Course Number: NURS 241 Course Title: Promotion of Adaptation in Adults (I) Course Term and Year: Fall 2008 Course Section: NURS 241 at Harrogate, St. Mary’s Medical Center, Baptist Regional Medical Center, Alcoa City Center Meeting Time and Place: See attached lecture schedule for specific site information Course Credit Hours: 7 credit hours FACULTY CONTACT INFORMATION: Course Coordinator: Teresa Brooks MSN, RN, 423-869-6316, [email protected] Harrogate: Teresa Brooks MSN, RN, 423-869-6316, [email protected] Shelley Wieting MS, RN, 423-6317, [email protected] SMMC: Tammy Dean MSN, RN, 865-545-8489, [email protected] Joan Eiffe MSN, RN, 865-545-8489, [email protected] BRMC: Tracy Patil MSN, RN, 606-523-8654, [email protected] Angie Sowers MSN, RN, 606-523-8654, [email protected] ACC: Ann Sherman MSN, RN, 865-273-1544, [email protected] Hope Bruce MSN, RN, 865-273-1544, [email protected] I. COURSE DESCRIPTION: A 4 hr lecture/3 hr clinical course utilizing the RAM nursing process to promote adaptation in young, middle-age, and elder adults; focusing on physiological and behavioral deviations associated with ineffective human adaptive responses seen in compensatory and/or compromised health states related to oxygenation (respiratory, cardiac); activity/rest (musculoskeletal); fluid, electrolyte, and acid-base balance (renal/urinary); endocrine function. Use of current research findings in promotion of adaptive physiologic, self concept, role function, and interdependence responses in the adult. Clinical experiences occur in community and/or hospital settings. Prerequisites: NURS 125, 126. Pre-or co-requisite: NURS 245 or NURS 246. Prerequisite for LPN-RN students: NURS 124. II. COURSE OBJECTIVES: Students who successfully complete NURS 241 will be able to demonstrate, in the clinical/campus laboratory setting, in individual and group conferences, and on written materials, the ability to: 1. Describe physiological and behavioral deviations associated with ineffective human adaptive responses seen in selected compensatory and/or compromised health states: oxygenation, activity/rest, fluid and electrolytes, acid-base balance and endocrine function. 2. Utilize the Roy Adaptation Model (RAM) nursing process for delivery of comprehensive nursing care to young, middle, and elder adults experiencing adaptive versus ineffective responses to promote adaptation in the four modes: physiologic, interdependence, role function, and self-concept. 3. Demonstrate effective therapeutic communication skills with selected young, middle, and elder adults in providing comprehensive nursing care.2 4. Perform technical skills necessary to provide comprehensive nursing care for selected young, middle, and elder adults experiencing adaptive and/or ineffective responses in community and/or hospital settings. 5. Describe use of teaching/learning strategies when providing comprehensive nursing care for selected young, middle, and elder adults in community and/or hospital settings. 6. Assess the ability of adult human persons and his/her adaptation to changes in environmental stimuli. 7. Describe research findings pertinent to the delivery of comprehensive nursing care to adult human persons. 8. Function within the legal/ethical and clinical standards of nursing practice in the provision of nursing care. III. TEXTS/MATERIALS FOR THE COURSE: Ackley, B. & Ladwig, G. (2004). Nursing diagnosis handbook: A guide to planning care. (6th ed.). St. Louis: Mosby. American Psychological Association. (2001). Publication manual of the American Pychological Association. (5th ed.). Washington, DC: American Psychological Association. Dirckx, J. (2005). Stedman’s concise medical dictionary for the health professions. (5th ed.). Philadelphia: Lippincott Williams & Wilkins. Evans-Smith, P. (2005). Taylor’s clinical nursing skills: A nursing process approach. Philadelphia: Lippincott Williams & Wilkins. Fischbach, F. (2002). Nurses’ quick reference to common laboratory and diagnostic tests. (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. Karch, A. M. (2005). Lippincott’s nursing drug guide. Philadelphia: Lippincott, Williams & Wilkins. NCLEX-RN 250 New-format questions, Preparing for the revised NCLEX-RN. (2004) Philadelphia: Lippincott Williams & Wilkins. Silvestri, L. A. (2005). Saunders comprehensive review for NCLEX-RN. (3rd ed.). Philadelphia: W.B. Saunders Company. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2008). Brunner and Suddarth’s textbook of medical – surgical nursing. (11th ed.). Philadelphia: Lippincott, Williams & Wilkins. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2008). Handbook for Brunner &Suddarth’s textbook of medical-surgical nursing. (11th ed.). Philadelphia: Lippincott, Williams & Wilkins. Smeltzer, S. C., Bare, B. G., Hinkle, J. L., & Cheever, K. H. (2008). Study guide to accompany Brunner and Suddarth’s textbook of medical-surgical nursing. (11th ed.). Philadelphia: Lippincott, Williams & Wilkins.3IV. COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVA L U AT I O N METHODS: A. Fulfill attendance requirements.(See LMU Nursing Student Handbook Online 2008- 2009). 1. Attendance will be taken each class period (lecture/exam). To be counted present, the student must be present for the ENTIRE class period. 2. Study labs will be provided in each ASN clinical course for faculty to expand on content presented in lecture. Attendance at these study labs is mandatory for ALL students until after the first course exam. After this time, the study labs are mandatory for students who do not have a course average of 83 or greater. Students with course averages of 83 or greater are encouraged to continue attending the study labs.