NURS238 - Media to be produced by Steve MackRaymond Hubich and Matthew Toon

The most up-to-date version of this document can be found at: \\dillinger\virt_campus_SME\NURS238\Media\NURS238_Media_List.doc

Location / Description / Suggested file name(s) / Assigned to:
LO02LS01LA01 / This is a drag and drop exercise. There are three columns, the column names are “Short-Term In-dwelling Catheterization”, “Long-Term In-Dwelling Catheterization”, and “Intermittent Catheterization”, as can be seen in the following list. Students are asked to drag each bullet item to the correct column. In the exercise, all the bullet items are scrambled. Here is the content for the exercise:
Short-Term In-dwelling Catheterization
  • Obstruction to urine outflow (eg. prostate enlargement)
  • Surgical repair of bladder, urethra, and surrounding structures
  • Prevention of urethral obstruction from blood clots
  • Measurement of urinary output in critically ill clients
  • Continuous or intermittent bladder irrigations
Long-Term In-dwelling Catheterization
  • Severe urinary retention with recurrent episodes of UTI
  • Skin rashes, ulcers, or wounds irritated by contact with urine
  • Terminal illness when bed linen changes or toileting are painful for client
Intermittent Catheterization
  • Relief of discomfort of bladder distention, provision of decompression
  • Obtaining a sterile urine specimen
  • Assessment of residual urine after urination
  • Management of urethral strictures
  • Long-term management of clients with spinal cord injuries, neuromuscular degeneration, or incompetent bladders
/ Lo02_ls01_la02_cath.swf / Steve
Welcome page / Create a course banner that reads:
NURS 238 Nursing Arts 2 / CourseBanner.xxx / Steve
LO02LS02LA03 / An image or Flash animation that shows the description when the user mouse over a particular part of an equipment, as per discussion. Use this image: \\dillinger\virt_campus_SME\NURS238\Media\Edited Photos\NURS238_001.jpg / Lo02ls02ls03.xxx / Steve
LO03LS01LA02 / In this Flash drag and drop exercise, students are provided with clinical signs for good and poor nutrition, in random order. They are asked to drag a clinical sign and drop it either to “good nutrition”, or “poor nutrition” (The colors used in the mock interface are for reference purpose only. GA can use different color scheme as he sees fit).


Here is the content:
Good Nutritional Status
  • Alert, responsive
  • Normal weight for height, age, body build
  • Good Muscle tone
  • Good attention span
  • Good appetite and digestion
  • Normal regular elimination
  • Normal heart rate and rhythm
  • Normal blood pressure for age
  • Good sleep habits
  • Shiny hair, healthy scalp
  • Smooth, slightly moist skin
  • Uniform pink color to face and neck, no swelling
  • Smooth, moist lips
  • Reddish pink mucous membranes in oral cavity
  • Lack of bleeding or swelling to gums
  • Pink or deep reddish color to tongue, no swelling; smooth
  • Lack of cavities and pain to teeth
  • Bright clear eyes; eyelids moist and healthy pink color
  • Firm pink appearance to nails
  • Good posture

Poor Nutritional Status
  • Listless, apathetic appearance
  • Obese or under weight appearance
  • Sagging shoulders, sunken chest, humped back
  • Poor muscle tone, flaccid
  • Inattention, irritability, confusion
  • Anorexia, indigestion
  • Constipation or diarrhea
  • Elevated heart rate and blood pressure, abnormal rhythm
  • Lack of energy
  • Stringy, brittle hair
  • Rough, dry, scaly, pale, and/or bruised skin
  • Dark skin over cheeks and under eyes
  • Dry, swollen appearance to lips; fissures or lesions
  • Spongy gums that bleed easily
  • Swelling to tongue; scarlet and raw appearance; magenta color, beefiness
  • Unfilled caries to teeth, missing teeth
  • Redness/dryness to eyes; pale eye membranes
  • Spoon shape to nails, brittleness, ridges
  • Edema, tingling, weakness to legs
  • Skeletal malformations

/ lo03_ls01_la02_nutrition.swf / TBA
LO06LS01LA02 / This is a drag and drop exercise similar to the one you did previously (LO03LS01LA02). Here, the students are given signs that may or may not indicate the change to the body following death. The students are to drag the correct and incorrect signs and drop them in the correct box (labeled “correct responses” and “incorrect responses”. Here is the original instruction from the SME:
1.2 Practical Exercise: Physiological changes after death
Below is a list of signs that may or may not indicate changes to the body following death. Place the correct responses in the box as indicated.
  • Pinpoint pupils (incorrect)
  • Protruding tongue (incorrect)
  • Lack of reflexes (correct)
  • Body temperature drops (correct)
  • Pallor (correct)
  • Dyspnea (incorrect)
  • Absence of respirations (correct)
  • Release of stool and urine (correct)
  • Distended neck veins (incorrect)
  • Hypoactive encephalogram (incorrect)
/ Lo06_ls01_la02_practical.swf

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