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NURS 410
Health Alterations II
Syllabus
Fall 2014
Faculty
Sonya Blevins, DNP, RN, CMSRN, CNE
Suzanne M. Sutton, MSN, RN
The University of South Carolina Upstate provides equal opportunity and affirmative action
in education and employment for qualified persons regardless of race, color, religion,
sex, national origin, age, disability or veteran status.
Faculty:
Mailing Address:
Course Description (6 credit hours) Builds upon Health Alterations I and continues to
focus on evidence-based nursing practice, progressing in complexity, in a variety of
setting with adults experiencing health alterations, moving from simple to complex states
of health and levels of care. Prerequisites: NURS 330, 330P, 340, 340P, 360, 360P, 370
II.
Course Objectives
At the completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III.
Identify the role of the professional nurse as provider of care, advocate, and
coordinator of care, collaborator, health educator, information manager, and
consumer of research in the care of diverse adult clients with selected health
alterations. (1)
Incorporate therapeutic interventions into professional nursing practice which
may include health promotion, maintenance, restoration, rehabilitation and
prevention and detection of selected health alterations in diverse clients. (3)
Apply principles of decision making and critical thinking in the application of
nursing process in providing and coordinating professional nursing care in the
care of simulated adult clients with selected health alterations. (1, 3)
Evaluate the effectiveness of assessment, diagnoses, outcomes, and interventions
for diverse adult clients with selected health alterations. (1, 4)
Apply ethical and legal professional practice to simulated adult client situations
with selected health alterations. (4)
Identify pertinent research related to selected health alterations that can be used to
problem solve, make clinical decisions, identify interventions, and support
evidence-based practice for selected health alterations. (1, 3)
Identify local, regional, national, and global forces that affect social, economic,
and political systems that influence health care delivery and professional nursing
practice for diverse adult clients with selected health alterations. (3, 4)
Identify nursing implications related to pharmacological and nutritional
interventions used in the care of diverse adult clients experiencing selected health
alterations. (1, 3)
Identify communication skills and therapeutic approaches to provide caring,
competent nursing care to diverse adult clients with selected health alterations. (1,
2)
Evolve Case Studies & HESI test purchase access voucher from USC Upstate
Bookstore
Gould, B.E., & Dyer, R.M. (2011). Pathophysiology for the health professions. St. Louis,
MO: Elsevier.
Gulanick, M. & Myers, J. (2012). Nursing Care Plans: Diagnoses, Interventions, and
Outcomes (7th ed.)
Up-to-date medical dictionary, nursing drug reference and diagnostics/laboratory test
references are required. Students may use professional online references. These are
available in the bookstore:
Hodgson, B.B. & Kizior, R.J. (2013). Saunders Nursing Drug Handbook. St. Louis, MO:
Elsevier Saunders.
Mosby-Elsevier. (2011). Mosbys Dictionary of Medicine, Nursing, and Health
Professions (9th ed.). St. Louis, MO: Mosby Elsevier.
Pagana, K., & Pagana, T. (2011). Mosbys Diagnostic and Laboratory Test Reference (10th
ed.). St. Louis, MO: Mosby Elsevier
IV.
Methods of Instruction
The methods of instruction may include: lectures, virtual simulations, case studies,
critical thinking exercises, concept mapping, small group discussion, and required
readings.
V.
Methods of Evaluation
The methods of evaluation will include unit tests, PrepU mastery level quizzes, group
teaching-learning projects, clinical performance, patient care maps, medication
administration experience, comprehensive final exam and a standardized exam.
PrepU Mastery level quizzes are assigned by chapter. Students must achieve a mastery
level of 5 for assessment chapters and a masterly level of 4 for chapters discussing health
alterations. Students have unlimited attempts to reach the assigned mastery level.
Grading is based on achievement of assigned mastery level. Failure to reach the mastery
level will result in a 0, successful attainment of assigned mastery level will receive a
100.
VI.
Course Policies
The policies stated in the USC Upstate Catalog, Student Handbook and/or the Mary
Black School of Nursing Student Handbook will be adhered to in this course:
A.
Attendance
Attendance is expected of a professional and roll may be taken. The fact that classes are
scheduled is evidence that attendance is required. Students should maintain regular
attendance in order to attain maximum success in the pursuit of studies. The student is
responsible for all material presented in class, as well as assigned readings and outside
assignments.
Please arrive on time and stay for the whole class. Entering after class has begun is
disruptive. Class starts at the designated time this means be in your seat and ready to
go at that time. The door will be shut at the beginning of class.
B.
Class Behavior
D.
The grading scale for this course is consistent with the scale in the Mary Black School of
Nursing Student Handbook:
A
B+
B
C+
92-100
89-91
85-88
82-84
C
D+
D
F
75-81
72-74
65-71
Below 65
The student must achieve a grade of C or better in each nursing course to pass
and progress in the nursing sequence.
The final grade will be rounded using the tenth place only. (Example: If the final grade
average is 92.5, the final grade will be rounded up to a 93. If the final grade average is
92.45, the final grade will be a 92).
E.
1. Students must complete case studies by the end of course exam date in order to take
the HESI specialty exam.
2. Students must achieve a minimum score of 850 on the HESI exam. If you do not
achieve a minimum score of 850, you will receive a grade of Incomplete for the
course until you:
a. successfully complete the HESI remediation, and
b. remediate with course faculty, and show evidence of remediation
3. The HESI conversion score will be the score used in the calculation of the
NURS 410 course grade.
4.
Failure to remediate by the specified time, will result in a score of 0 on for the
standardized exam grade, rather than the HESI conversion score.
F.
G.
Drug Calculation see policy in the Mary Black School of Nursing Student
Handbook, p. 37
H.
I.
Use of APA Style Manual Students are required to utilize APA stylistics.
Information regarding proper use is available through the most recent APA
Manual, the OWL at Purdue and the APA website.
J.
K.
IV.
In order to achieve a passing grade in the course students must attain benchmark grades
of 75.0% weighted average on unit and final exams, a 75.0% weighted average on the
HESI Standardized Exam, Teaching-Learning Plan, Concept/Care Map, Medication
Experience and the PrepU Mastery Level Quizzes, and satisfactory grades on the HESI
Case Studies, Weekly Clinical Evaluations and Clinical Practice.
The Final Calculated Course Grade will not be computed unless all benchmark
grades are met. Benchmark grades are computed without rounding. Blackboard is
an unofficial record of your grade. It does not represent the final course grade.
V.
Course Content
Unit I:
Unit II:
Unit III:
Unit IV:
Unit V:
Unit VI:
Unit VII: