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Syllabus

KSPN Maternal Child Nursing
PN108

YEAR:

2023-2024

CREDIT HOURS:

2.00

PREREQUISITES:

Practical Nursing Acceptance.

COREQUISITES:

None

COURSE NOTES:

This course is offered in the Spring semester for the full-time program and the Fall semester for the part-time program.

CATALOG COURSE DESCRIPTION:

Provides an integrative, family-centered approach to the care of childbearing women, newborns, and children. Emphasis is placed on care of the pregnant woman and newborn, normal growth and development, and common pediatric disorders.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

AREA OR PROGRAM OUTCOMES

  1. Provide nursing care that is relationship-centered, caring, culturally sensitive and based on the physiological, psychosocial, and spiritual needs of clients with commonly occurring health alterations that have predictable outcomes.
  2. Collaborate with the client and members of the interprofessional health care team to promote continuity of client care and shared decision making.
  3. Use current evidence as a basis for nursing practice.
  4. Use information and client care technology to support the delivery of safe, quality client care.
  5. Participate in quality improvement activities assessing their effect on client outcomes.
  6. Provide an environment that is safe and reduces risk of harm for clients, self, and others.
  7. Demonstrate accountability for client care that incorporates legal and ethical principles regulatory guidelines, and standards of nursing practice.
  8. Use leadership skills that support the provision and coordination of client care.

COURSE OUTCOMES AND COMPETENCIES:

  1. Describe how to conduct a focused assessment on childbearing women, newborns, children, and adolescents and identify deviations from normal.
    1. Discuss the components in the physical and psychosocial assessment of the pregnant woman.
    2. Describe common diagnostic procedures/tests that that may be used during the antepartum experience.
    3. Discuss the role of fetal monitoring during active labor.
    4. Describe the nursing assessment components for the care of the postpartum client.
    5. Discuss newborn assessment, including use of Apgar scores and the importance of testing reflexes.
    6. Describe common diagnostic tests used for newborns including the purpose of the tests and nursing implications.
    7. Describe physical and psychosocial assessments for children of all age groups.
    8. Recognize alterations in laboratory values of electrolytes, significant weight changes, parameters, physiologic manifestations, and changes in child’s behavior that indicate dehydration or over hydration.
    9. Recognize alterations in laboratory values related to alterations in regulation and metabolism.
    10. Recognize alterations in pulse oximetry and other laboratory values related to alterations in oxygenation.
    11. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in regulation and metabolism.
    12. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in oxygenation.
    13. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in cardiac output and tissue perfusion.
    14. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in integument.
    15. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in mobility.
    16. Recognize components of a focused assessment that should be included when collecting data on children who have an alteration in elimination.
    17. Recognize alterations in laboratory values and screening test elated to alterations in cardiac output and tissue perfusion.
    18. Recognize alterations in laboratory values and screening test related to alterations in cognition and sensation.
    19. Recognize alterations in laboratory values and screening test related to alterations in integument.
    20. Recognize alterations in laboratory values and screening test related to alterations in mobility.
    21. Recognize alterations in laboratory values and screening test related to alterations in elimination.
  2. Develop a relationship-centered plan of care that incorporates current evidence and includes cultural, spiritual, and developmentally appropriate interventions for childbearing women, newborns, children, and adolescents.
    1. Describe the nursing interventions appropriate for the care of the postpartum client.
    2. Discuss care of the normal newborn.
    3. Describe the role of play for children of all age groups.
    4. Discuss principles of pain management for children of all age groups.
    5. Apply knowledge of pathophysiology when planning care for clients with dehydration or over hydration.
    6. Identify priority actions for clients with dehydration or overhydration.
    7. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in regulation and metabolism.
    8. Identify priority actions for children who have an alteration in regulation and metabolism.
    9. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in oxygenation.
    10. Identify priority actions for children who have an alteration in oxygenation.
    11. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in cardiac output and tissue perfusion.
    12. Identify priority actions for children who have an alteration in cardiac output and tissue perfusion.
    13. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in cognition and sensation.
    14. Identify priority actions for children who have an alteration in cognition and sensation.
    15. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in integument.
    16. Identify priority actions for children who have an alteration in integument.
    17. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in mobility.
    18. Identify priority actions for children who have an alteration in mobility.
    19. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping to plan care for children who have an alteration in elimination.
    20. Identify priority actions for children who have an alteration in elimination.
    21. Apply knowledge of physiological, psychosocial, and developmental variations when planning care for children of all ages during the pre and post-operative phases of the surgical experience.
  3. Describe the role of members of the health care team in regard to childbearing women, newborns, children, and adolescents.
    1. Identify current trends in health care of childbearing women, newborns, children, and adolescents.
    2. Discuss the role of the nurse in women’s/maternal health care.
    3. Describe the role of the family during the perinatal experience.
    4. Discuss the nurse’s role in providing comfort and support to client and family during the intrapartum experience.
    5. Discuss appropriate nursing interventions while caring for clients experiencing postpartum complications.
    6. Describe the role of the nurse in promoting the bonding experience between mother and baby.
    7. Describe the role of the nurse in caring for children and their families of different cultures and ethnicities.
    8. Identify types of families, their purpose, and implications in caring for children.
    9. Describe the nurse’s role in promoting scheduled immunizations of children.
    10. Describe the use of role play for children of all age groups.
    11. Identify appropriate persons/agencies to whom suspected abuse and neglect should be reported.
    12. Describe the role of the nurse in providing family-centered care for children who have sustained an accident.
    13. Describe the role of the nurse in providing quality care to children who have an alteration in regulation and metabolism.
    14. Describe the role of the nurse in providing quality care to children who have an alteration in oxygenation.
    15. Describe the role of the nurse in providing quality care to children who have an alteration in cardiac output and tissue perfusion.
    16. Describe the role of the nurse in providing quality care to children who have an alteration in cognition and sensation.
    17. Describe the role of the nurse in providing quality care to children who have an alteration in integument.
    18. Describe the role of the nurse in providing quality care to children who have an alteration in mobility.
    19. Describe the role of the nurse in providing quality care to children who have an alteration in elimination.
  4. Apply basic knowledge of pharmacology to the care of childbearing women, newborns, children, and adolescents.
    1. Discuss the use of medications used during the antepartum period and their nursing implications.
    2. Discuss the use of medications commonly used by the postpartum client, their actions, potential side effects, and related nursing interventions.
    3. Describe various methods of female and male contraception.
    4. Discuss advantages and disadvantages of identified methods of contraception.
    5. Identify common medications used for during the neonatal period.
    6. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in regulation and metabolism.
    7. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in oxygenation.
    8. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in cardiac output and tissue perfusion.
    9. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in cognition and sensation.
    10. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in integument.
    11. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in mobility.
    12. Apply knowledge of the actions, potential side effects, and nursing implications when administering medications to children who have an alteration in elimination.
  5. Apply basic knowledge of health alteration to the care of childbearing women, newborns, children, and adolescents.
    1. Identify the most common sexually transmitted infections (STIs) that affect the male and female reproductive systems including gonorrhea, chlamydia, syphilis, genital herpes, hepatitis B and HIV.
    2. Describe the pathophysiology, clinical manifestations, medical management and nursing interventions of clients who have common STIs.
    3. Describe the physiological changes that occur in women during the normal antepartum period.
    4. Describe the four stages of labor.
    5. Recognize variations from normal on the fetal monitoring strip.
    6. Describe the physiological changes that occur during the postpartum experience.
    7. Identify complications that may occur during the postpartum experience.
    8. Identify common signs and symptoms of common complications of pregnancy and appropriate nursing interventions.
    9. Describe physiological needs of the healthy newborn.
    10. Describe common potential newborn complications that occur (infant of diabetic mother, hyperbilirubinemia, blood incompatibilities).
    11. Compare and contrast the amount of body surface of newborns, infants, and children.
    12. Discuss common communicable diseases of childhood, their signs and symptoms, and appropriate nursing interventions and education to prevent transmission of communicable diseases.
    13. Identify risk factors and injuries consistent with child sexual abuse and neglect.
    14. Describe the pathophysiology, clinical manifestations, emergency management and nursing interventions for children involved in an accident (drowning, poisoning, burns, choking and suffocation, and electrical shock).
    15. Understand basic pathophysiology related to signs and symptoms, screening methods, and care for infants/children with alterations in mobility.
    16. Apply knowledge of physiological, psychosocial, and developmental variations when planning care for children of all ages during the pre- and postoperative phases of the surgical experience.
  6. Apply basic knowledge of nutrition to the care of childbearing women, newborns, children, and adolescents.
    1. Discuss nutritional needs of the pregnant woman and the effects of poor nutrition on the mother and baby.
    2. Discuss nutritional needs of the newborn.
    3. Explain advantages of breast feeding versus bottle feeding.
  7. Articulate verbal and nonverbal communication strategies that are used to promote caring, therapeutic relationships with child bearing women, newborns, children, and adolescents.
    1. Identify methods of communication with children of all age groups and their families.
    2. Discuss the child and family’s response to illness and ability to cope with the stressor of hospitalization.
  8. Describe how information technology is used to support documentation of client and family educational needs and evidence-based practice in regard to the care of childbearing women, newborns, children, and adolescents.
    1. Identify how to access credible resources.
    2. Discuss use of information technology to securely and accurately document nursing care and evaluate client responses.
  9. Describe the health education and safety needs experienced by childbearing women, newborns, children, adolescents, and their families.
    1. Describe health education needs of the pregnant woman during the antepartum period.
    2. Discuss health education needs of the mother and family as well as the role of the nurse in providing teaching.
    3. Describe well-child and preventive care provided for children of all age groups.
    4. Review the CDC’s schedule for immunizations to protect against communicable diseases.
    5. Identify health education and safety needs for children who sustain an accident and their families.
    6. Identify the most common safety issues for children of all age groups.
    7. Identify health care education and safety needs for children who have an alteration in regulation and metabolism.
    8. Identify health care education and safety needs for children who have an alteration in oxygenation.
    9. Identify health care education and safety needs for children who have an alteration in cardiac output and tissue perfusion.
    10. Identify health care education and safety needs for children who have an alteration in cognition and sensation.
    11. Identify health care education and safety needs for children who have an alteration in integument.
    12. Identify health care education and safety needs for children who have an alteration in mobility.
    13. Identify health care education and safety needs for children who have an alteration in elimination.
  10. Describe strategies that provide quality care in a safe environment for clients, self, and others.
    1. Demonstrate techniques for safe administration of medications, including pediatric dosage calculations, to children of all age groups.
    2. Discuss the correct use and functioning of therapeutic devices that support care of childbearing women, newborns, children, and adolescents with commonly occurring health alterations.
  11. Discuss how organizational time management, and priority setting skills are used when providing care to childbearing women, newborns, children, adolescents, and their families.
  12. Describe the role of the practical nurse in maintaining personal and professional accountability for the delivery of standard-based, ethical and legal care to childbearing women, newborns, children, adolescents, and their families.
    1. Identify current legal/ethical issues in reproductive health care.
    2. Discuss the nurse’s role in caring for clients who have had therapeutic abortion, in-vitro fertilization, or have had a baby through a surrogate pregnancy.

COURSE ASSESSMENT AND EVALUATION:

1. Participation 2. Examinations 3. Classroom assignments/quizzes

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

PROGRAM ACCREDITATION:

Kansas State Board of Nursing
900 SW Jackson St., Room 1051
Topeka, KS 66612
785-296-4924

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 05/08/2019