NU 117 Nursing 11B
Hours per week: 21
Theory: 6 hours lecture
Practicum: 15 hours clinical practice
Credits: II
Placement: Either fall or spring semester after completion of Nursing I
Prerequisite: NU 115
Co-requisite: Semester 2, BI 102, PY 220 || Semester 3, BI 202, EN 101
COURSE OVERVIEW
The emphasis of Nursing 117 is on the care of the client with commonly occurring health deviations related to universal self care requirements. Focus on caring and legal/ethical standards are continued. Using the nursing process, the student employs all nursing systems within the focus on the educative/supportive and partially compensatory nursing systems within the Self Care Framework to assist the client within a range of self care deficits. Learning is planned through concurrent classroom and clinical experiences. Opportunities for application of knowledge to practice are provided through laboratory experiences and client care assignments in various settings. Evaluation of knowledge occurs throughout the Course with interaction between the student and faculty.
COURSE OBJECTIVES
1. Utilize the nursing process to assist the client throughout the life cycle to meet Universal, Developmental and Health Deviation Self Care Requirements.
2. Organize and provide for the therapeutic self care demands of the client throughout the life cycle utilizing all nursing systems with a focus on the
educative/supportive and partially compensatory nursing systems.
3. Provide nursing care for clients and their family with a range of self care deficits throughout the life cycle.
4. Employ goal directed communication when interacting with clients, family and members of the health care team.
5. Coordinate resources to assist clients in maintaining their environment.
6. Apply ethical and legal standards to individual practice within the discipline of nursing.
7. Utilize the concept of caring to provide nursing care to the client and their family.
NU 117 TEXTBOOKS
Ackley & Ladwig. (2002). Nursing, Diagnosis Handbook: A Guide to Planning, Care (5th ed.) St. Louis: Mosby, Inc. (ISBN 0 323 01459 3)
Ayers, Bruno & Langford. (1999). Community Based Nursing Care: Making the Transition. St. Louis: Mosby, Inc. (ISBN 0 8151 1339 0)
Curren & Munday. (2000). Math for Meds: Dosages and Solutions (8th ed.). San Diego, CA: W.I. Publications. (ISBN 0 918082 09 9)
Elkin, Perry & Potter. (2000) Nursing Interventions & Clinical Skills (2nd ed.). St. Louis: Mosby, Inc. (ISBN 0 323 00802 X)
Fischbach, F. (2000). A Manual of Laboratory & Diagnostic Tests (6th ed.). Philadelphia: Lippincott. (ISBN 0 7817 1969 0)
Karch, A. (2002). 2002 Lippincott's Nursing Drug Guide. Philadelphia: Lippincott. (ISBN 0 7817 3217 4)
Keltner et al. (2003). Psychiatric Nursing (4th ed.). St. Louis: Mosby, Inc. (ISBN 0 323 01739 8)
Potter & Perry. (2001). Fundamentals of Nursing (5th ed.). St. Louis: Mosby, Inc. (ISBN 0 323 01141 1)
Smeltzer & Bare. (2000). Brunner & Suddarth's Textbook of Medical Surgical Nursing (9th ed.). Philadelphia: Lippincott. (ISBN 0 7817 1575 X)
Dictionary
Student choice: Mosby, Taber etc. Medical Surgical Allied Health Dictionary
Not required, but suggested
Bullock & Henze. (2000). Focus on Pathophysiology. Philadelphia: Lippincott. (ISBN 0 7817 1736 1)
Karch, A. (2000). Focus on Nursing Pharmacology. Philadelphia: Lippincott.
METHODS OF EVALUATION AND GRADING
There will be a total of 4 exam grades, each worth 15% of the course grade. The remaining component of the course grade will be calculated with the final comprehensive exam (40%)
4 exams = 60%
Final Exam = 40%
Total 100%
Test questions will include lecture and reading assignments.
There is one service learning project required. The information related to this project will be presented the first day of class. Project descriptions are in the syllabus. The time required for this project is outside of clinical and lecture hours.
There is one self help group requirement to be done during your psychiatric mental health clinical rotation. This time requirement is outside of clinical and lecture hours.
Past Service Learning Projects
NHTI WELLNESS FAIR SERVICE LEARNING PROJECT
Purpose:
To develop, deliver and evaluate a wellness fair given to the campus of the New Hampshire Technical Institute based on assessment and collaboration with the NHTI community. This experience will focus on student achievement of two of the NU 117
Course objectives:
- Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
- Objective #5: Coordinate resources to assist clients in maintaining their environment.
Project Objectives:
Upon completion of this service learning project the student shall be able to:
- Identify health education materials appropriate for the campus population
- Describe the steps to health fair implementation
- Communicate information regarding health maintenance and prevention of common health deviations to the NHTI community
- List at least five community service agencies and explain how they impact the community that they serve.
- Evaluate the effectiveness of the health fair utilizing:
*Student developed objectives
*Feedback from the target population
Experience Overview:
Students will work together as a team to develop a health fair for the NHTI community. Students will review evaluations from past NHTI Health Fairs to aid in planning. Students will develop objectives for the wellness fair and evaluate the fair based on these objectives and also the evaluations from the fair attendees.
The wellness fair is held annually on the first Tuesday in April from 11 AM to 2 PM. Students must obtain prior approval to attend the fair (before committing to this project) from their course instructor if there is a class time conflict. Students are to expect to meet weekly for one hour planning meetings beginning in February. Students and faculty will mutually agree upon day and time of meetings. Class time will be allotted at the end of the semester for reflection and sharing of all service learning projects.
Evaluation:
This project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten summary of the fair and at least five of the community agencies that attended. The paper should include:
- A description of how the project objectives were met including the results of all evaluations
- Documentation of individual student involvement. What were the student contributions as a member of the health fair team'?
- Documentation of five community agencies role and their impact on the Community
BOYS & GIRLS CLUB SERVICE LEARNING PROJECT
Purpose:
To develop, deliver, and evaluate a health promotion presentation given to members of the Concord Boys & Girls Club based on assessment and collaboration with the staff, members and parents. This experience will focus on student achievement of two of the NU 117 Course Objectives.
- Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
- Objective #5: Coordinate resources to assist clients in maintaining their environment.
Objectives:
Upon completion of this service learning project the student shall be able to:
- Identify the learning needs of the club members.
- Identify the developmental stage of the club members.
- Assess the club members for their readiness/motivation to learn.
- Deliver the health promotion content utilizing teaching/learning principles.
- Evaluate learning achieved by club members.
Experience Overview:
Students will work together in teams of two or three to develop, deliver, and evaluate a health promotion presentation to be given to members of the Concord Boys & Girls Club at the after school program (between the hours of 3:00 and 6:00 PM). Students will choose an approved topic for their project. Ideas for the presentations come from a club member and parent health teaching needs survey that was distributed in December, 2001. Students will research materials related to their target audience's stage of growth and development. They will develop objectives, content and methodology for their presentations. There will be a practice presentation with critique from the faculty project director one week prior the presentation. After successful completion of the practice presentation, the student will then give the presentation to the club members. Class time will be allotted at the end of the semester for reflection and sharing of all community service learning projects.
Evaluation:
This service learning project is part of a NU 117 clinical course requirement. Students are required to submit a Teaching/Learning Process Recording to the instructor one week following the presentation. Evaluation of the presentation will be based on student developed objectives and club member evaluations. The instructor will evaluate the presentation using the Presentation Assessment Scoring Sheet. Students will also be evaluated based on meeting NU 117 course objectives #4 and #5. Dates of presentations and papers due will be given on an individual basis.
WRITING THE HEALTH BROCHURE
Purpose:
To develop, deliver and evaluate a brochure targeted to a specific population in the community and geared to promoting health maintenance and prevention of common health deviations. This experience will focus on student achievement of two of the NU 117 course objectives.
- Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
- Objective #5: Coordinate resources to assist clients in maintaining their environment.
Project Objectives:
Upon completion of this service learning project the student shall be able to:
- Create a health brochure that is specifically directed to a target population in the community
- Communicate in writing health information to the community at the appropriate level of understanding
- Utilize current technology to create a health oriented brochure
- Evaluate the effectiveness of the brochure utilizing:
*Student developed objectives
*Feedback from the target population
Experience Overview:
The student will create a health related brochure for a target population of their choice. The student will meet with the instructor at the beginning of the semester for approval of the topic and objectives created by the student. The student will present the brochure to the target population and will also evaluate the effectiveness of the brochure utilizing a student developed evaluation tool.
Evaluation:
This service learning project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten (double spaced) paper using the following criteria:
- Successful completion of project objectives reflected in the written summary
- Successful completion of student objectives reflected in the written summary
- Paper should also include:
-Introduction: identify thesis
-Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
-Conclusion: summarize main points, restate thesis, leave lasting impression
PLYMOUTH STATE COLLEGE WELLNESS FAIR EXHIBITOR PROJECT
Purpose:
To develop, deliver and evaluate a wellness fair exhibit given on the campus of Plymouth State College based on assessment and collaboration with the college community. This experience will focus on student achievement of two of the NU 117 Course Objectives.
- Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
- Objective #5: Coordinate resources to assist clients in maintaining their environment.
Project Objectives:
Upon completion of this service learning community health project the student shall be able to:
- Identify health education materials appropriate for the college population
- Develop a wellness fair exhibit for the college community
- Communicate information regarding health promotion to the community
- List at least five community service agencies attending the fair and explain how they impact the community that they serve.
- Evaluate the effectiveness of their exhibit utilizing:
*Student developed objectives
*Results of surveys from target population
Experience Overview:
Teams consisting of two or more students per team will develop an innovative, health oriented exhibit for the PSC Health Fair. The Fair will be held in October. Exact date will be announced in September. The student will develop a presentation incorporating client involvement. Students will write specific objectives for their exhibit and develop a participant evaluation tool to use to evaluate their work. Students will meet with the instructor at the beginning of the semester for approval of their topic and objectives. On the day of the fair, the student will interview at least five community agencies attending the fair.
Students must obtain prior approval from their course instructor if there is a class time conflict on the day of the fair.
Evaluation:
This project is part of NU 117 clinical course requirements. Students are required to write a typewritten double-spaced paper using the following criteria:
- o Explanation of how student developed objectives were met 0 Documentation of individual student involvement
- Description of the five community agencies role and impact on the community
- Paper should also include:
– An introduction: set the context, identify thesis
-Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
-Conclusion: summarize main points, restate thesis, leave lasting impression
TUBERCULIN SKIN TESTING PROJECT
Purpose:
To review the epidemiology, pathogenesis and treatment of tuberculosis as well as administer the Mantoux skin test.
This experience will focus on student achievement of two of the NU 117 Course Objectives.
- Objective #4: Employ goal directed communication when interacting with clients, support persons and members of the health team.
- Objective #5: Coordinate resources to assist clients in maintaining their environment.
Project Objectives:
Upon completion of service learning experience the student shall be able to:
- Describe the TB disease process
- Identify risk groups for TB testing
- Demonstrate the correct technique of the Mantoux skin test
- Describe the difference between erythema and induration
- Describe the correct measurement of a significant reaction to the Mantoux test, using Center for Disease Control (CDC) and New Hampshire Department of Public Health Service (NHDPHS) guidelines for interpretation
- Define parameters for significant reaction with HIV infection and other risk groups
- Describe the causes of false reactions with Mantoux testing
- Describe protocols for follow up of a significant Mantoux test result, and the role of Public Health.
- Identify criteria for preventive therapy
Experience Overview:
The student will attend a tuberculosis workshop to be held at NHTI and will be given by the New Hampshire Department of Public Health, Bureau of Disease Control. The student will then administer Mantoux skin tests to all NHTI students and faculty who are currently taking or teaching a clinical course (after written consent for implantation and interpretation is obtained) and are in need of a Mantoux skin test. The workshop is has been approved for 3.5 contact hours by the New Hampshire Nurses Association.
Evaluation:
This project is part of a NU 117 clinical course requirement. Students are required to submit a typewritten, double spaced summary of their experience using the following criteria:
- Description of how the student met the project objectives
- Paper should also include:
– An introduction: set the context, identify thesis
-Body: transition statements, topic sentence, supporting details of thesis, logical organization, interpretation of details, and commentary
-Conclusion: summarize main points, restate thesis, leave lasting impression
