HomeMy WebLinkAboutNUR-290
BERGEN COMMUNITY COLLEGE
THE DIVISION OF HEALTH PROFESSIONS
DEPARTMENT OF NURSING
NUR 290
LEVEL IV
ADULT HEALTH NURSING
COURSE OUTLINE
4 CREDITS
LECTURE: 4 HOURS PER WEEK
CLINICAL: 10 HOURS PER WEEK
CLINICAL CONFERENCE: 2 HOURS PER WEEK
NUR 290 Adult Health Nursing C
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ALL POLICIES AND COURSE REQUIREMENTS ARE SUBJECT TO REVISION ON
A SEMESTER-BY-SEMESTER BASIS. STUDENTS WILL BE NOTIFIED OF ANY
REVISION(S) AT THE BEGINNING OF THE SEMESTER IN WHICH THE POLICY OF
REQUIREMENTS IS/ARE TO BE IMPLEMENTED DURING THE FIRST MEETING OF
THE APPROPRIATE NURSING CLASS.
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TABLE OF CONTENTS
NUR 290
ADULT HEALTH NURSING - C
Course Description...................................................................................... 4
Student Learning Outcomes....................................................................... 4
Teaching/Learning Activities...................................................................... 5
Level Requirements.................................................................................... 5
Course Requirements................................................................................. 5
Evaluation Methods..................................................................................... 6
Grading System………………………………………………………………….. 7
Classroom Policies……………………………………………………………….. 7
Office of Special Services Policies…………………………………………….. 7
Required Texts............................................................................................ 7
ATI Resources Requirements………………………………………………….. 8
Specific Graded Course Requirements R/T ATI Resources……………….. 8
Guidelines for Clinical Assignments…………………………………………… 10
Teaching Plan Guidelines and Format……………………………………. 11
Units of Study.............................................................................................. 12
Additional Articles for Enhanced Learning ................................................. 18
Professional Role Development............................................................... 20
Clinical Conference Objectives........................................................ 20
Role Management Clinical Conference Guide............................... 24
Guidelines for Case Oral Presentation............................................ 21
Course Outline…………………………………………………….……… 21
New Jersey Board of Nursing Examination Grid……………………... 23
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COURSE DESCRIPTION
NUR-290 Adult Health Nursing C is a fourth level course in the nursing sequence
which focuses on the health care of individuals, families and groups who have self -care
deficits related to mobility and neuro-sensory problems. Students will use the nursing
process in a variety of health care settings to assist individuals, families and groups
achieve optimum health. Professional Role Management content will be integrated
within this course during clinical conference time. Students will examine principles and
skills inherent in advanced nursing practice, case management, health care economics
and leadership. Critical thinking exercises, patient care scenarios, role play and
discussion will be utilized.
4 lec., 12 lab x 7.5 weeks, 4 credits
PREREQUSIITES: NUR-284 and NUR-285
CO-REQUISITE: NUR-291
STUDENT LEARNING OUTCOMES
1. Applies the NCSBN Clinical Judgement Model while employing critical thinking
and clinical judgement to assist culturally diverse individuals, families and groups
in the promotion, maintenance, and restoration of optimum health
relative to Musculoskeletal, Neurological and Sensory Functions.
2. Communicates and collaborates effectively with individuals, families and
other health team members.
3. Practices within the legal and ethical framework of nursing.
4. Incorporates technical resources for the improvement of nursing practice.
5. Demonstrates quantitative reasoning skills in nursing practice.
6. Integrates teaching and learning principles into nursing practice.
Means of Assessment
Student learning outcomes are assessed via unit exams, nursing care plans,
pharmacological math computation exam (PMCE), process recording, skills
validation, and clinical performance.
Student Learning Outcome Means of Assessment
1. Applies the Nursing Process while
modeling clinical judgement to assist
culturally diverse individuals, families
and groups in the promotion, and
maintenance and restoration of
optimum health.
Lecture, Testing, ATI, Case studies,
Class discussion, Class participation,
Gaming, Clinical evaluation, Clinical
conference
2. Demonstrates therapeutic
communication techniques for
establishing interpersonal relationships
Lecture, Testing, ATI, Case studies,
Class discussion, Class participation,
Gaming, Clinical, Process recording
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with a client, families, and health team
members
3. Practices within the legal and ethical
framework of nursing.
Lecture, Case studies, Clinical
4. Incorporates skills into the care of
the client through the use of
technological resources
ATI, FA Davis Advantage online
modules, Clinical, Clinical conference
5. Correctly calculates drug and
solution medication problems
Lecture, PMCE, Testing, Clinical
6. Incorporates principles of teaching
and learning in the care of the client
Lecture, Teaching Plan
TEACHING / LEARNING ACTIVITIES
Lecture Alternate Clinical Observation Areas
Group Discussion Field Observation
Audio Visual Aids Case Studies
Clinical Practice: Assigned and Self-Directed Readings
Short-Term Care Community Facilities
LEVEL REQUIREMENTS
Passing a Pharmacological Math Computation Exam (PMCE) with a score of 100% is a
level requirement. The PMCE will be given in the first course of each level. If the
student does not attain the required 100% passing grade, he/she will be provided
one retake opportunity within the confines of that course. Failure to achieve
100% in the PMCE will result in an "F" for the course in which the test was
administered. Calculators may be used at Level IV.
Each student must complete 6 – 8 hours of nursing continuing education.
COURSE REQUIREMENTS
1. Exams Three (3) unit exams each composed of 50
questions each
2. Pharmacology Computation Exam Must receive 100% to pass
3. Nursing Care Plan(s) Completion of one (1) Nursing Care Plan
submitted with a completed
Assessment form.
(sections 001 & 601 – 3 Diagnoses)
(sections 002 & 602 – 1 Diagnosis)
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4. Teaching Plan Development of one (1) - Refer to specific
guidelines (pages 12 - 13)
5. Process Recording Completion of one (1) Process Recording
6. Community Agency Visit & Report To be arranged by each student
7. Clinical Component Refer to Clinical Evaluation Tool
8. Clinical Care Conferences Refer to professional Role Development
Module (pages 21 – 25). Includes
mandatory group presentation
assignment.
9. Attendance Policy Students are expected to attend all class
and clinical sessions punctually.
10. ATI Resources ATI Practice Test, Unproctored 001/601
ATI Comprehensive Predictor Test,
Proctored, 002/602
EVALUATION METHODS
1. Theory Grade Final grade calculation as follows:
Sections 001 & 601
85% = avg of 3 Unit exams
10% = Combined Grade of Clinical papers
5% = Grade earned on ATI Practice Exam
Sections 002 & 602 Preliminary grade
90% = avg of 3 Unit exams
10% = Combined Grade of Clinical papers
The student MUST have a 77.5% at this
point to take the final ATI exam.
After the ATI exam - grades will be
RECALCULATED using the following
Formulation:
85% = Avg of 3 Unit exams
10% = Combined Grade of Clinical Papers
5% = based on the grade earned on
ATI Comprehensive Predictor Exam point
distribution below
(Refer to ATI Resource Requirements.)
2. Clinical Component In order to pass clinical, the student must
Achieve overall grade of at least ‘3’ on the final
evaluation and adhere to all policies. (See
Clinical Evaluation Tool)
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GRADING SYSTEM
A = 89.45% - 100%
B+ = 85.45% to 89.44%
B = 81.45% to 85.44%
C+ = 77.45% to 81.44%
C = 73.45% to 77.44%
D = 69.45% to 73.44%
F = 69.44% and below
PLEASE NOTE: In order to pass the course, you must receive a minimum grade
of C+ (77.45%).
A failure in any component of the course - theory, clinical, or Pharmacology Math
Computation Exam - will result in an "F" grade for the course.
*****Students in sections 002 and 602 who fail to achieve 77.5% or greater based
on exams and clinical paper grades, will not pass the course & will not proceed to
the Standardized Comprehensive Exit Exam*****
CLASSROOM POLICIES
With the exception of Test #3, test grades and test review will be provided no sooner
than the next day/night of class after the test and no later than 1 week after the test.
ALL cell phones and other electronic devices must be turned off and put away during
ALL class time.
Please refer to the student handbook for current Nursing Department policies on:
• Exam Make-ups
• Use of social media
Office of Special Services (OSS)
The Office of Specialized Services (OSS) seeks to provide students the opportunity to
participate fully in the College’s educational programs and benefit from all aspects of
campus life through the use of reasonable and appropriate accommodations and
auxiliary services.
Annual documentation of certification must be provided on the first day of class
to the faculty.
REQUIRED TEXTS
Hoffman, J.J., & Sullivan, N.J. (2020). Davis Advantage for Medical-Surgical Nursing,
2nd edition. F.A. Davis
Catalano, Joseph T. (2020). Nursing Now! Today's Issues, Tomorrow's Trends, 8th
edition, Philadelphia, PA: F.A. Davis Co.
Pharmacology, Nutrition and Health Assessment texts as for previous nursing courses.
Laboratory text reference and drug reference as for previous nursing courses.
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ATI RESOURCE REQUIREMENTS
In an effort to assist students to better prepare for and succeed on the NCLEX, the level
IV faculty advise you to utilize the ATI resources to the fullest extent.
The Faculty advises students to do the following:
- Set a personal schedule to complete the tutorials, simulations & quiz banks found
under ATI products
- Students should then proceed to complete the Practice Assessments
- When completing the Practice Exams students should always spend time on the
“Focus Review” which is a personal tutorial based on the student’s exam
performance.
- The Faculty strongly advise students to review the pharmacology tutorial and
to complete the RN pharmacology Practice Exams A & B before taking the
Proctored Comprehensive Exam.
Specific Graded Course Requirements Related to ATI Resources:
Students are required to independently complete one of the Practice Comprehensive
Exam (as determined by the faculty) in section 001/601 by the date specified on
the calendar. Maximum time allowed to take the exam is 4 hours.
- 2 points will be deducted from an exam grade for EVERY 15 minutes over
the designated time.
Exam date and time will be placed on class schedule and reviewed on the first
day of class.
- The score of this exam will be worth 5% of the grade in NUR 290 001 and 601.
- Students will then complete a summary (in each student's own words, no
copying and pasting), on the content of the Focus Review and submitted two
weeks after the exam due date as provided on the first day.
The summary should include new material learned or clarification of
misunderstood concepts. The summary should be short and concise. The
length of the summary will depend on the exam score and the number of
questions the student gets wrong. Students will cite the source of each entry
with the page number. Failure to submit the Focus Review will result in an
Incomplete grade for 001 or 601.
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ATI RESOURCE REQUIREMENTS – cont’d
In section 002/602:
- Students are strongly advised to independently complete the Practice
Comprehensive Exam A to help prepare for the Proctored Comprehensive Exam
Maximum time to take the exam is 4 hours.
- At the end of the semester, if eligible (see grading system), students will take
the Proctored Comprehensive Exam.
This exam is a nationally “normed” exam and predicts the probability of
passing the NCLEX. Based on ATI’s information a scale has been
developed, based on the test results. Students will gain percentage, based
on their individual results, 5% on their Final grade. The scale is as follows:
Score above 76.6 on ATI = 100%
72 – 76.6 = 90%
69.3-71.9 = 80%
67.3 – 69.2 = 70%
64.7 –67.2 = 60%
Any score below 64.7 = 50%
*Please note: Once you have completed the standardized exam, your final grade
will be re-calculated using the evaluation method below as noted in the course
requirements for Sections 002 & 602:
85% = Avg of 3 Unit exams
10% = Combined Grade of Clinical Papers
5% based on the grading scale above
The student MUST achieve a final grade
of at least 77.45% to pass the course.
ATI RESOURCE REQUIREMENTS – cont’d
- If the re-calculation results in less than a 77.45% average, the student will
receive an incomplete grade until an individually prescribed assignment is
completed.
- This assignment will be based on the individual student’s ATI results
assessment. The assignment will consist of the completion of specific ATI
materials including tutorials and case studies assigned by the instructor.
- The student will also be required to complete practice exams and earn a
minimum of 80% on these exams. Once the number of required exams are
completed successfully, the student will earn 1 point for every completed
exam until the 78% average is obtained.
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- The student will need to comply and complete this assignment within the
college time frame for resolution of the incomplete grade in order to
successfully pass the course.
GUIDELINES FOR CLINICAL ASSIGNMENTS
Clinical assignments will be part of course grade
Maximum 100 points for combined assignments will be calculated as 10% of
course grade
I. Care Plan: (60 points)
A. Complete Assessment Form on selected client.
B. Select the priority problem(s) based on your assessment of the patient
condition, diagnoses, and pathophysiological processes identified.
C. Prioritize problems according to the patient you have cared for.
II. Process Recording (10 points)
III. Teaching Plan (30 Points)
TEACHING PLAN EVALUATION CRITERIA:
1. Bases teaching plan on identified self-care deficits and patient's abilities to
perform self-care.
2. Determines teaching objectives according to self-care deficits.
3. Assesses individual’s basic conditioning factors when developing teaching
plan.
4. Determines priorities for teaching according to self-care deficits.
5. Utilizes appropriate teaching strategies.
6. Involves client and/or family in all aspects of teaching.
7. Evaluates effectiveness and outcome of teaching plan in terms of
maximizing self-care agency.
8. Revise teaching plan based on teaching outcomes assessment.
9. Evaluates effectiveness and outcome of teaching plan. Involves clients
and/or family in all aspects of teaching.
10. Revises teaching plan based on outcomes assessment.
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FORMAT FOR TEACHING PLAN
AGENCY: Your clinical site
TOPIC: Describe teaching to be done:
i.e. safe self-administration of insulin, wound care.
LEARNER: Client or family member who requires teaching.
OBJECTIVES: State what is to be accomplished in measureable terms
METHOD: Depends on developmental level and ability to communicate.
Methods can include explanation, demonstration, return
demonstration, questions and answers.
MATERIAL: Audio visuals, printed materials, websites, i.e. illustrations
Teaching Plan:
Content Teacher & Learner Activities Evaluation
WHAT YOU INTEND TO
TEACH
EXPLAIN WHAT YOU
HAVE TAUGHT ----- IN
DETAIL
WHAT DID THE PATIENT
LEARN - HOW DID/WOULD
YOU EVALUATE WHAT
THEY LEARNED
Prepared by:_______________________ Date:_______________
Responses to the following questions are to be submitted by the student to the
Instructor with the teaching plan:
1. Were the objectives met?
2. What methods of teaching were used and why those methods?
3. What materials were used for teaching?
4. How did you evaluate the client's performance?
5. What changes would you make in this plan?
COMMUNITY AGENCY REPORT
Section 001/601 students will visit a community agency and write a 250-word report on
the nurses’ roles in that agency, describe what you learned in visiting that agency, and
upload the report by the 5th week of class in the designated Canvas dropbox (email
submissions will not be approved). It is the student’s responsibility to find and obtain
community agency approval. Once a community agency approves of student visit, site
must be approved by the faculty and clinical coordinator. Students must notify faculty
and clinical coordinator via email of agency approval by the 2nd week of class. *Failure
to notify faculty and clinical coordinator of community agency approval by 2nd
week of class will result in course failure.
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UNITS OF STUDY
Unit I Musculoskeletal Function
Unit II Neurological Function
Unit III Sensory Function
Theoretical Content
Teaching/Learning Activities
UNIT I: MUSCULOSKELETAL FUNCTION
I. Introduction to musculoskeletal
disorders
A. Complications of immobility
B. Concepts of rehabilitation
C. Role of the Nurse
II. Assessment of the musculoskeletal
system
A. Health history
B. Physical exam
C. Health Care
D. Diagnostics-preparation and
patient care
1. Radiographics
2. Bone mass measurement
3. Scans
4. Scopes
5. EMG
6. Laboratory data
Prior to the beginning of this unit: Self review
of structure and function of the musculoskeletal
system musculoskeletal assessment, and
musculoskeletal pharmacology.
Review: Fundamentals r/t Musculoskeletal
Pharmacology, Laboratory and
Nutrition concepts r/t Musculoskeletal
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 52
III. Nurse’s role in management of
musculoskeletal disorders
A. Skeletal
1. Fractures
a. physiology of
fractures
b. clinical conditions/
manifestations
2. Assessment Interventions
a. conservative
treatment
b. surgical treatment
c. prevention/teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 53 & 54
3. Osteoporosis
4. Amputations
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 53 & 54
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B. Degenerative joint disorders
1. Osteoarthritis
2. Rheumatoid arthritis
C. Surgical joint procedures
1. Total hip replacement
2. Total knee replacement
IV. Existing or Projected Complications
V. Nursing Diagnoses Related to
Musculoskeletal Disorders
UNIT II: NEUROLOGICAL FUNCTION
I. Introduction and definition of
Neurological Disorders
A. Altered States of
Consciousness
B. Neuro/Sensory Deficits
C. Role of the Nurse
Prior to the beginning of this unit, self-review of
structure and function of CNS, neurological
assessment and CNS Pharmacology .
Review: Fundamentals Text
Pharmacology, Laboratory texts r/t
Neurologic Disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
II. Assessment of the Central Nervous
System
A. Health history
B. Physical exam
C. Health Care
E. Diagnostics-preparation and
patient care
1. Radiographics
2. Scans
3. EEG
4. Lumbar puncture
5. Laboratory data
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
III. Nurses Role in Management of
Increased Intracranial Pressure (ICP)
A. Physiology of ICP
B. Autoregulation/
Compensatory Mechanisms
C. ICP Monitoring
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
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D. Clinical Conditions/
Manifestations
E. Head Injury
1. Classification
2. Clinical manifestations
3. Nursing management
F. Assessment/Intervention
1. Glasgow Coma Scale
(GCS)
2. Neuro assessment
3. Non-surgical treatment
a. Stereotaxic
Radiosurgery
4. Surgical treatment
a. Craniotomy
b. Burr holes
5. Pharmacological agents
6. Prevention/Teaching
G. Seizure Disorder
1. Classification
2. Clinical Manifestations
3. Anti-convulsants
4. Nursing Management
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
H. Inflammatory Disorders
1. Meningitis
2. Giullain Barre’ Syndrome
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
I. Care of the Unconscious
Patient
IV Intracranial Disorders
A. Space Occupying Lesion
B. Vascular
1. Hematomas
2. Aneurysm
3. CVA (Brain Attack)
a. Thrombosis
b. Embolism
c. Hemorrhage
d. Clinical
manifestations
e. Nursing management
C. Common Neurological
Disorders
1. Paralysis
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
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2. Sensory Deficits
3. Aphasia
4. Visual
5. Cognitive
6. Emotional
V. Spinal Cord Disorders
A. Herniated Disk
B. Spinal Trauma
C. Rehabilitation
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
VI. Degenerative Neurological and
Neuromuscular Disorders
A. Multiple Sclerosis
B. Parkinson Disease
C. Myasthenia Gravis
VII. Existing or Projected Complications
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
VIII. Nursing Diagnoses related to
Neurological Disorders
IX Nursing role in the education of
patients with Neuromuscular Disorders
UNIT III: SENSORY FUNCTION
I. Introduction and Definition of
Sensory Disorders
A. Visual Alterations
B. Acoustic Alterations
C. Skin Alterations
Prior to the beginning of this unit, self-review of
structure and function of the sensory system,
sensory assessment, and sensory
pharmacology.
Review: Fundamentals Text
Pharmacology, Laboratory texts r/t
Neurologic Disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 45
II. Assessment of Sensory Function
Relating to Activity/Rest and
Prevention of Hazards
A. Health History
B. Physical Exam
C. Health Care
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 45
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D. Diagnostics – Preparation and
Patient care.
1. Exams for visual acuity
2. Exams for hearing acuity
3. Laboratory Data
III. Nursing Role in Management of Visual
Disorders
A. Glaucoma - Acute/Chronic
1. Physiology of glaucoma
2. Clinical manifestations
3. Assessment/intervention
a. conservative -
pharmacological
b. surgical
c. psychosocial support
d. prevention/teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 46
B. Cataracts
1. Physiology of cataracts
2. Clinical manifestations
3. Assessment/interventions
a. surgery
b. psychosocial support
C. Retinal Detachment
1. Physiology of retinal
detachment
2. Clinical manifestation
3. Assessment/intervention
a. conservative
treatment
b. surgical treatment
c. psychosocial support
D. Macular Degeneration
1. Physiology of
degeneration
2. Clinical manifestations
3. Assessment/intervention
a. surgical treatment
b. experimental
treatment
c. psychosocial
d. preventative/teaching
IV. Nursing Role in Management of
Hearing Disorders
A. Meniere's Syndrome
1. Physiology of Meniere's
2. Clinical manifestations
3. Assessment/interventions
a. conservative
treatment
b. surgical treatment
c. psychosocial
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 47 & 48
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d. prevention/teaching
B. Otosclerosis
1. Physiology of otosclerosis
2. clinical manifestations
3. Assessment/interventions
a. conservative
treatment
b. surgical treatment
c. psychosocial
d. prevention/teaching
V. Emergency Care for Eye, Ear, Nose
Injuries
A. Existing or Projected Self-care
Deficits
B. Nursing Diagnoses Related to
Sensory Disorders
C. Nurisng role in patient education
related to Visual and Hearing
defects and disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
Chapter 47 & 48
VI. Nursing Role in Management of Skin
Disorders
A. Psoriasis
B. Tinea
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
VII. Nurses Role in Management of Burn
Patients
A. Physiology of burns
B. Stages of burns
C. Clinical manifestations
D. Assessment/Interventions
1. Immediate care
2. Fluid/nutrition
replacement
3. Wound care/infection
4. Surgical intervention
a. debridement
b. grafting
5. Prevention/teaching
E. Rehabilitation
1. Psychosocial
2. Physiological
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J. (2020).
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Suggested Articles for enhanced learning and understanding:
Unit I Musculoskeletal/Orthopedics
Agius, C., & Cole, E. (2021). Acute compartment syndrome (ACS) - a case of delayed diagnosis.
International Journal of Orthopaedic and Trauma Nursing, 42, 100845–.
https://doi.org/10.1016/j.ijotn.2021.100845
Bahloul, M., Dlela, M., Bouchaala, K., Kallel, H., Ben Hamida, C., Chelly, H., & Bouaziz, M. (2020). Post -
traumatic pulmonary embolism: incidence, physiopathology, risk factors of early occurrence, and impact
outcome. A narrative review. American Journal of Cardiovascular Disease, 10(4), 432 –443.
Greenstein, A. S., & Gorczyca, J. T. (2019). Orthopedic Surgery and the Geriatric Patient. Clinics in
Geriatric Medicine, 35(1), 65–92. https://doi.org/10.1016/j.cger.2018.08.007
Unal, N., Guvenc, G., & Naharci, M. (2022). Evaluation of the effectiveness of delirium prevention care
protocol for the patients with hip fracture: A randomised controlled study. Journal of Clinical Nursing,
31(7-8), 1082–1094. https://doi.org/10.1111/jocn.15973
Unit II Neurologic Disorders
Allen, C.J, Subhawong, T.K., Hanna, M.M., Chelala, L., Bullock, M.R., Shulman, C.I., and Proctor, K.G.
(2018) Does Vasopressin exacerbate cerebral edema in patients with severe traumatic brain
injury? The American Surgeon, 84(1), 43 – 50
Jackson, N., Haxton, E., Morrison, K., Markey, E., Andreoli, L.J., Maloney, T., Omelchenko, N., Aroose,
A. and Stevens, L.B. (2018). Reflections of 50 Years of Neuroscience Nursing. Journal of
Neuroscience Nursing, 50(4), 188 -192. doi:10.1097/JNN.000000000000037.
Vickers, A. Donnelly, J.P., Moore, J.X., Barnum, S.R., Schein, T.N. and Wang, H.E. (2018). Epidemiology
of lumbar punctures in hospitalized patients in the United States. PLoS ONE 13(12): e0208622.
doi.org/10.1371/journal.pone.0208622
Vasilevskis, E., Chandrasekhar, R., Holztze, C.H., Graves, J., Speroff, T., Girard, T., Pater, M.B., Hughes,
C.G., Cao, A., Pandharipande, P.P., and Ely, E.W. (2018), the cost of ICU delirium and coma in
the intensive care unit patient. Medical Care, 56 (10), 890.
Moura, R. G., da S. Fernandes, C., Brandao, M.G.S.A, Galinda Neto, N.M., Caetano, J.A. and Barros,
L.M. (2020). Experience of the nursing team concerning the care of patients with meningitis
attended in emergency department. Journal of Nursing Education and Practice, 10(9),
doi.org/10.5430/jnep.v10n9p28
Rousseau, G., Asmolov, R., Grammatico_Guillon, L. Auvet, A., Laribi, S., Garot, D., Jouan, Y. Dequin, P -
F. and Guillon, A. (2019). Rapid detection of bacterial meningitis using point-of-care glucometer.
European Journal of Emergency Medicine, 26(1), 41 – 46.
doi.org/10.1097/MEJ.0000000000000495.
Schultz, T., Thomas, A., Georgiou, P., Cusack, L., Mahasen, J., Simon, L., Naidoo, K., Webb, K., Karnon,
J. and Ravindran, J. (2019). Developing a model of care for home infusions of Natalizumab for
people with multiple sclerosis. Journal of Infusion Nursing, 42(6), 289 – 296.
Doi:10.1097/NAN.0000000000000343
Malek, N. (2019) Deep Brain Stimulation in Parkinson’s disease. Neurology India, 67(4), 968 – 978.
DOI:10.4103/0028-3886.266268
Bibi, S., Rasmussen, P. and McLiesh, P. (2018). The lived experience: Nurses’ experience of caring for
patients with a traumatic spinal cord injury. International Journal of Orthopedic and Trauma
Nursing, 30, 31 -38. doi.org/10.1016/j.ijotn.2018.05.002
Cofano, F., Boido, M., Monticelli, M., Zenga, F., Ducati, A., Vercelli, A. and Garbossa, D. (2019).
Mesenchymal stem cells for spinal cord injury: Current options, limitations and future of cell
therapy. International Journal of Molecular Sciences, 20(11). DOI:10.3390/ijms20112698
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Li, Y., Cao, T., Ritzel, R.M., He, J., Faden, A.I. and Wu, J. (2020). Dementia, depression and associated
brain inflammatory mechanisms after spinal cord injury. Cells, 9(6), 1420.
DOI:10.3390/cells9061420
Morgan, B. (2020). Care of the patient with acute or chronic cervical and thoracic spinal cord injury.
Canadian Journal of Critical Care Nursing, 31(1), 9.
Shiferaw, W.S., Akalu, T.Y., Mulugeta, H. and Aynalem, Y.A. (2020). The global burden of pressure
ulcers among patients with spinal cord injury: A Systematic Review and meta-analysis. BMC
Musculoskeletal Disorders, 21, 1 – 11.DOI:10.1186/s12891-020-03369-0
Huang, G-Q., Lin, Y-T., Wu, Y-M., Cheng, Q-Q., Cheng, H-R., and Wang, Z. (2019). Individualized
prediction of stroke-associated pneumonia for patients with acute ischemic stroke. Clinical
Interventions in Aging, 14, 1951- 1962. DOI:10.2147/CIA.S225039
Loft, M.I., Poulsen, I., Martinsen, B., Mathiesen, L.L., Iversen, H.K. and Esbensen, B.A. (2019).
Strengthening nursing role and functions in stroke rehabilitation 24/7: A mixed-methods study
assessing the feasibility and acceptability of an educational intervention programme. Nursing
Open, 6(1), 162 – 174. Doi:10.1002/nop2.202
Unit III Sensory Disorders/Burns
Basura, G. J., Adams, M. E., Monfared, A., Schwartz, S. R., Antonelli, P. J., Burkard, R., Bush, M. L.,
Bykowski, J., Colandrea, M., Derebery, J., Kelly, E. A., Kerber, K. A., Koopman, C. F., Kuch, A. A.,
Marcolini, E., McKinnon, B. J., Ruckenstein, M. J., Valenzuela, C. V., Vosooney, A., … Buchanan,
E. M. (2020). Clinical Practice Guideline: Ménière’s Disease Executive Summary. Otolaryngology -
Head and Neck Surgery, 162(4), 415–434. https://doi.org/10.1177/0194599820909439
Hoberman, A., Preciado, D., Paradise, J. L., Chi, D. H., Haralam, M., Block, S. L., Kearney, D. H.,
Bhatnagar, S., Muñiz Pujalt, G. B., Shope, T. R., Martin, J. M., Felten, D. E., Kurs -Lasky, M., Liu,
H., Yahner, K., Jeong, J.-H., Cohen, N. L., Czervionke, B., Nagg, J. P., … Shaikh, N. (2021).
Tympanostomy Tubes or Medical Management for Recurrent Acute Otitis Media. The New
England Journal of Medicine, 384(19), 1789–1799. https://doi.org/10.1056/NEJMoa2027278
Kumar, H., Mansoori, T., Warjri, G., Somarajan, B., Bandil, S., & Gupta, V. (2018). Lasers in
glaucoma. Indian Journal of Ophthalmology. 66(11), 1539-1553.
Pohl, H., & Tarnutzer, A. (2018). Acute Angle-Closure Glaucoma. The New England Journal of
Medicine. 378(10). DOI:10.1056/NEJMicm1712742
Stanford, P. (2023). Cataracts: the essentials for patient care. British Journal of Community
Nursing, 28(5), 230–236. https://doi.org/10.12968/bjcn.2023.28.5.230
Abd Elalem, S.M., Shehata, O.S.M.H., Shattla, S.I. (2018). The effect of self -care nursing intervention
model on self-esteem and quality of life among burn patients. Clinical Nursing Studies, 6(2), 79 -
90. doi.org/10.5430/cns.v6n2p79
Benjamin, D.A. and Jaco, M. (2018). Burn Nursing, Ch. 33 in D.N. Herndon Total Burn Care (fifth
edition) pp 355 - 363, Elsevier. doi.org/10.1016/B978-0-323-47661-4.00033-2
Khajehgoodari, M., Lotfi, M., Zamanzadeh, V., Valizadeh, L. and Khalilzad, P. (2020). Nurisng
dieagnosis identification by nurses in burn wards: A Descriptive Study. NursingOpen, 7(4), 980 –
987. doi.org/10.1002/nop2.470
Lotfi, M., Zamanzadeh, V., Valizadeh, L. and Khajehgoodari, M. (2019). Assessment of nurse -patient
communication and patient satisfaction from nursing care. NursingOpen, 6(3), 1189 -1196.
https://doi.org/10.1002/nop2.316
Sumarno, A. and Kep, S.M. (2020). A concept analysis of burn care in nursing. Scandinavian Journal of
Caring Sciences. https://doi.org/10.1111/scs.12847
VanFosson, C.A., Jones, T.L. and Yoder, L.H. (2018). Monthly variation of unfinished nursing care the
US Army Burn Center. Burns, 44(18), 1910 – 1919. doi.org/10.1016/j.burns.2018.03.008
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Ying, W., Tan, J., Chen, C., Sun, T., Wang, S. and Zhang, M. S. (2019). Biofabrication of nanoparticles
and its application for development of wound dressing system in nursing care for burn injuries in
children. Journal of Drug Delivery Science and Technology, 54, 101236.
doi.org/10.1016/j.jddst.2019.101236
PROFESSIONAL ROLE DEVELOPMENT MODULE
CLINICAL CONFERENCE OBJECTIVES
The student will be able to:
1. Identify attributes and demonstrate necessary behaviors for professional practice
and successful role transition.
2. Describe key principles of effective leadership and management.
3. Utilize strategies for implementing successful leadership and management.
4. Utilize principles of delegation.
5. Propose strategies for dealing with ethical and work-related challenges.
6. Recognize the changes occurring in the delivery of health care and their effect on
client outcomes and on nursing.
7. Describe successful job seeking strategies.
8. Evaluate the needs of clients during end-of-life care.
PROFESSIONAL ROLE MANAGEMENT/CLINICAL CONFERENCE GUIDE
1. Punctual and regular attendance is required. A Professional Role absence is
considered a clinical absence with all the accompanying consequences.
2. Students are expected to actively participate in scheduled weekly clinical
conferences during their Level IV nursing experience. Students' contributions
during conferences will be tracked to establish participation.
3. Students are expected to prepare for clinical conferences by reading the
chapters assigned.
4. Students will research a current nursing/health issue and participate in a
presentation of that topic once in the semester.
5. Students are required to attend two continuing education programs (minimum
length of 3-4hrs.) or one 6-8 hour program. Students must furnish proof of
completion of program requirement by the end of the semester. PLEASE NOTE:
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CPR, EMT Certification, Mental Health First Aide are not accepted for this
Continuing Education course requirement.
6. Students are expected to meet all clinical conference objectives.
7. Final evaluation of student participation in professional role development is an
evaluation component appearing on the Clinical Performance Evaluation Tool.
GUIDELINES FOR ORAL PRESENTATIONS
1. Students will be assigned to work in groups of two or more.
2. Students will review readings from appropriate nursing journals for topics relating
to current issues and trends affecting nursing practice, client outcomes and/or
the health care delivery system.
3. Each member of the class will be expected to participate in each class
discussion.
4. Each student has the ability to gain five extra points on ONE unit test if all criteria
are met satisfactorily. *
Criteria Maximum Points Gained
1. Each student will submit a separate outline with bibliography of 1
their section of the presentation at least one week prior to the
presentation. Bibliography to include the chapter in the text
pertaining to the assigned topic, plus at least 2 other references
from peer-reviewed nursing journals or professional publications.
2. Minimum of 40 minutes for each group presentation. 1
3. Each student will participate equally in oral presentation. 1
4. The group generates active class involvement i.e. game, role 2
role play, case studies, and each student will post one response
to EACH presentation on Canvas.
* Students may designate points earned to be used in either NUR 290 or NUR
291. Students must indicate preference of designation to instructor by Test
#3 in the first rotation. If the student does not indicate a preference, the
points will be sent to the final course in the series for that student.
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COURSE OUTLINE
Theoretical Content Teaching/Learning Activities
Unit I: Leadership Skills/Management
I. Empowerment, leadership skills and
situational leadership
II. Empowerment behaviors and the
characteristics of a change leader
III. Organizational roles in
empowered environments
IV. Obstacles to empowerment and
effective leadership
V. Goals of empowerment
VI. Methods of empowering others
VII. Leadership principles
Catalano, Chapter 10
CAI: Clinical Management Challenge and Basic
Management Skills
Unit II: Delegation
I. Introduction to delegation in the health care
System
II. What is delegation?
III. What can and should be delegated?
A. State Nursing Practice Act
B. Job competencies
C. Patient Needs
D. Organizational policies and
Procedures
E. Professional standards of nursing
Practice
IV. Developing safe practices
A. The “5” Rights” of delegation
B. Explain the task and expected
Outcome
C. Allow staff member to complete the
Task
D. Assess job performance
V. High risk delegation
Catalano, Chapter 15
Video: Delegating Effectively: Working through
with Assistive Personnel. (Media Center-
Library) RT89D44 2002
CAI: Delegation to Unlicensed Assistive
Personnel
Effective Delegation
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Theoretical Content
Teaching/Learning Activities
Unit III Pain Management and Comfort
Measures of the Dying Patient
I. Introduction to the Concepts of Pain and
Comfort in the Dying Patient
II. The Physiology of Deprivation of Fluids
III. Medications Used for Pain Management
IV. POLST
Unit IV, V, VI: Presentations -
Topics to include but not limited
to the following
I. Minimizing Malpractice
II. Assessing out Own Attitudes About
Cultural Diversity
III. The Healthcare Delivery System
A. Uninsured population
B. Medicaid
D. Medicare
IV. The Politically Active Nurse
V. Ethics in Nursing
VI. Reality Shock in the Workplace
VII. Nursing Informatics
VIII. Bioethical Issues
IX. Communication
X. Delegation & Supervisor
XI. Collective Bargaining & Governance
XII. Spirituality
XIII. Alternative and Complimentary Practices
Organize student presentations as per outline.
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Information Session
Fees (approximate; subject to change at any time):
Nursing Pin: approximately $40 - $300 depending on what you order
Cap & Gown cost: no fee
Graduation: You should receive a letter regarding graduation 2 months prior
graduation. You can review a copy of the letter in office A-115.
State Board of Nursing: Application fee (nonrefundable): $ 75
License fee: $120
Surcharge fee (nonrefundable): $ 5
$200 in 1 check/money order
Testing service fee: $200
Change test date fee $ 50
Criminal Background Check: $ 25
Fingerprints Sagem Morpho: $ 75
State Board Examination Info:
National Council of State Boards of Nursing (NCSBN):
Overview https://www.ncsbn.org/nclex.htm:
Candidate Bulletin: http://www.ncsbn.org/ then click on the link: NCLEX Exam; then under “Key
NCLEX Resources” click on Candidate Bulletin (the link will take you to another page, there are 2
versions, review the larger version first). There is other “Important Information” at the bottom of that page .
Review ALL links. 2023_NCLEX_Candidate_Bulletin.pdf
State Board of Nursing (BON): http://www.njconsumeraffairs.gov/nursing/. To apply to the BON
type in http://www.njconsumeraffairs.gov/nursing/nur_applications.htm in your browser. You can either
apply online or use the printed version of the application.
Pearson VUE: https://www.nclex.com/registration.page. The Bergen Community College Program Code
is: US18404900. The candidate bulletin is also available on this site.
Tutorial available on this website.
You may also access the NCLEX test plan at: https://www.ncsbn.org/1287.htm
Everything you NEED to know is in the Candidate Bulletin, “Information for Professional Nurse
Licensure by Examination Application Process” document, and on the Pearson Testing Center
website.
Process you need to know from this point on:
1. You will need to access the NCSBN and BON site and review and/or print-out the Candidate
Bulletin (https://www.ncsbn.org/1213.htm).
2. You should apply to the BON in September/January (as appropriate). Once your application is
processed you will receive further information about fingerprinting
(https://www.bioapplicant.com/nj/) and the ATT number. You will NOT be able to fingerprint
until you receive notification from the BON stating that you are eligible to do so. You will NOT
be able to register for the exam until you get your ATT number; you will NOT receive an ATT
number until #3 (see below) occurs.
3. Once you have successfully completed the program, a “Program Completion Confirmation
Letter” will be mailed to the BON.
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PLEASE READ the information cited in the Candidate Bulletin regarding THE DAY OF THE
EXAMINATION.
NCLEX