TERNOPIL STATE MEDICAL UNIVERSITY

TERNOPIL STATE MEDICAL UNIVERSITY

INSTITUTE OF NURSING

INTERNATIONAL NURSING SCHOOL

DEPARTMENT OF CLINICAL IMMUNOLOGY, ALLERGOLOGY

AND GENERAL PATIENT CARE

“CONFIRMED”

vice-rector of TSMU

Irof. Ihor R. Mysula

M.D., Ph.D, D.M.

24.06.2009

 

SylLabus: FALL 2009

 

FUNDAMENTALS OF NURSING

 

for 1^st year ADN students

Specialty 5.12010102 „Nursing”

 

Structural Academic Plan

 

 

 

The program was composed by Assistant Prof. N.B. Haliyash, MD, BSN

 

The program was discussed at Department meeting. Minute № 12 from June 10, 2009.

 

The Head of department                                                        Prof. I. Ya. Hospodarsky

 

The program was confirmed at Nursing School cycle methodological commission.

Minute №___7____ from __June 23, 2009__

 

The Head of commission                          As. Prof. S.O.Yastremska, Ph.D, RN, BSN

 

 

 

 

 

 

Ternopil 2009

FUNDAMENTALS OF NURSING

SYLLABUS:  FALL 2009

Faculty: Nataliya Haliyash, MD, BSN

                Olga Prokopiv, RN, BSN

Room No.:   Nursing 06

Office Telephone No.:  +380 352 430927

E-mail: [email protected] 

        

I.       COURSE DESCRIPTION

 

2 hrs lecture, 1 hrs lab per week (for 27 weeks: from October 1, 2008 till May 29, 2009) 

US Credit hours: 4

UA: Total hours 83

        Contact hours: 64

        Lecture hours: 40

        Practical classes hours: 24

        Independent study hours: 19

        ECTS credits: 3

 

Prerequisites: None

Corequisite: FUNDAMENTALS OF NURSING Practicum.

 

The course focuses on concepts fundamental to professional nursing practice and their application (critical thinking, the nursing process, clinical judgment, and therapeutic interventions). Principles of wellness, health promotion and vulnerability across the life span will be presented and principles of disease prevention, preventive strategies, and health teaching will be discussed.

 

II.      CONCEPTUAL FRAMEWORK

                   Health

                   Patient

                   Nurse

                   Critical Thinking

                   Nursing Process

 

III.    COURSE OBJECTIVES

1.      Identify relevant theories and principles underlying selected therapeutic interventions and their application/impact on cultural diverse groups’ health and care for clients and their families.

2.      Examine the principles and guidelines of the National Health Objectives underlying the care of individuals and families.

3.      Identify conceptual frameworks to meet health care needs of diverse vulnerable groups.

4.      Identify principles and theories of health education.

5.      Explain the role of health education in wellness & health promotion care.

6.      Demonstrate critical thinking skills with the ability to recognize, comprehend and analyze major points related to the nursing process.

7.      Apply critical thinking to recognize, construct and evaluate rationale.

8.      Examine quantitative and qualitative research findings.

9.      Describe the role of nursing theory and standardized nursing language in guiding nursing practice.

10. Discuss the role of the professional nurse, educational background, historical and theoretical foundations and professional standards that guide nursing practice with diverse populations across the life span.

 

IV.        TEXTBOOKS REQUIRED

 

                   Potter, P. & Perry, A. (2005).  Fundamentals of nursing. (6^th ed.).  St. Louis:  Mosby. ISBN: 0323025862

 

V.         TOPICAL OUTLINE

 

• Nursing process

• Nursing as a scientific discipline

• Elements of nursing research

• Elements of critical thinking

• Health Promotion

• Wellness

• National Health Objectives

• Health Education

• Vulnerability

• Role of the professional nurse

 

VI.       COURSE OUTLINE

 

MODULE	TOPICS	TEXTBOOK READINGS	ASSIGNMENTS
1   Date:	Nursing as a scientific discipline   * Introduction to the principles of nursing * Role of the professional nurse * The nursing process * Communicating with patients and health care professionals * Critical thinking * Nursing research * Documentation * Legal considerations for nursing care * Medication administration	Potter & Perry chapters 1, 2, 5, 14-19, 22 & 23, 25, 34	Due by :    Test 1:
2   Date:	Basic Human Needs   * Scientific basis for nursing practice * Maintaining mobility and activity * Client safety and hygiene practices * Maintaining adequate oxygenation * Providing comfort and importance of sleep * Maintaining adequate elimination patterns	Potter & Perry  chapters  31-33, 35, 36-42, 44-46	Due by:   Test 2:
3   Date:	Wellness & health promotion throughout the lifespan   * Nursing care in the community * Functional health patterns * Health promotion through the nursing process * Health and wellness across the lifespan * Nursing care of families * Developmental theories * Client education	Potter & Perry  chapters 3, 6, 9 -13,  24	Due by:   Test 3:
4   Date:	Psychosocial basis for nursing practice   * Cultural diversity, Culture and Ethnicity * Caring in Nursing Practice * Self-Concept, Sexuality, * Spiritual health * Dealing with loss, death, and grief	Potter & Perry chapters 7 & 8, 21, 26-28, 29, 30	Due by:   Test 4:

 

VII.   METHODS OF INSTRUCTION

Lecture and discussion, group work, assigned readings, audiovisuals, care mapping, power point presentations, tests, internet resources, and others TBA.

 

VIII.   STUDENT RESPONSIBILITIES (refer to ADN-Student Handbook)

 

IX.     COURSE REQUIREMENTS

 

A.      Assignments:

1.       UnitTests 4……….…    ……………………………………80%

2.      Student presentation      …………………………………….10%

3.      Care map………………………………………………………………………………..10%

 

Unit Tests

 

Each unit test will contain 100 multiple choice questions and 2.5 hours will be allowed per exam

 

Care Map

 

	Meets Criteria Fully	Somewhat lacking	Seriously lacking
Patient database (3 points)	(3)   * includes medical diagnosis, comorbidities   * includes subjective data and objective data	(2)   * includes medical diagnosis, comorbidities   * missing one piece of subjective or objective data	(1)   * includes medical diagnosis, comorbidities    * missing more than one piece of subjective or objective data
Concept map (7 points)	(7)   Includes all of the following: * analyzes and categorizes data *includes 4 appropriate nursing diagnoses   * analyzes relationships betweeursing diagnoses * prioritizes nursing diagnoses   * includes appropriate goals and outcomes *includes appropriate nursing interventions	(6)   Misses one of the following: * analyzes and categorizes data *includes 4 appropriate nursing diagnoses   * analyzes relationships betweeursing diagnoses * prioritizes nursing diagnoses   * includes appropriate goals and outcomes *includes appropriate nursing interventions	(5)   Misses 2 or more of the following: * analyzes and categorizes data *includes 4 appropriate nursing diagnoses   * analyzes relationships betweeursing diagnoses * prioritizes nursing diagnoses   * includes appropriate goals and outcomes *includes appropriate nursing interventions

 

 

NCP/Care map scenario:

 

Ken Purnell, 52 year-old single male, presented to ER with complaints of SOB and congested cough.  He is admitted to your med-surg unit with a diagnosis of pneumonia. 

 

The report from the ER includes:

 

      VS: 100.6° – 112 – 28 – 160/88

      O₂ 2 liters via nasal cannula

      IV D₅.45 NS at 80 cc/hour

 

      Patient is short of breath with exertion, has a productive cough with thick yellow sputum.  Lungs sound congested bilaterally, with scattered wheezes. 

      History of smoking 2 packs/day x 22 years, HTN, high cholesterol, appendectomy 4 years ago

 

      Patient did not want to be admitted- “I don’t like hospitals- I don’t see why I need to stay here- I have work to do” and is requesting to go outside to smoke.

 

Physician’s orders include:

 

      Maintain IV D₅.45 NS at 80 cc/hour

      Maintain O₂ 2 liters via nasal cannula

 

      Medications:

o       Cefotaxime 2 grams IVPB every 8 hours

o       Lipitor 10 mg PO daily

o       Zestril 20 mg PO daily

o       Tylenol 650 mg PO every 4 hours as needed for pain or fever > 101° F

o       Atrovent and Ventolin inhalers: 2 puffs every 4 to 6 hours and as needed for SOB

 

      Diet: low sodium, low fat

      Encourage PO fluids

      Activity: as tolerated

      Repeat chest x-ray in 48 hours

 

Directions for Power Point presentations:

 

      Students will be divided into groups of 5 or 6.  Each student is to develop a Power Point presentation that addresses the needs of a vulnerable population.  Each student will choose one vulnerable population from the following choices:

 

Individuals and families living in poverty	Individuals and families without health insurance	Cancer patients or terminally ill individuals
Children	Individuals with HIV	Individuals who are obese
Elderly	Racial or ethnic minorities	Migrants and immigrants

 

      Each student in the group will select a different vulnerable population so that a variety of populations are covered by each group.  (Students will use course e-mail to decide which student takes which population- the instructor will not be doing that for the groups.)  Students should then select two different populations for their responses.

 

      The Power Point presentation should answer the following questions:

 

o       What makes this population vulnerable? 

o       What are some major issues that this population has to struggle with?

o       What are some of the health care needs that are unique to this population?

o       What are some factors that should be taken into consideration when planning nursing care for this population?

 

      The Power Point presentation should also include:

 

o       Two nursing diagnoses that are frequently used for members of this population

o       Two organizations that advocate for this population and offer support or assistance

 

      The PowerPoint presentation should be no more than 30 slides, and it should be posted as an attachment in the group’s discussion board.

 

 

Grading rubric for PowerPoint presentation:

 

	Meets Criteria Fully	Somewhat lacking	Seriously lacking
Presentation completeness   ( 16 points)	(16)   * Topic covered thoroughly * Shows a good understanding of the material  * Enough information given to understand topic *  Did not exclude any important information or include any unnecessary information * At least two sources are included in addition to the course textbooks.	(14)   * Topic covered relatively thoroughly * Shows a fair understanding of the material  * Minimal information given to understand topic *  Excluded some important information or included unnecessary information * One source is cited in addition to the course textbooks.	(10)   * Topic covered inadequately *Shows minimal understanding of the material * Not enough  information given to understand topic well * Exclude important information or included unnecessary information * No sources are cited in addition to the course textbooks.
Presentation style   ( 4 points)	(4)   * Presentation is easy to see and follow * The writing is consistently clear and unambiguous. * Grammatically correct, fluid and well-written, without spelling or typing errors * Meticulously follows APA style for references and internal citations.	(3)   * Presentation is relatively easy to see and follow * The writing is usually clear and unambiguous  * No spelling errors, perhaps minor grammatical or punctuation errors * Few errors in APA style for references and internal citations.	(2)   * Presentation is difficult to see and follow * The writing is rarely clear and unambiguous. * Major spelling, grammatical or punctuation errors, awkward or confusing writing * Multiple errors in APA style for references and internal citations.

 

NOTE:                Also considered essential is classroom participation.

 

B.      Grading Scale:

1-12 Points Grade (TSMU)	% of points	Amount of right answers (of 60)	Amount of right answers (of 100)	Letter Grade (US)	1-5 Mark (UA)
“12”	97-100	60-58	97-100	A+	5+ (Excellent)
“11”	93-96	57-55	93-96	A	5 (Excellent)
“10”	89-92	54-52	89-92	A–	5– (Excellent)
“9”	85-88	51-49	85-88	B+	4+ (Good)
“8”	81-84	48-46	81-84	B	4 (Good)
“7”	76-80	45-43	76-80	C+	4 – (Good)
“6”	72-75	42-40	72-75	C	3+ (Satisfactory)
“5”	68-71	39-37	68-71	D+	3 (Satisfactory)
“4”	64-67	36-34	64-67	D	3 – (Satisfactory)
“3”	60-63	33-31	60-63	F	2 (Failed)
“2”	59 & less	30 & less	59 & less	F	1 (Failed)

 

X. Course Content: Lectures

 

#	Theme	Contact hours	Chapter Numbers	Instructor	Date
1	Syllabus, Introduction to Nursing, Nursing Today	2	1	Olga Prokopiv	September 7
2	Health Care Delivery System, Nursing Research as the Basis of Nursing	2	2, 5	Olga Prokopiv	September 9
3	Critical Thinking in Nursing Practice, Nursing Assessment	2	14, 15	Olga Prokopiv	September 14
4	Nursing Diagnosis, Planning Nursing Care	2	16,17	Olga Prokopiv	September 16
5	Implementing Nursing Care, Evaluation	2	18,19	Olga Prokopiv	September 21
6	Legal Implications in Nursing, Documentation	2	22, 25	Olga Prokopiv	September 22
7	Communication	2	23	Olga Prokopiv	September 24
8	Hygiene, Client Safety	2	37,38	Olga Prokopiv	October 15
9	Activity and Exercise	2	36	Olga Prokopiv	October 19
10	Mobility and Immobility, Skin Integrity and Wound Care	2	46,47	Olga Prokopiv	November 2
11	Sleep, Comfort	2	41,42	Olga Prokopiv	November 24
12	Urinary Elimination, Bowel Elimination	2	44,45	Olga Prokopiv	November 30
13	Oxygenation, Fluid, Electrolyte, and Acid-Base Balances	2	39,40	Olga Prokopiv	December 2
14	Community Based Nursing Practice, Health and Wellness	2	3,6	Olga Prokopiv	December 10
15	Caring for Families, Developmental Theories	2	9,10	Olga Prokopiv	December 14
16	Conception Through Adolescence, Client Education	2	11,24	Olga Prokopiv	December 14
17	Young and Middle Adult, Older Adult	2	12,13	Olga Prokopiv	December 14
18	Caring in Nursing Practice, Culture and Ethnicity	2	7,8	Olga Prokopiv	December 18
19	Self-Concept Throughout The Life Span, Sexuality, Spiritual health	2	26-28	Olga Prokopiv	December 18
20	Ethics and Values, The Experience of Loss, Death, and Grief, Stress and Coping	2	21,29,30	Olga Prokopiv	December 22
	Total Hours	40

 

 

XI. COURSE CONTENT: pRACTICAL CLASSES

 

#	Theme	Contact hours	Instructor	Date
1.	Unit test 1 (Potter & Perry chapters: 1, 2, 5, 14-19, 22 & 23, 25, 34)	5	Olga Prokopiv
2.	Unit test 2 (Potter & Perry chapters: 31-33, 35, 36-42, 44-46)	6	Olga Prokopiv
3.	Unit test 3 (Potter & Perry chapters: 3, 6, 9 -13,  24) Power Point Presentations	6	Olga Prokopiv
4.	Unit test 4 (Potter & Perry chapters: 7 & 8, 21, 26-30)	7	Olga Prokopiv
	Total Hours	24

 

 

XII. COURSE CONTENT: sTUDENT independent wORK

 

 

 

Prepared by                                                           Olga Prokopiv, BSN, RN

                                                                              Nataliya Haliyash, MD, BSN

                     

4/8/2009

 

Approved by Department of General Patient Care. Minute #_1_ from August 30, 2007

Revised by Department of General Patient Care. Minute #_8_from __Jan. 11, 2008__

Revised by Department of General Patient Care. Minute #_12_from __June 10, 2009__

 

Director of Institute of Nursing                       Associated Prof. Svitlana Yastremska, MD, Ph.D, BSN