South Central College

NURS 1310* Application of Nursing (Copy)

Common Course Outline

Course Information

Description
/ This course introduces the student to alteration in functioning in basic disease processes. Integumentary, respiratory, gastrointestinal, genitourinary, endocrine, cardiovascular, hematological, lymphatic, immune, neurologic, neurosensory, reproductive, and musculoskeletal systems are covered. Students will recognize signs and symptoms, as well as identify diagnostic tests and medications, in the study of body system diseases. The student will integrate the nursing process by analyzing effective treatments and interventions specific to alterations in each body system.(Prerequisites: NURS 1150, BIOL 235)
Total Credits
/ 4.00
Total Hours
/ 64.00

Types of Instruction

Instruction Type
/
Credits/Hours
Hybrid / 4/64

Pre/Corequisites

Prerequisite / BIOL 235, NURS 1150

Institutional Core Competencies

Analysis and inquiry: Students will demonstrate an ability to analyze information from multiple sources and to raise pertinent questions regarding that information.
Civic knowledge and engagement- local and global: Students will understand the richness and challenge of local and world cultures and the effects of globalization, and will develop the skills and attitudes to function as “global citizens."
Critical and creative thinking: Students will develop the disposition and skills to strategize, gather, organize, create, refine, analyze, and evaluate the credibility of relevant information and ideas.
Ethical reasoning and action: Students will develop ethical and social responsibility to self and others, and will collaborate with others to address ethical and social issues in a sustainable manner.
Foundations and skills for lifelong learning: Students will display an understanding of learning as a lifelong process through demonstration of a desire to learn, the willingness to apply learning to other areas of their lives, the ability to think and act independently, be willing to take the initiative to get projects done, and demonstrate the ability to reflect upon what has occurred and how it impacts the student and others.
Intercultural knowledge and competence: Students will recognize and understand the rich and complex ways that group and individual inequalities and interactions impact self and society.
Teamwork and problem-solving: Students will demonstrate the ability to work together cohesively with diverse groups of persons, including working as a group to resolve any issues that arise.
Written and oral communication: Students will communicate effectively in a range of social, academic, and professional contexts using a variety of means, including written, oral, numeric/quantitative, graphic, and visual modes of communication.

Program Student Learning Outcomes

Human Flourishing --Promote the human dignity, integrity, self-determination, and personal growth of patients, oneself, and members of the health care team.
Nursing Judgment --Provide a rationale for judgments used in the provision of safe, quality care and for decisions that promote the health of patients within a family context.
Professional Identity --Assess how one's personal strengths and values affect one's identity as a nurse and one's contributions as a member of the health care team.
Spirit of Inquiry-Question the basis for nursing actions, considering research, evidence, tradition, and patient preferences.

External Standards

Title
/ QSEN
Sponsoring Organization
/ Quality and Safety Education for Nurses
Target Standards

Informatics. “Use information and technology to communicate, manage knowledge, mitigate error, and support decision making.”

Patient-centered Care. “Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs.”

Teamwork and Collaboration. “Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect and shared decision-making to achieve quality patient care.”

Evidence-based Practice (EBP). “Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.”

Quality Improvement (QI). “Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.”

Safety. “Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.”

Course Competencies

1 / Differentiate integumentary disease processes and priority interventions.
Learning Objectives
Describe integumentary disease process and priority interventions.
Recognize signs and symptoms related to integumentary diseases.
Identify medications and diagnostic testing pertinent to integumentary disorders.
Analyze effective treatments and nursing interventions for integumentary disorders utilizing the nursing process.
2 / Differentiate specific respiratory disorders and priority interventions.
Learning Objectives
Identify factors that may be utilized in preventing respiratory disorders
Describe effective medications and their proper use for respiratory disorders
Identify appropriate nursing interventions and management, including infection control measures as appropriate for specific respiratory disorders utilizing the nursing process
3 / Differentiate gastrointestinal disorders and priority interventions.
Learning Objectives
Describe effective gastrointestinal/accessory organ medical-surgical interventions and therapy utilizing the nursing process
Identify effective gastrointestinal/accessory organ medications and their proper use and side effects
Recognize effective dietary interventions as pertinent to gastrointestinal/accessory organ disorders
4 / Differentiate genitourinary disorders and priority interventions.
Learning Objectives
Describe nursing interventions and medical-surgical management of urinary disorders utilizing the nursing process
Name specific medications and their actions utilized in the treatment of genitourinary disorders
Clarify effective dietary measures that are pertinent to genitourinary disorders
5 / Differentiate various endocrine disorders and priority interventions.
Learning Objectives
Describe the numerous endocrine disorders and effective medication management of each and possible pharmaceutical side effects
Describe appropriate dietary therapy and effective life style measures pertaining to various endocrine disorders and particularly diabetes mellitus
Explain specific nursing interventions and management of the various types of diabetes mellitus using the nursing process
Explain long term diabetic complication
6 / Differentiate significant cardiovascular disease processes and priority interventions.
Learning Objectives
Describe various cardiovascular disorders
Identify and describe pertinent medications including significant side effects and interactions
Explains cardiovascular management and treatments utilizing the nursing process
Recognizes an abnormal cardiac rhythm and need for intervention
7 / Differentiate hematological, lymph, and immune disorders and priority interventions.
Learning Objectives
Explain medical-surgical nursing management related to a variety of blood disorders including protective or reverse isolation measures
Discover medications that are effective in the treatment and care of clients experiencing hematologic, lymph, and immune disorders
Identify nursing interventions significant to hematologic, lymph, and immune disorders utilizing the nursing process
Recognize the role of diet therapy as it relates to blood disorders
8 / Differentiate sensory disorders and priority interventions.
Learning Objectives
Demonstrate knowledge pertaining to medical-surgical nurse management as it relates to sensory disorders
Explain what medications are successful and nursing implications in administration of such medications as it pertains to sensory disorders
Identify nursing interventions significant to sensory disorders, including safety measures utilizing the nursing process
Recognize the effects of dietary therapy as it relates to sensory disorders
9 / Differentiate neurologic disease processes and priority interventions.
Learning Objectives
Delineate medical-surgical nurse management as it pertains to neurologic
Describe nursing interventions significant to neurological disorders, including safety measures utilizing the nursing process
Determine effective medications that are significant to neurologic disorders
Recognize signs and symptoms indicating need for emergency intervention related to neurologic disorders
10 / Differentiate reproductive disorders and priority interventions.
Learning Objectives
Examine reproductive disease processes and implement nursing interventions to manage/treat such disorders using the nursing process
Describe reproductive disorders medical-surgical nursing management including the use of appropriate medications
Differentiate similarities and differences between sexually transmitted diseases (STDs) and HIV
Identify common STDs and the modes of transmission recognizing protective measures to reinforce with clients and health care providers as a preventative measure
11 / Differentiate musculoskeletal disease process and priority interventions.
Learning Objectives
Outline specific medical-surgical nursing management measures pertaining to musculoskeletal disorders
Recognize nursing interventions that are needed to provide safe care to clientele suffering from musculoskeletal disorders utilizing the nursing process
Identify effective medications and their side effects related to treating musculoskeletal disorders
Recognize effective measures that may be utilized in an effort to prevent musculoskeletal disorders
12 / Differentiate malignant disorders and priority interventions.
Learning Objectives
Identify preventative measures related to various cancers
Explain medical-surgical nursing management related to cancers including a brief overview of neoplastic medications
Recognize the significance of diet therapy as both a preventative and treatment measure
Demonstrate awareness of palliative and end-of-life measures

SCC Accessibility Statement

If you have a disability and need accommodations to participate in the course activities, please contact your instructor as soon as possible. This information will be made available in an alternative format, such as Braille, large print, or cassette tape, upon request. If you wish to contact the college ADA Coordinator, call that office at 507-389-7222.

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Common Course Outline - Page 1 of 4

Tuesday, April 01, 2014 3:13 PM