clients across the lifespan.
- Perform psychomotor skills incorporating evidence-based practice with guidance.
- Discuss the role of the nurse in managing care and providing leadership to meet client needs across the lifespan.
- Describe resources/ technology available to the professional nurse when providing care to the client across the lifespan.
- Implement a teaching plan individualized to the client and family across the lifespan including health promotion, health maintenance, risk reduction and the effects of alterations in health.
- Summarize effective and therapeutic communication skills with the client and family across the lifespan.
- Use effective communication when interacting with healthcare team members in spoken, written (documentation) and electronic formats (informatics).
- Display integrity in performing all responsibilities of the Associate Degree nursing student.
Content Outline and Competencies:
I. Nursing Care Components
A. Demonstrate caring and sensitivity for diverse populations.
1. Adapt nursing care of a client/family across the lifespan.
2. Demonstrate self-awareness while providing care for a client/family.
3. Adapt nursing care of a client/family with diverse needs.
4. Apply culturally competent care for a client/family.
B. Identify principles of safety and healthcare quality.
1. Maintain a safe and therapeutic environment.
2. Demonstrate knowledge, skills, and attitudes consistent with the Quality, Safety, Education in Nursing (QSEN) competencies.
II. Legal, Ethical and Professional Behaviors
A. Summarize legal behaviors expected of the registered nurse (RN).
1. Understand the rights of clients/families in the healthcare system.
2. Discuss legal issues which affect client/family care.
3. Incorporate principles of Healthcare Insurance Portability and Accountability Act (HIPAA) on nursing practice.
B. Summarize professional and ethical practices expected of the RN.
1. Apply principles of ethical decision-making.
2. Incorporate values and ethics in the nursing profession.
3. Reflect on behaviors which demonstrate nursing professionalism.
4. Discuss the need for lifelong professional learning.
III. Advocacy and Collaboration
A. Advocate for the client/family.
1. Discuss identified management options with the client/family.
2. Identify situations where the client/family cannot represent self.
B. Collaborate on behalf of the client/family.
1. Participate as a member of the inter-disciplinary healthcare team.
2. Promote teamwork.
3. Explain the collaborative role of the RN within the healthcare team.
IV. Nursing Care Plans
A. Interpret data pertinent to provide safe and quality care for the client and family.
1. Safely use equipment needed for the care of the client/family.
2. Summarize factors which affect the client’s physical, cognitive, cultural, emotional, spiritual, and maturational needs.
B. Incorporate principles of evidence-based practice (EBP).
C. Utilize critical thinking based on the clinical judgment measurement model (CJMM) as it applies to the care of the client/family.
1. Utilize clinical inquiry in the care of the client/family.
2. Apply the CJMM as it applies to the care of the client/family.
D. Incorporate conceptual thinking while caring for a client/family.
1. Cellular regulation
2. Elimination
3. Homeostasis
4. Immune response
5. Infection
6. Inflammation
7. Intracranial regulation
8. Maladaptive behaviors
9. Metabolism
10. Perfusion
V. Psychomotor Skills
A. Perform psychomotor skills in various clinical environments utilizing learned skills, while considering EBP.
1. Enteral intubation & Medication Administration
2. Venipuncture
3. Intravenous (IV) medication and fluid administration
4. Intravenous (IV) pump operation
B. Utilize available resources/technology to complete psychomotor skills to care for a client across the lifespan.
VI. Managing Client Need
A. Recall the role of the nurse in managing a client’s needs.
B. Summarize the leadership role of the RN as a member of the healthcare team.
VII. Resources and Technology
A. Healthcare resources
B. Healthcare technology
VIII. Health Promotion
A. Incorporate conceptual thinking with health promotion.
1. Use assessment as a foundation for the health promotion plan.
2. Incorporate health promotion measures for the population impacted.
3. Collaborate with the interprofessional healthcare team in promoting client and family health.
B. Discuss risk factors that impact health.
1. Preventive healthcare
2. Environmental factors
3. Vulnerable populations
4. Unhealthy lifestyle choices
5. Inadequate or inaccessible healthcare
C. Discuss strategies that reduce risk.
1. Primary prevention
2. Secondary prevention
3. Tertiary prevention
D. Implement teaching and learning strategies to care for a client/family.
1. Impact of self-awareness on teaching and learning
2. Impact of client’s needs on teaching and learning
IX. Therapeutic Communication
A. Implement techniques for establishing trust in the therapeutic RN-client relationship.
1. Therapeutic communication across the lifespan
2. Phases of the RN-client relationship
3. Impact of self-awareness on therapeutic communication
B. Implement communication strategies which promote the achievement of client/family goals.
1. Use of techniques (i.e., silence, active listening, clarification)
2. Adapt communication to meet the needs of the client/family across the lifespan.
3. Communication competence
a. Impact of sensory, language, or literacy deficits
b. Utilization of interpreter services
X. Interprofessional Communication and Documentation
A. Apply strategies to promote successful communication when collaborating with interprofessional teams.
1. Civility principles
2. Professional communication
a. Situation, Background, Assessment, Recommendation (SBAR)
b. RN to RN handoff communication (shift change)
B. Utilize information systems in professional communication.
1. Electronic health record (EHR)
2. Client confidentiality (HIPAA)
XI. Student Responsibility
A. Be courteous and respectful and represent the program well in all interactions.
B. Be punctual, well-prepared and meet established deadlines for all learning activities.
C. Take responsibility for learning and performance.
D. Maintain confidentiality of patient information according to HIPAA.
E. Follow behaviors and guidelines as outlined in the Nursing Program Student Handbook.
F. Demonstrate confidence and competence in performing the basic responsibilities of an Associate Degree Nursing Student.
G. Maintain required health forms and personal data.
H. Notify faculty of absence/tardy for all learning activities.
I. Practice regularly in the Health Resource Center (HRC) to develop skills.
J. Accept all learning opportunities in all learning environments.
K. Demonstrate integrity and accountability in all learning environments.
L. Reflect in a professional manner when completing self-evaluation.
Method of Evaluation and Competencies:
60-80% Exams & Quizzes (unit & final exams)
15-30% Assignments
5-10% Standardized testing
Total: 100%
Pass/Fail: Clinical evaluation of application of theoretical concepts in all clinical learning environments (Healthcare Resource Center [HRC], Healthcare Simulation Center [HSC], Hospital and Community Settings)
Clinical performance is evaluated on a met/unmet basis. A passing grade for the clinical component of the courses is required to promote to the next course in the sequence of the program. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course SLOs. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to satisfactorily meet course SLOs. Clinical nursing progress is measured by attainment of specific behaviors as defined by the Student Performance Tool (SPT) Handbook for each course in the hospital clinical, simulation clinical and laboratory clinical settings.
Formative evaluation is an ongoing process in which students have the opportunity to practice new skills and behaviors. Feedback from the clinical instructor and other sources allow for correction and/or refinements of these behaviors. Formative evaluation of clinical performance is documented on the Student Performance Tool (SPT). Clinical is evaluated based upon the student learning outcomes (SLOs) on the SPT. All clinical outcomes are assigned as a numeric value of 1 for “met” (i.e., meeting the student learning outcome) and a numeric value of 0 for “unmet” (i.e., not meeting the student learning outcome). No numeric value is given if the student learning outcome is not applicable or unable to be evaluated for that particular clinical activity. The following is an example of clinical evaluation scoring:
1 = Met (The student completed the student learning outcome satisfactorily)
0 = Unmet (The student did not complete the student learning outcome satisfactorily.
/ = Not Applicable / Unable to Assess
Any Unmet on the Student Performance Tool will be explained in the SPT narrative comment section by the faculty member. An unsatisfactory score on the Student Performance Tool represents student behavior that is undesirable and requires the student to counsel with the clinical instructor to remediate the deficiency.
Summative evaluation occurs at the end of the clinical rotation. Students must meet a minimum passing threshold in EACH student learning outcome of the Student Performance Tool. A student who is below the minimum passing threshold (defined as less than 77.45%) in any student learning outcome on the clinical Student Performance Tool (SPT) Summative Evaluation will fail the course. Clinical failures will result in a grade of D regardless of the letter grade achieved.
Students must meet the minimum passing threshold of 77.45% or higher in each of the student learning outcomes to successfully progress to the next course.
Proficiency skill checkoffs are required. These checkoffs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the Student Performance Tool (SPT).
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 175
- Title: Concepts of Nursing Care: PN to RN Transition*
- Number: NURS 175
- Effective Term: 2022-23
- Credit Hours: 6
- Contact Hours: 162
- Lecture Hours: 50
- Lab Hours: 20
- Other Hours: 92
Requirements:
Prerequisites: Admission to the Nursing Program and BIOL 144 and BIOL 227 and ENGL 121 and MATH 171 and PSYC 218.
Corequisites: NURS 125.
Description:
This course is an introduction to the second year of the associate degree nurse (ADN) program for graduates of licensed practical nurse (LPN) programs. This course will combine foundational and childbearing family and child concepts of clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Populations examined will include the adult as well as the childbearing family, child and adolescent. An in-depth examination of physical assessment and psychomotor/communication skills will prepare the student for transition to the associate degree nursing program. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, in the Health Resource Center, the Simulation Center and in other learning environments.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Discuss the philosophy, objectives and expected outcomes of the Registered Nurse (RN) program.
- Define clinical inquiry, clinical judgment and conceptual thinking in the context of nursing.
- Discuss the principles of ethics as they relate to the nursing profession.
- Identify advocacy and collaboration as important roles of the professional nurse.
- Follow systems thinking using algorithms, quality indicators, standards, practice guidelines and protocols in the delivery of basic nursing care.
- Perform accurate physical, psychosocial, sociocultural and spiritual assessments for patients with acute alterations in health.
- Discuss common health alterations of the adult, childbearing family, child and adolescent, and the physiological changes that occur with those alterations.
- Plan basic nursing care, including collaborative interventions (medical/surgical, pharmacological), for the patient with common alterations, incorporating scientific principles of: safety/quality improvement, stress/coping, comfort, basic nutrition, elimination, metabolism, oxygenation, perfusion/transport/exchange, tissue integrity, mobility, homeostasis, inflammation/infection/immunity, cellular regulation, fluids and electrolytes, acid/base balance, thermoregulation, sensory perception, cognition and mood, and intracranial regulation.
- Identify the components of competent care that address cultural diversity and spiritual health of the individual patient.
- Apply caring practices that promote a safe, therapeutic and resourceful environment with childbearing families, children and adolescents.
- Utilize therapeutic communication skills with the patient and family.
- Demonstrate basic psychomotor and IV therapy skills accurately using standard precautions and principles of asepsis.
- Convey information clearly, concisely and accurately using appropriate terminology in oral, written and/or computerized format (informatics).
*Note: Specific Unit Objectives are outlined in the Guides to Learning provided for each student at the beginning of the course.
Content Outline and Competencies:
I. Care of the Adult, Childbearing Family, Child and Adolescent: Professional Issues and Conceptual Thinking
A. Professional behaviors
1. Demonstrate professional nursing behaviors.
2. Discuss the nursing role for this patient population.
B. Caring practices
1. Demonstrate a caring approach to the patient and family.
2. Plan care incorporating the developmental level, the family culture, spirituality and environment.
C. Advocacy and accountability
1. Demonstrate flexibility with patient’s family, allowing them to speak for/represent themselves when possible.
2. Develop a plan of care to include patient rights.
D. Communication and collaboration
1. Participate in group activities and discussion regarding patient care.
2. Identify the key competencies for effective communication and collaboration.
3. Collaborate with the healthcare team to provide quality and safety in nursing care.
E. Nursing process
1. Complete an accurate physical assessment.
2. Implement the nursing process that is individualized to this patient population.
F. Health promotion and delivery systems
1. Develop a teaching plan for the health promotion needs of this patient population.
2. Differentiate types of healthcare systems and how they provide delivery of care to this patient population.
3. Identify community resources available to this patient population.
G. Evidence-based practice
1. Implement evidence-based practice in the care of this patient population.
2. Provide scientific rationales for nursing interventions.
3. Seek advice, resources or information to improve patient care.
H. Safety and quality improvement in the healthcare environment
1. Describe the nurse’s role in reducing risk and improving quality.
2. Implement appropriate safety measures for this patient population.
3. Perform an age-appropriate comprehensive health/physical assessment, including risk identification.
4. Implement patient care activities/procedures that are not wasteful or potentially unsafe.
I. Clinical judgment
1. Make clinical judgments based on an understanding of the whole picture for moderately complex patient populations.
2. Identify patterns and trends that may predict the direction of illness.
3. Discuss own vulnerability and/or low resiliency in clinical decision-making situations.
II. Care of the Adult, Childbearing Family, Child and Adolescent: Professional Standards
A. Ethics and values
1. Identify potential ethical dilemmas.
2. Identify principles in ethical decision-making unique to this patient population.
3. Advocate for patient’s rights with this patient population.
B. Legal implications in nursing practice
1. Examine the impact of HIPAA on this patient population.
2. Apply the requirements for protecting patient information.
C. Roles of the registered nurse and the multidisciplinary team
1. Discuss the expanded role of the nurse within this patient population.
2. Engage in collaboration to plan and implement care.
D. Facilitator of learning
1. Use appropriate resources to meet learning needs of patients with limited personal/psychological supportive resources.
2. Implement individualized teaching strategies for patients with diverse learning needs.
E. Documentation and informatics
1. Accurately document patient data in the health records that are unique to this patient population.
2. Perform security measures to ensure informatics security in the healthcare setting.
III. Care of the Adult, Childbearing Family, Child and Adolescent: Psychosocial Concepts
A. Self-concept
1. Explore strategies to promote a healthy self-concept.
2. Examine the relationship between psychosocial development and self-concept.
B. Spiritual health
1. Describe the influence of spiritual belief on birth, life changes and death.
2. Assess the spiritual beliefs to determine the needs of the patient.
C. Cultural diversity
1. Describe the influence of cultural diversity on birth, life changes and death.
2. Demonstrate the nursing process in providing culturally competent care.
D. Grief and loss
1. Develop a plan of care for a patient/family working through the grieving process.
2. Contrast normal grief responses to those that indicate an alteration in the grieving process.
E. Stress and coping
1. Discuss stress as it relates to changes in family dynamics.
2. Plan nursing care to incorporate coping strategies appropriate to the stressor.
F. Cognition and mood/affect
1. Discuss mental health and developmental levels specific to this patient population.
2. Describe common alterations in mental health and developmental levels. (e.g., postpartum depression and developmental disabilities).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in mental health and developmental levels, including collaborative interventions (medical/surgical and pharmacology).
IV: Care of the Adult, Childbearing Family, Child and Adolescent: Physiological Basis
A. Sexuality and reproduction
1. Discuss sexual development and diversity.
2. Describe common alterations in reproduction (e.g., infertility, abortion and sexually transmitted infections).
3. Compare the advantages and disadvantages of various methods of contraception.
4. Explain the etiology and pathophysiology of relevant exemplars.
5. Apply the nursing process to the care of this patient population with alterations in reproduction, including collaborative interventions (medical/surgical and pharmacology).
B. Comfort
1. Compare and contrast a normal versus abnormal presentation of pain in this patient population.
2. Describe common alterations in comfort in this unique population (e.g., pain and fatigue).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in comfort, including collaborative interventions (medical/surgical and pharmacology).
C. Nutrition/digestion/absorption
1. Describe the nutrition, digestion and absorption processes unique to this patient population.
2. Identify common alterations in nutritional health (e.g., hyperemesis gravidarum and gastroesophageal reflux disease).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in nutrition, digestion and absorption, including collaborative interventions (medical/surgical and pharmacology).
D. Elimination
1. Compare and contrast normal versus abnormal developmental aspects of urinary and bowel elimination.
2. Identify common alterations in urinary and bowel elimination (e.g., Hirschsprung's disease, vesicoureteral reflux and pyelonephritis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the patient with alterations in urinary and bowel elimination, including collaborative interventions (medical/surgical and pharmacology).
E. Mobility
1. Compare and contrast normal versus abnormal developmental aspects of mobility.
2. Identify common alterations in the musculoskeletal system (e.g., lower back pain, scoliosis and congenital hip dysplasia).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to this patient population with alterations in mobility, including collaborative interventions (medical/surgical and pharmacology).
F. Tissue integrity
1. Discuss normal presentation of this patient population with tissue integrity.
2. Identify common alterations in tissue integrity (episiotomy incision, burns and skin lesions).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in tissue integrity, including collaborative interventions (medical/surgical and pharmacology).
G. Oxygenation
1. Discuss normal presentation of this patient population with normal oxygenation.
2. Identify common alterations in oxygenation (e.g., asthma, respiratory syncytial virus, meconium aspiration and cerebral palsy).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to this patient population with alterations in oxygenation, including collaborative interventions (medical/surgical and pharmacology).
H. Perfusion, transport, exchange
1. Discuss normal presentation of this patient population with adequate perfusion, transport and exchange.
2. Identify common alterations in perfusion, transport and exchange (e.g., pre-eclampsia, cardiomyopathy and congenital heart disease).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to this patient population with alterations in perfusion, transport and exchange, including collaborative interventions (medical/surgical and pharmacology).
I. Inflammation, infection, immunity
1. Compare and contrast the unique features of the mature versus immature infant immune system.
2. Identify immunization needs and immune response in this patient population (e.g., Rh incompatibility and vaccinations).
3. Identify common alterations in inflammation, infection and immunity with this patient population (e.g., group beta streptococcus, meningitis and appendicitis).
4. Explain the etiology and pathophysiology of relevant exemplars.
5. Apply the nursing process to this patient population with alterations in inflammation, infection and immunity, including collaborative interventions (medical/surgical and pharmacology).
J. Cellular regulation
1. Discuss the presentation of this patient population with normal cellular function.
2. Identify common alterations in cellular regulation (e.g., sickle cell anemia, leukemia and lymphoma).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in cellular regulation, including collaborative interventions (medical/surgical and pharmacology).
K. Fluids and electrolytes
1. Discuss the normal presentation of fluids and electrolytes in this patient population.
2. Identify common alterations in fluid and electrolyte balance, including nursing care of the patient receiving IV solutions (e.g., hemodilution, hemoconcentration, and acute vomiting and diarrhea).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in fluid and electrolyte balance, including collaborative interventions (medical/surgical and pharmacology).
L. Acid-base balance
1. Discuss presentation of this patient population with normal acid-base balance.
2. Identify basic alterations in acid-base balance for this unique population.
M. Metabolism
1. Discuss the presentation of this patient population in metabolic balance and homeostasis.
2. Identify common alterations in metabolism (e.g., gestational diabetes and obesity).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in metabolism, including collaborative interventions (medical/surgical and pharmacology).
N. Intracranial regulation
1. Discuss the presentation of this patient population with normal neurological function.
2. Identify common alterations in neurological function (e.g., eclamptic seizures, febrile seizures, epilepsy and neural tube disorders).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of this patient population with alterations in neurological function, including collaborative interventions (medical/surgical and pharmacology).
Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods:
60%: Projects
40%: Final Exam
P/F Clinical evaluation of application of theoretical concepts:
- Health Resource Center Activities
- Healthcare Simulation Center Activities
- Live Clinical Activities
Clinical performance is graded on a pass/fail basis. Clinical performance must be satisfactory in order to receive a passing grade for the course. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course objectives. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to meet course objectives satisfactorily. Clinical nursing progress is measured by attainment of specific objectives as defined by the Clinical Evaluation Tool (CET) Handbook. This evaluation may be done in the clinical setting, Healthcare Simulation Center or the Health Resource Center.
Proficiency skill check-offs are required. These check-offs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the CET.
Promotion to other nursing courses is based on:
- A total cumulative score of 77.5% or higher on exams, assignments and/or projects.
- Satisfactory completion of clinical objectives as outlined in the Clinical Evaluation Tool (CET).
- Satisfactory completion of psychomotor skill proficiencies.
- Satisfactory completion of simulations.
Unless withdrawal is made prior to the college withdrawal deadline date, students who do not receive a passing evaluation in the clinical will receive a D for the final grade; students whose total exam points fall below a C will receive the letter grade that corresponds with their final total points (D or F).
Grade Criteria:
This course uses non-standard grading criteria.Grade levels are determined by the nursing faculty and announced at the beginning of the course. Letter grades are assigned on the following basis:
91.5-100% = A
81.5-91.4% = B
77.5-81.4% = C
69.5-77.4% = D
69.4% and below = F
Caveats:
-
Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
-
Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Policy for Health Programs in the Student Handbook.
-
Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
-
Students are expected to provide their own transportation to and from clinical settings.
-
Students must maintain current CPR affirmation throughout the program. Upon reaffirmation, the student must bring affirmation of CPR updates to the designated instructor.
-
Students will need basic word processing and Internet searching skills for the completion of some papers, exercises and projects.
-
Any form of academic dishonesty results in a zero grade for the exam, project or assignment. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 200
- Title: Concepts of Nursing Care: Adult Health Alterations*
- Number: NURS 200
- Effective Term: 2022-23
- Credit Hours: 10
- Contact Hours: 300
- Lecture Hours: 90
- Lab Hours: 26
- Other Hours: 184
Requirements:
Prerequisites: Admission to the Nursing Program and NURS 150 and PSYC 218.
Description:
Students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for adult and mental health patients who present with varying physiological and psychosocial health alterations. This course will focus on the adult lifespan with an emphasis on the older adult population. Course concepts will increase in complexity, as they apply to adults, to meet the program outcomes: clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Students will apply theoretical content and therapeutic interventions in the clinical component of the course, which will focus on the increasingly vulnerable patient with more complex disease processes. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, and in the Health Resource Center, the Simulation Center and a variety of healthcare agencies.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
Upon successful completion of this course, the student should be able to:
- Demonstrate how clinical inquiry, clinical judgment and conceptual thinking relate to the delivery of care to the vulnerable adult patient.
- Raise ethical questions and concerns with the healthcare team.
- Demonstrate patient advocacy and collaboration as a member of the healthcare team.
- Apply theoretical and empirical knowledge from the sciences and humanities that supports evidence based practice in the vulnerable adult population.
- Develop a system of organizing and prioritizing care for the patient with varying ability to participate in care and capacity for decision-making.
- Incorporate evidence-based practice into the plan of care specific to the vulnerable adult.
- Identify individuals, patients and groups highly susceptible to actual or potential stressors.
- Plan holistic nursing care including collaborative interventions (medical/surgical, pharmacological) for the vulnerable adult patient with alterations in health incorporating scientific principles of the core concepts: safety/quality improvement, stress/coping, comfort, nutrition, elimination, metabolism, oxygenation, perfusion/transport/exchange, tissue integrity, mobility, cellular regulation, inflammation/infection/immunity, fluids and electrolytes, acid/base balance, thermoregulation, sensory perception, cognition and mood, addiction behavior and intracranial regulation.
- Apply the nursing process to the care of the vulnerable adult incorporating the concepts of cultural diversity, grief and loss, and spiritual health.
- Implement a teaching plan individualized to the vulnerable adult that includes health promotion and the effects of illness on the individual/family.
- Apply caring practices that promote a safe, therapeutic and resourceful environment with the vulnerable adult population.
- Demonstrate nonjudgmental therapeutic communication with the vulnerable adult.
- Execute increasingly complex psychomotor skills for the vulnerable adult.
- Modify plan of care to meet patient needs based on patient input and choices.
- Implement nursing interventions for the patient and family in a safe, organized and timely manner according to patient/family needs to achieve optimum outcomes.
- Convey information clearly, accurately, efficiently and responsibly using appropriate terminology in oral, written, and/or computerized format (informatics).
*Note: Specific Unit Objectives are outlined on the Guides to Learning provided for each student at the beginning of each unit.
Content Outline and Competencies:
I. Care of the Vulnerable Adult Patient: Professional Issues and Conceptual Thinking
A. Professional behaviors
1. Demonstrate professional nursing behaviors with increasingly vulnerable adult patients.
2. Apply the principles of the nursing role that are unique to the vulnerable adult patient.
B. Caring practices
1. Demonstrate a caring approach to the vulnerable adult patient with increasing independence.
2. Plan care incorporating the developmental level, the family culture, spirituality and environment with increasing independence.
C. Advocacy and accountability
1. Demonstrate flexibility with the increasingly vulnerable adult patient, allowing them to speak for/represent themselves when possible.
2. Plan care incorporating the vulnerable adult patient’s rights.
D. Communication and collaboration
1. Contribute to group activities and discussion regarding vulnerable adult patient care.
2. Utilize the key competencies for effective communication and collaboration.
3. Collaborate with the healthcare team to provide quality and safety in nursing care of the increasingly vulnerable adult patient.
E. Nursing process
1. Complete an accurate comprehensive assessment specific to the vulnerable adult patient.
2. Implement the nursing process that is individualized to the vulnerable adult patient.
F. Health promotion and delivery systems
1. Implement a teaching plan for the health promotion needs of the vulnerable adult patient.
2. Differentiate types of healthcare systems and how they provide delivery of care to the vulnerable adult patient.
3. Participate in community activities utilizing resources available to the vulnerable adult patient.
G. Evidence-based practice
1. Implement evidence-based practice in the care of the vulnerable adult patient.
2. Examine scientific rationales for nursing interventions.
3. Interpret advice, resources or information to improve vulnerable adult patient care.
H. Safety and quality improvement in the healthcare environment
1. Demonstrate the nurse’s role in reducing risk and improving quality.
2. Implement appropriate safety measures for the vulnerable adult patient.
3. Perform an age-appropriate comprehensive assessment, including risk identification of the vulnerable adult patient.
4. Organize patient care activities/procedures that are not wasteful or potentially unsafe.
I. Clinical judgment
1. Determine clinical judgments based on an understanding of the whole picture for vulnerable adult patients.
2. Interpret patterns and trends that may predict the direction of illness.
3. Examine personal self-awareness in clinical decision-making situations.
II. Care of the Vulnerable Adult Patient: Professional Standards
A. Ethics and values
1. Examine potential ethical dilemmas.
2. Discuss principles in ethical decision-making unique to the vulnerable adult patient.
3. Advocate for patient’s rights with the vulnerable adult patient.
B. Legal implications in nursing practice
1. Examine the impact of HIPAA on the vulnerable adult patient.
2. Apply the requirements for protecting patient information independently.
C. Roles of the registered nurse and the multidisciplinary team
1. Demonstrate the expanded role of the nurse within the vulnerable adult population.
2. Participate in collaboration to plan and implement care with increasing independence.
D. Facilitator of learning
1. Plan appropriate resources to meet learning needs of patients with limited personal/psychological supportive resources.
2. Formulate individualized teaching strategies for patients with diverse learning needs.
E. Documentation and informatics
1. Accurately document patient data in the health records that are unique to the vulnerable adult patient with increasing independence.
2. Implement security measures to ensure informatics security in the healthcare setting.
III. Care of the Vulnerable Adult Patient: Psychosocial Concepts
A. Self-concept
1. Design strategies to promote a healthy self-concept in the vulnerable adult patient.
2. Analyze the relationship between psychosocial development and self-concept.
B. Spiritual health
1. Examine the influence of spiritual belief on life changes and end of life.
2. Analyze the spiritual beliefs to determine the needs of the vulnerable adult patient.
C. Cultural diversity
1. Examine the influence of cultural diversity on life changes and end of life.
2. Demonstrate the nursing process in providing culturally competent care with increasing independence.
D. Grief and loss
1. Implement a plan of care for a patient/family working through the grieving process.
2. Assess normal grief responses compared to those that indicate an alteration in the grieving process.
E. Stress and coping
1. Examine stress as it relates to changes in the vulnerable adult patient.
2. Implement nursing care to incorporate coping strategies appropriate to the stressor.
F. Cognition and mood/affect
1. Analyze mental health and developmental levels specific to the vulnerable adult patient.
2. Examine common alterations in mental health and developmental levels (e.g., dementia and personality disorders).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult with alterations in mental health and developmental levels, including collaborative interventions (medical/surgical and pharmacology).
IV. Care of the Vulnerable Adult Patient: Physiological Basis
A. Comfort
1. Compare and contrast a normal versus abnormal presentation of pain in the vulnerable adult patient.
2. Describe common alterations in comfort in this unique population (e.g., sleep and rest disorders).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in comfort, including collaborative interventions (medical/surgical and pharmacology).
B. Nutrition/digestion/absorption
1. Describe the nutrition, digestion and absorption processes unique to the vulnerable adult patient.
2. Analyze common alterations in nutritional health (e.g., dysphagia).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in nutrition, digestion and absorption, including collaborative interventions (medical/surgical and pharmacology)
C. Elimination
1. Compare and contrast normal versus abnormal developmental aspects of urinary and bowel elimination.
2. Analyze common alterations in urinary and bowel elimination (e.g., incontinence and benign prostatic hypertrophy).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in urinary and bowel elimination, including collaborative interventions (medical/surgical and pharmacology).
D. Mobility
1. Compare and contrast normal versus abnormal developmental aspects of mobility.
2. Analyze common alterations in the musculoskeletal system (e.g., hip fracture and Parkinson’s disease).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in mobility, including collaborative interventions (medical/surgical and pharmacology).
E. Tissue integrity
1. Discuss normal presentation of the vulnerable adult patient with tissue integrity.
2. Analyze common alterations in tissue integrity (e.g., skin cancer).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in tissue integrity, including collaborative interventions (medical/surgical and pharmacology).
F. Oxygenation
1. Discuss normal presentation of the vulnerable adult patient with normal oxygenation.
2. Analyze common alterations in oxygenation (e.g., chronic obstructive pulmonary disease and sleep apnea).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in oxygenation, including collaborative interventions (medical/surgical and pharmacology).
G. Perfusion, transport, exchange
1. Discuss normal presentation of the vulnerable adult patient with adequate perfusion, transport and exchange.
2. Analyze common alterations in perfusion, transport and exchange (e.g., cerebral vascular accident and compensated heart failure).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in perfusion, transport and exchange, including collaborative interventions (medical/surgical and pharmacology).
H. Inflammation, infection, immunity
1. Explain the unique features of the vulnerable adult patient’s immune system.
2. Describe immunization needs and immune response in the vulnerable adult patient (e.g., pneumonia and flu vaccines)
3. Analyze common alterations in inflammation, infection and immunity with the vulnerable adult patient (e.g., nephritis and rheumatoid arthritis).
4. Explain the etiology and pathophysiology of relevant exemplars.
5. Apply the nursing process to the care of the vulnerable adult patient with alterations in inflammation, infection and immunity, including collaborative interventions (medical/surgical and pharmacology).
I. Cellular regulation
1. Discuss the presentation of the vulnerable adult patient with normal cellular function.
2. Analyze common alterations in cellular regulation (e.g., leukemia and lung cancer).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in cellular regulation, including collaborative interventions (medical/surgical and pharmacology).
J. Fluids and electrolytes
1. Discuss the normal presentation of fluids and electrolytes in the vulnerable adult patient.
2. Analyze common alterations in fluid and electrolyte balance (e.g., dehydration and eating disorders).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in fluid and electrolyte balance, including collaborative interventions (medical/surgical and pharmacology).
K. Acid-base balance
1. Discuss presentation of the vulnerable adult patient with normal acid-base balance.
2. Examine basic alterations in acid-base balance for this unique population (e.g., respiratory acidosis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in acid-base balance, including collaborative interventions (medical/surgical and pharmacology).
L. Metabolism
1. Discuss the presentation of the vulnerable adult patient in metabolic balance and homeostasis.
2. Analyze common alterations in metabolism (e.g., metabolic syndrome and alterations in thyroid function).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in metabolism, including collaborative interventions (medical/surgical and pharmacology).
M. Sensory perception
1. Discuss the presentation of alterations in sensory perception of the vulnerable adult patient.
2. Analyze common alterations in sensory perception (e.g., cataracts and Meniere’s disease).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in sensory perception, including collaborative interventions (medical/surgical and pharmacology).
N. Intracranial regulation
1. Discuss the presentation of the vulnerable adult patient with normal neurological function.
2. Analyze common alterations in neurological function (e.g., head injury and SIADH).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in neurological function, including collaborative interventions (medical/surgical and pharmacology).
O. Sexuality and reproduction
1. Discuss changes in sexuality with aging in the vulnerable adult patient.
2. Describe common alterations in reproduction (e.g., erectile dysfunction and benign prostatic hypertrophy).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the vulnerable adult patient with alterations in reproduction, including collaborative interventions (medical/surgical and pharmacology).
Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods:
60%: Projects
25%: Final Exam
5%: Course Project
10%: Standardized Assessment Testing
P/F Clinical evaluation of application of theoretical concepts:
- Health Resource Center Activities
- Healthcare Simulation Center Activities
- Live Clinical Activities
Clinical performance is graded on a pass/fail basis. Clinical performance must be satisfactory in order to receive a passing grade for the course. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course objectives. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to meet course objectives satisfactorily. Clinical nursing progress is measured by attainment of specific objectives as defined by the Clinical Evaluation Tool (CET) Handbook. This evaluation may be done in the clinical setting, Healthcare Simulation Center or the Health Resource Center.
Proficiency skill check-offs are required. These check-offs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the CET.
Promotion to other nursing courses is based on:
- A total cumulative score of 77.5% or higher on exams, assignments and/or projects.
- Satisfactory completion of clinical objectives as outlined in the Clinical Evaluation Tool (CET).
- Satisfactory completion of standardized assessment testing.
- Satisfactory completion of psychomotor skill proficiencies.
- Satisfactory completion of simulations.
Unless withdrawal is made prior to the college withdrawal deadline date, students who do not receive a passing evaluation in the clinical will receive a D for the final grade; students whose total exam points fall below a C will receive the letter grade that corresponds with their final total points (D or F).
Grade Criteria:
This course uses non-standard grading criteria:Grade levels are determined by the nursing faculty and announced at the beginning of the course. Letter grades are assigned on the following basis:
91.5-100% = A
81.5-91.4% = B
77.5-81.4% = C
69.5-77.4% = D
69.4% and below = F
Caveats:
-
Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
-
Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Policy for Health Programs in the Student Handbook.
-
Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
-
Students are expected to provide their own transportation to and from clinical settings.
-
Students must maintain current CPR affirmation throughout the program. Upon reaffirmation, the student must bring affirmation of CPR updates to the designated instructor.
-
Students will need basic word processing and Internet searching skills for the completion of some papers, exercises and projects.
-
Any form of academic dishonesty results in a zero grade for the exam, project or assignment. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 201
- Title: Complex Concepts of Nursing I*
- Number: NURS 201
- Effective Term: 2022-23
- Credit Hours: 9
- Contact Hours: 225
- Lecture Hours: 75
- Lab Hours: 10
- Other Hours: 140
Requirements:
Prerequisites: Admission to the Nursing Program and NURS 105 with a grade of "C" or higher and PSYC 218 with a grade of "C" or higher.
Description:
Increasing in complexity, students will engage in a variety of learning activities to build nursing knowledge and skills necessary to care for a variety of patients and families who present with diverse characteristics across the healthcare continuum spanning from wellness to illness. Course concepts and skills will be leveled to meet course outcomes which are based upon the program principles of clinical judgment, critical thinking, collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. This course will focus on more complex physiological and behavioral health alterations. In the clinical settings, students will be expected to prioritize care for those increasingly more complex patients applying theoretical concepts and exemplars across the lifespan providing a plan of care based upon principles of clinical judgment. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Apply caring behaviors that promote a safe, therapeutic environment with the diverse population across the lifespan.
- Apply legal, ethical, and professional issues with the healthcare team assuming the role of the registered nurse.
- Demonstrate client advocacy and collaboration as an essential member of the healthcare team.
- Systematically prioritize data pertinent to provide safe and quality care for the client’s physical, cognitive, cultural, emotional, spiritual, and maturational needs.
- Implement nursing plans of care utilizing clinical reasoning, evidence-based practices, safety, quality, and conceptual thinking to achieve optimum outcomes for the client and family across the lifespan.
- Carry out increasingly complex psychomotor skills incorporating evidence-based practice, with decreasing guidance.
- With increasing autonomy, manage care and demonstrate leadership to meet client needs across the lifespan.
- Utilize available resources/technology to address identified client needs.
- Adapt a teaching plan individualized to the client across the lifespan including health promotion, health maintenance, and risk mitigation.
- Demonstrate nonjudgmental, effective and therapeutic communication skills with the client and family.
- Relay documented information clearly, concisely, and accurately using appropriate terminology in spoken, written and/or electronic formats (informatics) when interacting with healthcare team members.
- Display integrity in performing all responsibilities of the Associate Degree nursing student.
Content Outline and Competencies:
I. Nursing Care Components
A. Apply caring and sensitivity for diverse populations.
1. Adapt nursing care of a client/family across the lifespan.
2. Exemplify self-awareness while providing care for a client/family.
3. Adapt nursing care of a client/family with diverse needs.
4. Incorporate culturally competent care for a client/family.
B. Implement principles of safety and healthcare quality.
1. Facilitate a safe and therapeutic environment.
2. Apply knowledge, skills, and attitudes consistent with the Quality, Safety, Education in Nursing (QSEN) competencies.
II. Legal, Ethical and Professional Behaviors
A. Examine legal behaviors expected of the registered nurse (RN).
1. Consider rights and legal issues that affect nursing management for the client.
2. Integrate principles of Healthcare Insurance Portability and Accountability Act (HIPAA) on nursing practice.
B. Employ professional and ethical practices expected of the RN.
1. Apply principles of ethical decision-making.
2. Reflect on behaviors which demonstrate nursing professionalism.
3. Validate the need for lifelong professional learning.
III. Advocacy and Collaboration
A. Advocate for the client/family.
1. Deliver nursing care to the client and family, respecting client decisions.
2. Support the client/family when they cannot represent self.
B. Collaborate on behalf of the client/family.
1. Participate as a member of the interdisciplinary healthcare team.
2. Promote teamwork.
IV. Safety and Quality
A. Analyze data pertinent to safe and quality care for the client and family.
B. Categorize factors which affect the client’s needs.
V. Nursing Care Plans
A. Principles of evidence-based practice (EBP)
B. Practice clinical inquiry in the care of the client/family.
C. Implement the clinical judgment measurement model (CJMM) as it applies to the care of the client/family.
D. Illustrate conceptual thinking while caring for a client/family.
1. Cellular regulation
2. Cognition, Mood and Affect
3. Comfort
4. Elimination
5. Homeostasis
6. Inflammation
7. Intracranial regulation
8. Metabolism
9. Mobility
10. Perfusion
11. Reproduction
12. Tissue integrity
VI. Psychomotor Skills
A. Perform increasingly complex psychomotor skills in various clinical environments utilizing learned skills, while considering EBP.
1. Central venous access devices (CVAD)
2. Blood products and transfusion
B. Utilize available resources/technology to complete psychomotor skills to care for a client across the lifespan.
VII. Nursing Leadership
A. Collaborate with the nursing team to manage client’s needs.
B. Identify examples of nurses’ functioning as a leader among the healthcare team.
VIII. Resources and Technology
A. Healthcare resources
B. Healthcare technology
IX. Health Promotion
A. Illustrate conceptual thinking with health promotion.
1. Use assessment as a foundation for the health promotion plan.
2. Incorporate health promotion measures for the population impacted.
3. Collaborate with the interprofessional healthcare team in promoting client and family health.
B. Interpret the impact of risk factors on health outcomes.
1. Preventative healthcare
2. Environmental factors
3. Vulnerable populations
4. Unhealthy lifestyle choices
5. Inadequate or inaccessible healthcare
C. Plan strategies that reduce risk.
1. Primary prevention
2. Secondary prevention
3. Tertiary prevention
D. Implement teaching and learning strategies to care for a client/family.
1. Impact of self-awareness on teaching and learning
2. Impact of client’s needs on teaching and learning
X. Therapeutic Communication
A. Adapt techniques for establishing trust in the therapeutic RN-client relationship
1. Therapeutic communication across the lifespan
2. Phases of the RN-client relationship
3. Impact of self-awareness on therapeutic communication
B. Implement communication strategies which promote the achievement of client/family goals.
1. Use of techniques (i.e., silence, active listening, clarification)
2. Adapt communication to meet the needs of the client/family across the lifespan.
3. Communication competence
a. Impact of sensory, language, or literacy deficits
b. Utilization of interpreter services
XI. Interprofessional Communication and Documentation
A. Adapt strategies to promote successful communication when collaborating with interprofessional teams.
1. Civility principles
2. Professional communication
a. Situation, Background, Assessment, Recommendation (SBAR)
b. RN to RN handoff communication (shift change)
B. Utilize information systems in professional communication.
1. Electronic health record (EHR)
2. Client confidentiality (HIPAA)
XII. Student Responsibility
A. Be courteous and respectful and represent the program well in all interactions.
B. Be punctual, well-prepared and meet established deadlines for all learning activities.
C. Take responsibility for learning and performance.
D. Maintain confidentiality of patient information according to HIPAA.
E. Follow behaviors and guidelines as outlined in the Nursing Program Student Handbook.
F. Demonstrate confidence and competence in performing the basic responsibilities of an Associate Degree Nursing Student.
G. Maintain required health forms and personal data.
H. Notify faculty of absence/tardy for all learning activities.
I. Practice regularly in the Health Resource Center (HRC) to develop skills.
J. Accept all learning opportunities in all learning environments.
K. Demonstrate integrity and accountability in all learning environments.
L. Reflect in a professional manner when completing self-evaluation.
Method of Evaluation and Competencies:
60-80% Exams & Quizzes (unit & final exams)
15-30% Assignments
5-10% Standardized testing
Total: 100%
Pass/Fail: Clinical evaluation of application of theoretical concepts in all clinical learning environments (Healthcare Resource Center [HRC], Healthcare Simulation Center [HSC], Hospital and Community Settings)
Clinical performance is evaluated on a met/unmet basis. A passing grade for the clinical component of the courses is required to promote to the next course in the sequence of the program. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course SLOs. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to satisfactorily meet course SLOs. Clinical nursing progress is measured by attainment of specific behaviors as defined by the Student Performance Tool (SPT) Handbook for each course in the hospital clinical, simulation clinical and laboratory clinical settings.
Formative evaluation is an ongoing process in which students have the opportunity to practice new skills and behaviors. Feedback from the clinical instructor and other sources allow for correction and/or refinements of these behaviors. Formative evaluation of clinical performance is documented on the Student Performance Tool (SPT). Clinical is evaluated based upon the student learning outcomes (SLOs) on the SPT. All clinical outcomes are assigned as a numeric value of 1 for “met” (i.e., meeting the student learning outcome) and a numeric value of 0 for “unmet” (i.e., not meeting the student learning outcome). No numeric value is given if the student learning outcome is not applicable or unable to be evaluated for that particular clinical activity. The following is an example of clinical evaluation scoring:
1 = Met (The student completed the student learning outcome satisfactorily)
0 = Unmet (The student did not complete the student learning outcome satisfactorily.
/ = Not Applicable / Unable to Assess
Any Unmet on the Student Performance Tool will be explained in the SPT narrative comment section by the faculty member. An unsatisfactory score on the Student Performance Tool represents student behavior that is undesirable and requires the student to counsel with the clinical instructor to remediate the deficiency.
Summative evaluation occurs at the end of the clinical rotation. Students must meet a minimum passing threshold in EACH student learning outcome of the Student Performance Tool. A student who is below the minimum passing threshold (defined as less than 77.45%) in any student learning outcome on the clinical Student Performance Tool (SPT) Summative Evaluation will fail the course. Clinical failures will result in a grade of D regardless of the letter grade achieved.
Students must meet the minimum passing threshold of 77.45% or higher in each of the student learning outcomes to successfully progress to the next course.
Proficiency skill checkoffs are required. These checkoffs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the Student Performance Tool (SPT).
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 205
- Title: Complex Concepts of Nursing II*
- Number: NURS 205
- Effective Term: 2022-23
- Credit Hours: 9
- Contact Hours: 250
- Lecture Hours: 60
- Lab Hours: 10
- Other Hours: 180
Requirements:
Prerequisites: Admission to the Nursing Program and NURS 201 with a grade of "C" or higher .
Description:
This final course in the nursing program will enable students to manage care for a team of patients experiencing complex multisystem physiological and behavioral health alterations across the lifespan. Students will apply critical thinking, clinical judgment, and organizational skills with increasing independence. This course integrates the knowledge and skills acquired in the previous four nursing courses that facilitate student transition to professional nursing practice. Students will become increasingly confident and proficient in achieving the following program outcomes: collaboration, professionalism and ethical practices, leadership, accountability, teaching and learning, caring and sensitivity for diverse populations, and safety and health care quality practices. Course instruction will occur using a blended approach that focuses on active engagement of the student in all learning environments, which includes the classroom, the Health Resource Center, the Healthcare Simulation Center, and a variety of healthcare agencies, including acute care facilities and community sites in the Kansas City Metropolitan area.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
- Adapt caring behaviors that promote a safe, therapeutic environment with the diverse population across the lifespan.
- Examine available resources, as well as legal, ethical, and professional issues with the healthcare team assuming the role of the registered nurse.
- Integrate client advocacy practices in a collaborative manner as an essential member of the healthcare team.
- Prioritize safe and quality care based on data pertinent to the client’s physical, cognitive, cultural, emotional, spiritual, and maturational needs.
- Implement the nursing plans of care utilizing clinical reasoning, evidence-based practices, safety, quality, and conceptual thinking to achieve optimum outcomes for the client and family across the lifespan.
- Execute complex psychomotor skills incorporating evidence-based practice, with minimal guidance.
- Assuming the role of the professional nurse, manage care and demonstrate leadership for a group of clients across the lifespan.
- Select available resources/technology to address identified client needs.
- Adapt plan of care incorporating interdisciplinary team members when teaching any client or family across the lifespan.
- Integrate nonjudgmental, effective, and therapeutic communication into all aspects of practice with clients and families across the lifespan.
- Relay documented information clearly, concisely, and accurately using appropriate terminology in spoken, written and/or electronic formats (informatics) when interacting with healthcare team members.
- Display integrity in performing all responsibilities of the Associate Degree nursing student.
Content Outline and Competencies:
I. Nursing Care Components
A. Adapt caring and sensitivity for diverse populations.
1. Adapt nursing care of a client/family across the lifespan.
2. Exemplify self-awareness while providing care for a client/family.
3. Adapt nursing care of a client/family with diverse needs.
4. Incorporate culturally competent care for a client/family.
B. Implement principles of safety and healthcare quality.
1. Facilitate a safe and therapeutic environment.
2. Apply knowledge, skills, and attitudes consistent with the Quality, Safety, Education in Nursing (QSEN) competencies.
II. Legal, Ethical and Professional Behaviors
A. Examine legal behaviors expected of the registered nurse (RN).
1. Consider rights and legal issues that affect nursing management for the client.
2. Integrate principles of Healthcare Insurance Portability and Accountability Act (HIPAA) on nursing practice.
B. Employ professional and ethical practices expected of the RN.
1. Apply principles of ethical decision-making.
2. Reflect on behaviors which demonstrate nursing professionalism.
3. Validate the need for lifelong professional learning.
III. Advocacy and Collaboration
A. Advocate for the client/family.
1. Prepare nursing management care while respecting clients’ decisions.
2. Support the client/family when they cannot represent self.
B. Collaborate on behalf of the client/family.
1. Participate as a member of the interdisciplinary healthcare team.
2. Promote teamwork.
IV. Safety and Quality
A. Prioritize data pertinent to safe and quality care for the client and family.
B. Categorize factors which affect the client’s needs.
V. Nursing Care Plans
A. Principles of evidence-based practice (EBP)
B. Practice clinical inquiry in the care of the client/family.
C. Implement the clinical judgment measurement model (CJMM) as it applies to the care of the client/family.
D. Implement conceptual thinking while caring for a client/family.
1. Cellular regulation
2. Gas exchange
3. Immune response
4. Infection
5. Metabolism
VI. Psychomotor Skills
A. Execute increasingly complex psychomotor skills in various clinical environments utilizing learned skills, while considering EBP.
1. Tracheostomy care
2. Cardiac emergencies (i.e., EKG interpretation, code blue)
B. Utilize available resources/technology to complete psychomotor skills to care for a client across the lifespan.
VII. Nursing Leadership
A. Collaborate with the nursing team to manage client’s needs.
B. Evaluate examples of nurses’ functioning as a leader among the healthcare team.
VIII. Resources and Technology
A. Healthcare resources
B. Healthcare technology
IX. Health Promotion
A. Implement conceptual thinking with health promotion.
1. Apply assessment strategies as a foundation for the health promotion plan.
2. Incorporate health promotion measures for the population impacted.
3. Collaborate with the interprofessional healthcare team in promoting client and family health.
B. Analyze the impact of risk factors on health outcomes.
1. Preventative healthcare
2. Environmental factors
3. Vulnerable populations
4. Unhealthy lifestyle choices
5. Inadequate or inaccessible healthcare
C. Implement strategies that reduce risk.
1. Primary prevention
2. Secondary prevention
3. Tertiary prevention
D. Implement teaching and learning strategies to care for a client/family.
1. Impact of self-awareness on teaching and learning
2. Impact of client’s needs on teaching and learning
X. Therapeutic Communication
A. Integrate techniques for establishing trust in the therapeutic RN-client relationship
1. Therapeutic communication across the lifespan
2. Phases of the RN-client relationship
3. Impact of self-awareness on therapeutic communication
B. Integrate communication strategies which promote the achievement of client/family goals.
1. Use of techniques (i.e., silence, active listening, clarification)
2. Adapt communication to meet the needs of the client/family across the lifespan.
3. Communication competence
a. Impact of sensory, language, or literacy deficits
b. Utilization of interpreter services
XI. Interprofessional Communication and Documentation
A. Adapt strategies to promote successful communication when collaborating with interprofessional teams.
1. Civility principles
2. Professional communication
a. Situation, Background, Assessment, Recommendation (SBAR)
b. RN to RN handoff communication (shift change)
B. Utilize information systems in professional communication.
1. Electronic health record (EHR)
2. Client confidentiality (HIPAA)
XII. Student Responsibility
A. Be courteous and respectful and represent the program well in all interactions.
B. Be punctual, well-prepared and meet established deadlines for all learning activities.
C. Take responsibility for learning and performance.
D. Maintain confidentiality of patient information according to HIPAA.
E. Follow behaviors and guidelines as outlined in the Nursing Program Student Handbook.
F. Demonstrate confidence and competence in performing the basic responsibilities of an Associate Degree Nursing Student.
G. Maintain required health forms and personal data.
H. Notify faculty of absence/tardy for all learning activities.
I. Practice regularly in the Health Resource Center (HRC) to develop skills.
J. Accept all learning opportunities in all learning environments.
K. Demonstrate integrity and accountability in all learning environments.
L. Reflect in a professional manner when completing self-evaluation.
Method of Evaluation and Competencies:
60-80% Exams & Quizzes (unit & final exams)
15-30% Assignments
5-10% Standardized testing
Total: 100%
Pass/Fail: Clinical evaluation of application of theoretical concepts in all clinical learning environments (Healthcare Resource Center [HRC], Healthcare Simulation Center [HSC], Hospital and Community Settings)
Clinical performance is evaluated on a met/unmet basis. A passing grade for the clinical component of the courses is required to promote to the next course in the sequence of the program. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course SLOs. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to satisfactorily meet course SLOs. Clinical nursing progress is measured by attainment of specific behaviors as defined by the Student Performance Tool (SPT) Handbook for each course in the hospital clinical, simulation clinical and laboratory clinical settings.
Formative evaluation is an ongoing process in which students have the opportunity to practice new skills and behaviors. Feedback from the clinical instructor and other sources allow for correction and/or refinements of these behaviors. Formative evaluation of clinical performance is documented on the Student Performance Tool (SPT). Clinical is evaluated based upon the student learning outcomes (SLOs) on the SPT. All clinical outcomes are assigned as a numeric value of 1 for “met” (i.e., meeting the student learning outcome) and a numeric value of 0 for “unmet” (i.e., not meeting the student learning outcome). No numeric value is given if the student learning outcome is not applicable or unable to be evaluated for that particular clinical activity. The following is an example of clinical evaluation scoring:
1 = Met (The student completed the student learning outcome satisfactorily)
0 = Unmet (The student did not complete the student learning outcome satisfactorily.
/ = Not Applicable / Unable to Assess
Any Unmet on the Student Performance Tool will be explained in the SPT narrative comment section by the faculty member. An unsatisfactory score on the Student Performance Tool represents student behavior that is undesirable and requires the student to counsel with the clinical instructor to remediate the deficiency.
Summative evaluation occurs at the end of the clinical rotation. Students must meet a minimum passing threshold in EACH student learning outcome of the Student Performance Tool. A student who is below the minimum passing threshold (defined as less than 77.45%) in any student learning outcome on the clinical Student Performance Tool (SPT) Summative Evaluation will fail the course. Clinical failures will result in a grade of D regardless of the letter grade achieved.
Students must meet the minimum passing threshold of 77.45% or higher in each of the student learning outcomes to successfully complete the course.
Proficiency skill checkoffs are required. These checkoffs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the Student Performance Tool (SPT).
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 225
- Title: Concepts of Nursing Care: Complex Patient Care Management*
- Number: NURS 225
- Effective Term: 2022-23
- Credit Hours: 10
- Contact Hours: 302
- Lecture Hours: 90
- Lab Hours: 16
- Other Hours: 196
Requirements:
Prerequisites: Admission to the Nursing Program and NURS 200.
Description:
The course will enable students to care for adult patients experiencing complex multisystem health alterations. Students will apply critical thinking and organizational skills to appropriately manage a group of patients in a healthcare setting. This course integrates the knowledge and skills acquired in the previous four nursing courses that facilitate student transition to professional nursing practice. Students will become increasingly confident and proficient in achieving the following program outcomes: clinical judgment, facilitator of learning, advocacy, caring practices, collaboration, systems thinking, response to diversity and clinical inquiry. Students will apply theoretical content and therapeutic interventions to patients in the clinical component of the course, which will include fragile and highly vulnerable patients and families. Course instruction will occur using a blended approach that focuses on active engagement of the student in the classroom, online, and in the Health Resource Center, the Simulation Center and a variety of healthcare agencies.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
Upon successful completion of this course, the student should be able to:
- Demonstrate clinical inquiry, clinical judgment and conceptual thinking in the delivery of care to a group of highly vulnerable adults.
- Utilize available resources to formulate ethical decisions that are patient-centered.
- Advocate for the patient in a collaborative manner as a member of the healthcare team.
- Synthesize theoretical and empirical knowledge from the sciences and humanities into an evidence-based plan of care for the highly vulnerable adult.
- Plan holistic nursing care including collaborative interventions (medical/surgical, pharmacological) for highly vulnerable adults with alterations in health, incorporating scientific principles of the core concepts: safety/quality improvement, stress/coping, comfort, nutrition, elimination, metabolism, oxygenation, perfusion/transport/exchange, tissue integrity, mobility, cellular regulation, inflammation/infection/immunity, fluids and electrolytes, acid/base balance, thermoregulation, sensory perception, cognition and mood, addiction behavior and intracranial regulation.
- Develop a system of organizing and prioritizing care for a group of patients of varying vulnerability and complexity.
- Coordinate the plan of care for a group of patients who are highly susceptible to a variety of stressors.
- Apply caring practices that promote a safe, therapeutic, and resourceful environment with the highly vulnerable adult.
- Integrates therapeutic communication into all aspects of practice with the highly vulnerable adult and family.
- Apply the nursing process to the care of the highly vulnerable adult incorporating the concepts of cultural diversity, grief and loss, and spiritual health.
- Implement nursing interventions for a group of highly vulnerable patients in a safe, organized and timely manner to achieve optimum outcomes.
- Safely implement comprehensive plan of care for group of patients with varying degrees of participatory ability.
- Prioritize increasingly complex psychomotor skills for a group of highly vulnerable patients.
- Incorporate educational plans of all healthcare providers into the patient/family educational program.
- Facilitate the process that ensures the patient/family concerns are met surrounding issues at end of life.
- Revise plan of care based on the developing patient condition.
- Convey information clearly, accurately, efficiently and responsibly using appropriate terminology in oral, written and/or computerized format (informatics).
*Note: Specific Unit Objectives are outlined in the Guides to Learning provided for each student at the beginning of each unit.
Content Outline and Competencies:
I. Care of the Highly Vulnerable Adult: Professional Issues and Conceptual Thinking
A. Professional behaviors
1. Demonstrate professional nursing behaviors with highly vulnerable adult patients.
2. Select the principles of the nursing role that are unique to the highly vulnerable adult patient.
B. Caring practices
1. Independently demonstrates a caring approach to the highly vulnerable adult patient.
2. Manage care of a group of patients, incorporating the developmental level, the family culture, spirituality and environment.
C. Advocacy and accountability
1. Advocate for highly vulnerable adult patients, allowing them to speak for/represent themselves when possible.
2. Plan care incorporating the highly vulnerable adult patient’s rights.
3. Evaluate healthcare practices and policies focusing on the impact to patient care.
D. Communication and collaboration
1. Contribute to group activities and discussion regarding highly vulnerable adult patient care.
2. Utilize the key competencies for effective communication and collaboration.
3. Collaborate with the healthcare team to provide quality and safety in nursing care of the highly vulnerable adult patient.
E. Nursing process
1. Complete an accurate comprehensive assessment specific to a group of highly vulnerable adult patients.
2. Implement the nursing process that is individualized to the highly vulnerable adult patient.
3. Prioritize care of a group of highly vulnerable adult patients.
F. Health promotion and delivery systems
1. Implement a teaching plan for the health promotion needs of the highly vulnerable adult patient.
2. Evaluate types of healthcare systems and how they provide delivery of care to the highly vulnerable adult patient.
3. Utilize resources within the acute care setting promoting healthy outcomes for the highly vulnerable adult patient.
G. Evidence-based practice
1. Evaluate evidence-based practice in the care of the highly vulnerable adult patient.
2. Analyze scientific rationales for nursing interventions.
3. Assess advice, resources or information to improve highly vulnerable adult patient care.
H. Safety and quality improvement in the healthcare environment
1. Demonstrate the nurse’s role in reducing risk and improving quality for a group of highly vulnerable adult patients.
2. Implement appropriate safety measures for a group of highly vulnerable adult patients.
3. Perform an age-appropriate comprehensive assessment, including risk identification of the highly vulnerable adult patient.
4. Prioritize patient care activities/procedures that are not wasteful or potentially unsafe.
I. Clinical judgment
1. Demonstrate clinical judgments based on an understanding of the whole picture for a group of highly vulnerable adult patients.
2. Evaluate patterns and trends that may predict the direction of illness.
3. Analyze diverse viewpoints in the interpretation of data and in determining conclusions regarding clinical decision-making situations.
II. Care of the Highly Vulnerable Adult Patient: Professional Standards
A. Ethics and values
1. Formulate a plan of care for patients experiencing ethical dilemmas.
2. Apply principles in ethical decision-making unique to the highly vulnerable adult patient.
3. Advocate for patient’s rights within a group of highly vulnerable adult patients.
B. Legal implications in nursing practice
1. Determine the impact of HIPAA on the highly vulnerable adult patient.
2. Protect patient information.
C. Roles of the registered nurse and the multidisciplinary team
1. Demonstrate the expanded role of the nurse in caring for a group of highly vulnerable adult patients.
2. Independently collaborate with the healthcare team in caring for a group of highly vulnerable adult patients.
D. Facilitator of learning
1. Selects appropriate resources to meet the learning needs of patients and families lacking necessary knowledge, skills and social systems resources.
2. Collaborate with the patient/family to set patient-driven goals for learning.
E. Documentation and informatics
1. Accurately document patient data in the health records that are unique to a group of highly vulnerable adult patients.
2. Choose measures to ensure informatics security in the healthcare setting.
III. Care of the Highly Vulnerable Adult Patient: Psychosocial Concepts
A. Self-concept
1. Evaluate strategies to promote a healthy self-concept in the highly vulnerable adult patient.
2. Assess the relationship between psychosocial development and self-concept.
B. Spiritual health
1. Examine the influence of spiritual belief on the highly vulnerable adult patient.
2. Analyze the spiritual beliefs to determine the needs of the highly vulnerable adult patient.
C. Cultural diversity
1. Evaluate the influence of cultural diversity on the highly vulnerable adult patient.
2. Demonstrate the nursing process in providing culturally competent care to a group of highly vulnerable adult patients.
D. Grief and loss
1. Construct a plan of care for a highly vulnerable patient/family working through the grieving process.
2. Assess alterations in the grieving process of a highly vulnerable patient.
E. Stress and coping
1. Examine stress as it relates to changes in the highly vulnerable adult patient with atypical presentations.
2. Implement nursing care to incorporate coping strategies in patients with minimal reserves.
F. Cognition and mood/affect
1. Analyze mental health and developmental levels specific to the highly vulnerable adult patient.
2. Examine common alterations in mental health and developmental levels (e.g., complex co-morbidities).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult with alterations in mental health and developmental levels, including collaborative interventions (medical/surgical and pharmacology).
IV. Care of the Highly Vulnerable Adult Patient: Physiological Basis
A. Comfort
1. Compare and contrast a normal versus abnormal presentation of pain in the highly vulnerable adult patient.
2. Describe common alterations in comfort in this unique population (e.g., end of life care).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in comfort, including collaborative interventions (medical/surgical and pharmacology).
B. Nutrition/digestion/absorption
1. Describe the nutrition, digestion, and absorption processes unique to the highly vulnerable adult patient.
2. Analyze common alterations in nutritional health (e.g., nutrition at end of life and gastroparesis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in nutrition, digestion and absorption, including collaborative interventions (medical/surgical and pharmacology)
C. Elimination
1. Assess urinary and bowel elimination of the highly vulnerable adult patient.
2. Analyze common alterations in urinary and bowel elimination (e.g., renal transplant and dialysis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in urinary and bowel elimination, including collaborative interventions (medical/surgical and pharmacology).
D. Mobility
1. Assess mobility needs of the highly vulnerable adult patient.
2. Analyze common alterations in the musculoskeletal system (e.g., spinal cord injury and multisystem trauma).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in mobility, including collaborative interventions (medical/surgical and pharmacology).
E. Tissue integrity
1. Discuss normal presentation of the highly vulnerable adult patient with tissue integrity.
2. Analyze common alterations in tissue integrity (e.g., diabetic mellitus and peripheral vascular disease).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in tissue integrity, including collaborative interventions (medical/surgical and pharmacology).
F. Oxygenation
1. Discuss normal presentation of the highly vulnerable adult patient with normal oxygenation.
2. Analyze common alterations in oxygenation (e.g., acute respiratory distress syndrome and lung cancer).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in oxygenation, including collaborative interventions (medical/surgical and pharmacology).
G. Perfusion, transport, exchange
1. Discuss normal presentation of the highly vulnerable adult patient with adequate perfusion, transport and exchange.
2. Analyze common alterations in perfusion, transport and exchange (e.g., decompensated heart failure and pulmonary embolism).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in perfusion, transport and exchange, including collaborative interventions (medical/surgical and pharmacology).
H. Inflammation, infection, immunity
1. Explain the unique features of the highly vulnerable adult patient’s immune system.
2. Describe the immune response in the highly vulnerable adult patient (e.g., organ rejection)
3. Analyze common alterations in inflammation, infection, and immunity with the highly vulnerable adult patient (e.g., sepsis and pancreatitis).
4. Explain the etiology and pathophysiology of relevant exemplars.
5. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in inflammation, infection and immunity, including collaborative interventions (medical/surgical and pharmacology).
I. Cellular regulation
1. Discuss the presentation of the highly vulnerable adult patient with normal cellular function.
2. Analyze common alterations in cellular regulation (e.g., complications associated with cancer treatment).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in cellular regulation, including collaborative interventions (medical/surgical and pharmacology).
J. Fluids and electrolytes
1. Discuss the normal presentation of fluids and electrolytes in the highly vulnerable adult patient.
2. Analyze common alterations in fluid and electrolyte balance (e.g., acute and chronic renal failure).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in fluid and electrolyte balance, including collaborative interventions (medical/surgical and pharmacology).
K. Acid-base balance
1. Discuss presentation of the highly vulnerable adult patient with normal acid-base balance.
2. Examine basic alterations in acid-base balance for this unique population (e.g., metabolic acidosis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in acid-base balance, including collaborative interventions (medical/surgical and pharmacology).
L. Metabolism
1. Discuss the presentation of the highly vulnerable adult patient in metabolic balance and homeostasis.
2. Analyze common alterations in metabolism (e.g., cirrhosis and complications of diabetes mellitus).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in metabolism, including collaborative interventions (medical/surgical and pharmacology).
M. Sensory perception
1. Discuss the presentation of alterations in sensory perception of the highly vulnerable adult patient.
2. Analyze common alterations in sensory perception (e.g., Guillain-Barre and multiple sclerosis).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in sensory perception, including collaborative interventions (medical/surgical and pharmacology).
N. Intracranial regulation
1. Discuss the presentation of the highly vulnerable adult patient with normal neurological function.
2. Analyze common alterations in neurological function (e.g., neurogenic shock).
3. Explain the etiology and pathophysiology of relevant exemplars.
4. Apply the nursing process to the care of the highly vulnerable adult patient with alterations in neurological function, including collaborative interventions (medical/surgical and pharmacology).
Method of Evaluation and Competencies:
Evaluation of student mastery of course competencies will be accomplished using the following methods:
60% Unit Exams
25% Final Exam
5% Course Project
10% Standardized Assessment Testing
P/F Clinical evaluation of application of theoretical concepts:
- Health Resource Center Activities
- Healthcare Simulation Center Activities
- Live Clinical Activities
Clinical performance is graded on a pass/fail basis. Clinical performance must be satisfactory in order to receive a passing grade for the course. Periodic assessment of progress throughout the semester provides the student with a basis for identifying and meeting course objectives. The measurement tools enhance student motivation by defining areas of achievement and areas needing improvement to meet course objectives satisfactorily. Clinical nursing progress is measured by attainment of specific objectives as defined by the Clinical Evaluation Tool (CET) Handbook. This evaluation may be done in the clinical setting, Healthcare Simulation Center, or the Health Resource Center.
Proficiency skill check-offs are required. These check-offs are a part of the preparation for clinical, are evaluated according to established criteria and require successful completion by established deadlines. Students who fail to demonstrate competency of these skills by deadlines will be in clinical jeopardy as documented on the CET.
Promotion to other nursing courses is based on:
- A total cumulative score of 77.5% or higher on exams, assignments and/or projects.
- Satisfactory completion of clinical objectives as outlined in the Clinical Evaluation Tool (CET).
- Satisfactory completion of standardized assessment testing.
- Satisfactory completion of psychomotor skill proficiencies.
- Satisfactory completion of simulations.
Unless withdrawal is made prior to the college withdrawal deadline date, students who do not receive a passing evaluation in the clinical will receive a D for the final grade; students whose total exam points fall below a C will receive the letter grade that corresponds with their final total points (D or F).
Grade Criteria:
This course uses non-standard grading criteria.Grade levels are determined by the faculty and announced at the beginning of the course. Letter grades are assigned on the following basis:
91.5 – 100% = A
81.5 – 91.4% = B
77.5 – 81.4% = C
69.5 – 77.4% = D
0 – 69.4% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Policy for Health Programs in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR affirmation throughout the program. Upon reaffirmation, the student must bring affirmation of CPR updates to the designated instructor.
- Students will need basic word processing and Internet searching skills for the completion of some papers, exercises, and projects.
- Any form of academic dishonesty results in a zero grade for the exam, project or assignment. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).
NURS 291
No information found.NURS 292
- Title: Special Topics:*
- Number: NURS 292
- Effective Term: 2022-23
- Credit Hours: 1 - 7
- Contact Hours: 0 - 175
- Lecture Hours: 0 - 75
- Lab Hours: 0 - 50
- Other Hours: 0 - 50
Requirements:
Prerequisites: Admission to the Nursing Program or Department Approval .
Description:
This course periodically offers specialized or advanced discipline-specific content related to diverse areas of Nursing, not offered in the normal curriculum, to interested and qualified students within the program.
Textbooks:
http://bookstore.jccc.edu/Supplies:
Refer to the instructor's course syllabus for details about any supplies that may be required.Objectives
1. Prepare complex readings and research in the designated topic.
2. Define key terms, and both explain and apply concepts within the scope of the topic.
3. Utilize research and/or analysis skills relevant to the area and issues of study.
4. Formulate a reasoned and scholarly discussion about the special topic.
5. Develop a personal point of view about the special topic that can be supported with textual evidence, research and other means.
Content Outline and Competencies:
Because of the nature of a Special Topics course, the course content outline and competencies will vary, depending on the special topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course content outline and competencies must be written in outcome-based language. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the Department faculty prior to its being offered. The Nursing Faculty, the Department Director and the Division Dean will review each Special Topics course to be offered, and approve the course content. The Department will also determine when and if the course may be taught. Any specific Special Topics topic may not be repeated within a two-year sequence.
Method of Evaluation and Competencies:
Evaluation will be based on typical Nursing assignments such as clinical performance, quizzes/exams, standardized testing, readings, discussion, written assignments (such as critical reviews or research papers), web-based research, individual or group projects, etc., dependent upon the needs of the topic and the instructor.
Grade Criteria:
91.45-100% = A81.45-91.44% = B
77.45-81.44% = C
69.45-77.44% = D
Below 69.44% = F
Caveats:
- Strict confidentiality of patient information is an unconditional expectation for all nursing students. Contact with assigned patients may only occur while under the direct supervision of clinical faculty. Nursing students may not have any patient contact outside this structured educational setting.
- Students entering the nursing program should be aware that they will be in close contact with other individuals having a variety of health problems in which the etiology (cause) may or may not be known. This exposure places nursing students in the “high risk” category for health problems. Students in the program assume responsibility for their own health and care under all circumstances (pregnancy, orthopedic problems, infection, etc.). Course objectives and clinical assignments must be met in a satisfactory manner. Please refer to the Health Risk for Nursing Program in the Student Handbook.
- Clinical/field agencies and state certification application may require drug screening and a criminal background check. Additional requirements and/or disclosures may become necessary throughout the course of the program. Any noncompliance with these mandates may result in termination from the program. Any fees associated with these mandates will be the responsibility of the student.
- Students are expected to provide their own transportation to and from clinical settings.
- Students must maintain current CPR (BLS through American Heart Association) affirmation throughout the program.
- Students will need basic word processing and Internet searching skills for the completion of class assignments.
- Any form of academic dishonesty results in a zero grade for the exam, quiz, assignment, and standardized testing. See college catalog under Student Code of Conduct for examples of cheating. The exam, project or assignment may not be made up, and college expulsion policy applies.
Student Responsibilities:
Disabilities:
JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).