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Syllabus

KSPN Nursing Care of Adults II
PN112

YEAR:

2023-2024

CREDIT HOURS:

5.00

PREREQUISITES:

Practical Nursing Acceptance.

COREQUISITES:

None

COURSE NOTES:

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

CATALOG COURSE DESCRIPTION:

Focuses on the care of the adult clients experiencing common medical/surgical health alterations with predictable outcomes. Emphasis is placed on the care of clients with alterations in acid-base balance, cognition and sensation, mobility, elimination, immunity and hematology, and reproduction. Principles related to emergency preparedness are also addressed.

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 perform a focused assessment on adult clients with common alterations in health related to selected body systems.
    1. Differentiate between the clinical manifestations indicative of respiratory and metabolic acidosis and alkalosis.
    2. Recognize components of a focused assessment that should be included when collecting data on adults who have an alteration in cognition and sensation.
    3. Recognize components of a focused assessment that should be included when collecting data on adults who have an alteration in immunity and hematology.
    4. Recognize components of a focused assessment that should be included when collecting data on adults who have an alteration in mobility.
    5. Recognize components of a focused assessment that should be included when collecting data on adults who have an alteration in reproduction.
    6. Recognize components of a focused assessment that should be included when collecting data on adults who have an alteration in elimination.
  2. Recognize alterations in laboratory values related to commonly occurring health alterations that have predictable outcomes.
    1. Identify alterations in the laboratory values of arterial pH, CO2, HCO3, and O2 indicative of respiratory and metabolic acidosis or alkalosis.
    2. Identify alterations in laboratory values related to alterations in cognition and sensation.
    3. Identify alterations in laboratory values related to alterations in immunity and hematology.
    4. Identify alterations in laboratory values related to alterations in mobility.
    5. Identify alterations in laboratory values related to alterations in reproduction.
    6. Identify alterations in laboratory values related to alterations in elimination.
  3. Apply basic knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with commonly occurring health alterations that have predictable outcomes.
    1. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with respiratory or metabolic acidosis or alkalosis.
    2. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with alterations in cognition and sensation.
    3. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with alterations in immunity and hematology.
    4. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with alterations in mobility.
    5. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with alterations in reproduction.
    6. Apply knowledge of anatomy, physiology, basic pathophysiology, nutrition, and developmental variations when helping plan care for adult clients with alterations in elimination.
  4. Apply a basic level of knowledge of pharmacology (classifications, actions, potential side effects, and nursing implications) when administering medications to adult clients with commonly occurring health alterations that have predictable outcomes.
    1. Recognize the indications for administration of potassium supplements, Kayexalate, and sodium bicarbonate.
    2. Identify actions, potential side effects, and nursing implications when administering medications to adults who have an alteration in cognition and sensation.
    3. Identify actions, potential side effects, and nursing implications when administering medications to adults who have an alteration in immunity and hematology.
    4. Identify actions, potential side effects, and nursing implications when administering medications to adults who have an alteration in mobility.
    5. Identify actions, potential side effects, and nursing implications when administering medications to adults who have an alteration in reproduction.
    6. Identify actions, potential side effects, and nursing implications when administering medications to adults who have an alteration in elimination.
  5. Develop and relationship-centered plan of care that incorporates current evidence and includes cultural, spiritual, and developmentally appropriate interventions for adult clients with commonly occurring health alterations that have predictable outcomes.
    1. Identify priority actions for clients with respiratory and metabolic acidosis or alkalosis.
    2. Identify priority actions for adults who have an alteration in cognition and sensation.
    3. Identify priority actions for adults who have an alteration in immunity and hematology.
    4. Identify priority actions for adults who have an alteration in mobility.
    5. Identify priority actions for adults who have an alteration in reproduction.
    6. Identify priority actions for adults who have an alteration in elimination.
  6. Discuss the correct use and functioning of therapeutic devices that support commonly occurring health alterations that have predictable outcomes.
    1. Describe the correct use and functioning of therapeutic devises that support alterations in respiratory and metabolic acidosis or alkalosis.
    2. Describe the correct use and functioning of therapeutic devises that support alterations in cognition and sensation.
    3. Describe the correct use and functioning of therapeutic devises that support alterations in immunity and hematology.
    4. Describe the correct use and functioning of therapeutic devises that support alterations in mobility.
    5. Describe the correct use and functioning of therapeutic devises that support alterations in reproduction.
    6. Describe the correct use and functioning of therapeutic devises that support alterations in elimination.
  7. Describe the role of the nurse in providing quality care to adults with commonly occurring health alterations that have predictable outcomes.
    1. Review principles related to the selected skills.
    2. Identify the role of the nurse providing care to adults with alterations in respiratory and metabolic acidosis or alkalosis.
    3. Identify the role of the nurse providing care to adults with alterations in cognition and sensation.
    4. Identify the role of the nurse providing care to adults with alterations in immunity and hematology.
    5. Identify the role of the nurse providing care to adults with alterations in mobility.
    6. Identify the role of the nurse providing care to adults with alterations in reproduction.
    7. Identify the role of the nurse providing care to adults with alterations in elimination.
  8. Describe the role of members of the health care team in regard to adult clients with commonly occurring health alterations that have predictable outcomes.
    1. Identify health care team members that the nurse may interact with in caring for clients with specific health alterations.
    2. Identify ways the nurse can reinforce care provided by other members of the health care team.
  9. Articulate verbal and nonverbal communication strategies that are used to promote caring, therapeutic relationships with clients and their families.
    1. Describe how communication skills can affect the quality and safety of patient care.
    2. Discuss culturally sensitive, therapeutic communication requirements when interacting with clients and their families.
    3. Articulate documentation needed in relation to alterations in respiratory or metabolic acidosis or alkalosis.
    4. Articulate documentation needed in relation to alterations in cognition or sensation.
    5. Articulate documentation needed in relation to alterations in immunity and hematology.
    6. Articulate documentation needed in relation to alterations in mobility.
    7. Articulate documentation needed in relation to alterations in reproduction.
    8. Articulate documentation needed in relation to alterations in elimination.
  10. Describe how information technology is used to communicate with members of the health care team by accurately documenting client care in a secure and timely manner.
    1. Identify the health education needs and appropriate teaching strategies for adults with alterations in respiratory or metabolic acidosis or alkalosis.
    2. Identify the health education needs and appropriate teaching strategies for adults with alterations in cognition or sensation.
    3. Identify the health education needs and appropriate teaching strategies for adults with alterations in immunity and hematology.
    4. Identify the health education needs and appropriate teaching strategies for adults with alterations in mobility.
    5. Identify the health education needs and appropriate teaching strategies for adults with alterations in reproduction.
    6. Identify the health education needs and appropriate teaching strategies for adults with alterations in elimination.
  11. Describe strategies that provide quality care in a safe environment for clients, self, and others.
    1. Outline nursing responsibilities for environment management.
    2. Discuss strategies to provide a safe environment for adult clients with specific health alterations.
  12. Discuss how organizational, time management, and priority setting skills are used with providing care to adult clients.
    1. Discuss appropriate delegation/supervision of tasks to nursing assistants/unlicensed assistive personnel (UAP).
    2. Identify priority actions when caring for clients with commonly occurring health alterations that have predictable outcomes.
  13. Describe the role of the practical nurse in maintaining personal and professional accountability for the delivery of standard-based, ethical and legal care to adult clients with commonly occurring health alterations that have predictable outcomes.
    1. Demonstrate knowledge of the legal implications of using protective devices.
    2. Discuss legal and ethical issues related to ensuring informed consent.
    3. Outline the scope of practice of PNs (see description in KAR 60-16-102).
    4. Identify legal requirements for delegating to nursing assistants/unlicensed assistive personnel (UAP).

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