FLORIDA STATE COLLEGE AT JACKSONVILLE DEPARTMENT OF NURSING

Associate of Science in Nursing Program

NUR 1022C NURSING TECHNIQUES

FALL 2013-1

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TABLE OF CONTENTS ADN MISSION, PHILOSOPHY, & CONCEPTUAL FRAMEWORK. 4

COURSE DESCRIPTION ............................................................. ..................... 7 REFERENCE NUMBERS AND INSTRUCTOR INFORMATION .................. 8 TEXTBOOKS AND RESOURCES .... END OF COURSE OBJECTIVES COURSE INFORMATION AND POLICIES ......... 9 10 12

COURSE CONTENT AND HOURS ........................................................ ........ 19 UNIT OBJECTIVES UNIT I: UNIT II: psis; Isolation; PPE UNIT III: ...... 24 Basic Human Needs ...... 20 Across the Lifespan Vital Signs, Bed-.. 22 Making; Personal Hygiene; Infection Control; Medical Ase Medication Administration:...................................

Nonparenterals & Parenterals UNIT IV: Surgical Asepsis;....................................... .................................. 31 Urinary Catheterization; Sterile Dressing Changes UNIT V: Pressure Ulcers; Specimen .. 33 Collection; Hot/Cold Therapy; Oxygen Therapy UNIT VI: IV & NG Insertion and Irrigation; 35 Bowel Elimination; Specialty Beds EQUIPMENT IDENTIFICATION LIST ACUTE CARE OBJECTIVES. COURSE POLICY SIGNATURE PAGE 39 41 37

SUPPLEMENTAL MATERIALS (separate e-file) 1. Guidelines for Nursing Care Plans 2. Nursing Care Plan 3. Course Evaluation Form 4. Evaluation of Clinical Experience 5. Community Service Guidelines/Objectives 6. Certificate of Community Service 7. Grade Sheet Nursing Techniques PROGRAM INFORMATION Associate of Science Degree in Nursing Mission The mission of the ADN program of Florida State College at Jacksonville is to pr ovide nursing education for culturally diverse students, preparing them to be su ccessful on the NCLEX-RN licensure examination and to practice as entry-level re gistered nurses in multi-variant settings as members of the healthcare professio n.

ADN Program Philosophy/Conceptual Framework The current ADN program philosophy is based on faculty beliefs related to the ce ntral unifying concepts of human beings, health, nursing and nursing education. The unifying threads within the curriculum are the: National League for Nursing (NLN) competencies for graduates of associate degree programs American Nurses Association (ANA) scope and standards of nursing practice National Patient Safety Goals Florida State College ADN Program Mission Facultys Vision for Excellence Collectively, the unifying threads within the curriculum support the achievement of five (5) Student Learning Outcomes and five (5) program outcomes that take e xpression in the associate degree nurses role of provider of care, manager of car e and member of the profession. The ADN faculty believes that: Human beings are unified organisms of biological, psychological, and sociocultur al dimensions. They are endowed with the capacity to think, reason, and abstrac t meaning from perceptions supplied by the senses. The capacity for abstraction and the application of acquired knowledge to new and different situations enabl e human beings to have an unlimited potential for growth and development. Human beings continuously interact with their internal and external environments thro ugh the life cycle. They respond uniquely within the context of family, communi ty and society. Health is a changing state which affects biological, psychological and sociocult ural responses to the environment. It is on a continuum ranging from wellness t o illness, and influenced by the individuals state of being, developmental stage and fulfillment of basic human needs. Optimal health is enhanced by health prom otion, health maintenance and disease prevention. Nursing is an interpersonal process based on applied principles of psychological , biological, physical and social sciences, and economics and is concerned with the health and dignity of human beings. This process is applied in collaboratio n with the individual, family, and community, utilizing the resources of multi-d isciplinary health care professionals. Nursing Education is a dynamic teaching-learning process. It builds on a genera l education foundation that fosters the development of a core of nursing knowled ge and skills. The teaching-learning process is a shared responsibility between the teacher and learner. The role of the teacher is to facilitate a cooperativ e learning environment for a student population comprised of various age groups with culturally and educationally diverse backgrounds. The teacher serves as a role model, imparts knowledge, fosters critical thinking, and provides the guida nce, direction, feedback and reinforcement required for learning. The role of t he learner is to establish and achieve learning goals and actively participate i n a collaborative, multi-disciplinary setting. Learning is a continuous and act ive process involving the cognitive, psychomotor and affective domains of the le arner. The learning process is enhanced by moving from the known to the unknown , from the simple to complex, and through reinforcement of desired behaviors. L earning can be demonstrated by acquisition of new knowledge and by observation o f changes in the behavior of the learner. It takes place through learner partic ipation in selected experiences to identify concepts, apply pirnciples, explore alternative care modalities, and measure health outcomes. The faculty s Vision for Excellence for nursing and nursing education provides a model for nursing students and graduates Integration of Interpersonal Communication Processes Scientific principles integrated into nursing practice Respect for the health and dignity of the individual Collaboration with individuals, families, and communities

Use of the nursing process The exercise of sound clinical judgment Shared learning as a continuous and active process Adaptation to an ever changing health care system Implementation of the Associate Degree nurses roles of provider of care, manager of care, and member of the profession. ADN Student Learning Outcomes Use effective communication skills appropriate for nursing Apply clinical judgment in providing care throughout the lifecycle using the nur sing process Demonstrate a commitment to ethical/legal practice and continuous learning for p ersonal and professional growth Provide competent and safe client care in health care settings Engage in teaching and learning with clients throughout the lifecycle ADN Program Outcomes NCLEX Pass rates will be within ten percentage (10%) points of the national mea n Eighty percent of ADN students will achieve program completion within four semes ters, once admitted to the professional phase of the program Eighty percent of graduates responding to the graduate satisfaction survey will report program satisfaction Eighty percent of employers responding to the employer satisfaction survey will report satisfaction with program graduates Fifty percent of ADN graduates will be employed with six months of graduation. The following diagram displays the philosophy/conceptual framework and the unify ing threads of the associate degree nursing program.

Congruency The mission and philosophy of the ADN education unit are congruent with the Coll eges mission, distinctive values and attributes statements. These statements are also congruent with the North Campus/Nassau Center mission and vision statement s. COURSE DESCRIPTION COURSE NUMBER: NUR 1022C COURSE TITLE: NURSING TECHNIQUES PREREQUISITES: Admission to the Nursing Program COREQUISITES: CREDIT HOURS: 4 CONTACT HOURS/WEEK 7 CONTACT HOUR BREAKDOWN: Lecture/Discussion: Lab: Clinical:

105 Total Hours 15 30 60 FACULTY WORKLOAD POINTS: 6.5 STANDARDIZED CLASS SIZE ALLOCATION 24 lecture/12 clinical OFFICE HOURS: As posted per course instructor; see Blackboard for posted times. CATALOG COURSE DESCRIPTION: This course introduces the beginning nursing student to psychomotor techniques t hat are needed in the delivery of safe, quality health care to clients across th e lifespan. The techniques are initially taught in the nursing simulation labora tory. Laboratory sessions will include demonstrations, return demonstrations, an d testing of selected techniques. These sessions allow the student to practice n ursing techniques in a risk-free environment prior to entering the clinical enviro nment. Proficiency of nursing techniques will be enhanced with additional commun ity experiences.

IMPORTANT DATES TERM/SESSION: Fall 2013-1, Session A16 Course start date: Monday, August 27, 2012 Course end date: Friday, December 14, 2012 Payment refund deadline: Tuesday, September 4, 2012 Withdrawal deadline for W grade: Monday, November 1, 2012 For more information on course start and end dates, payment, drop and withdrawal deadlines, go to http://floridastatecollegecatalog.fscj.edu/content.php?catoid =25&navoid=3176

REFERENCE NUMBERS and INSTRUCTOR INFORMATION Section Reference Number Classroom Instructor Contact Information Clinical Instructor Contact Information 1 374599Stacey Burns Office: C-228 Office Phone: 766-6544 Email: HYPERLINK "mailto:sburns@fscj.edu" sburns@fscj.eduStacey Burns Office: C-228 Office Phone: 766-6544 Email: HYPERLINK "mailto:sburns@fscj.edu" sburns@fscj.edu 2374600Stacey Burns Office: C-228 Office Phone: 766-6544 Email: HYPERLINK "mailto:sburns@fscj.edu" sburns@fscj.eduCarolyn Keister Office: C-240 Office Phone:766-6529 Email: HYPERLINK "mailto:ckeister@fscj.edu" ckeister@fscj.eduJanet 3374601Stacey Burns Office: C-228 Office Phone: 766-6544 Email: HYPERLINK "mailto:sburns@fscj.edu" sburns@fscj.edu Janet Petersen Office:C311 Cell Phone:612-860-2363 Email: HYPERLINK "mailto:jpeterse@fscj.edu" jpeterse@fscj.edu 4374602Joan Boyd Office: C-247 Office Phone: 766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.eduCarolyn Keister Office: C-240 Office Phone:766-6529 Email: HYPERLINK "mailto:ckeister@fscj.edu" ckeister@fscj.edu 5374603 Joan Boyd Office: C-247 Office Phone: 766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.edu Joan Boyd Office: C-247 Office Phone: 766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.edu 6374604Joan Boyd Office: C-247 Office Phone:766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.eduPatti Rinehart Office: Phone: Email: HYPERLINK "mailto:prinehar@fscj.edu" prinehar@fscj.edu 7374605Joan Boyd Office: C-247 Office Phone:766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.eduJoan Boyd Office: C-247 Office Phone:766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.edu

8374606Joan Boyd Office: C-247 Office Phone:766-6506 Email: HYPERLINK "mailto:joboyd@fscj.edu" joboyd@fscj.eduJanet Petersen Office:C311 Cell Phone:612-860-2363 Email: HYPERLINK "mailto:jpeterse@fscj.edu" jpeterse@fscj.edu 9374607Carolyn Keister Office: C-240 Office Phone:766-6529 Email: HYPERLINK "mailto:ckeister@fscj.edu" ckeister@fscj.eduCarolyn Keister Office: C-240 Office Phone:766-6529 Email: HYPERLINK "mailto:ckeister@fscj.edu" ckeister@fscj.edu 10374608Carolyn Keister Office: C-240 Office Phone:766-6529 Email: HYPERLINK "mailto:ckeister@fscj.edu" ckeister@fscj.edu Michael Owens Office: C-224 Office Phone: Email: 11374615Monte Beane Office- C-240 Office Phone- 766- 6597 Email- HYPERLINK "mailto:mbeane@fscj.edu" mbeane@fscj.edu Monte Beane Office- C-240 Office Phone- 766- 6597 Email- HYPERLINK "mailto:mbeane@fscj.edu" mbeane@fscj.edu 12374616Monte Beane Office- C-240 Office Phone- 766- 6597 Email- HYPERLINK "mailto:mbeane@fscj.edu" mbeane@fscj.edu TBA 13 374617 Michael Owens Office: C-224 Office Phone: Email: Sabrina Jones Office: Office Phone: Email: SECURITY: 766-6608

REQUIRED TEXTBOOKS Ackley, B. J. & Ladwig, G. B. (2011). Nursing diagnosis handbook. 9th ed. St. Louis, MO: Mosby. Deglin, J. & Vallerand, A. (2011). Daviss drug guide for nurses. (12th ed.). Phil adelphia: Davis. Elkin, M., Perry, A., & Potter, P. (2012). Nursing interventions & clinical skil ls (5th ed.). St. Louis: C.V. Mosby.

Evolve Apply: Complete RN Online Case Studies and PracTest. 2009. Elsevier. Kee, J. L. (2009). Laboratory and diagnostic tests with nursing implications. ( 8th ed.). Upper Saddle River: Prentice Hall. Mosbys Student Skills Online 3.0 (packaged with Elkin text). Myers E. (2006). RNotes: Nurses clinical pocket guide. (2nd ed.). Philadelphia: F.A. Davis. NeehrPerfect Electronic Medical Record Access thru website HYPERLINK "http://ww w.neehrperfect.com" www.neehrperfect.com Pickar, G. D. (2011). Dosage calculations: A ratio-proportion approach. 3rd ed . Clifton Park, N. Y.: Thomson-Delmar. Silvestri, L. (2011). Comprehensive Review for the NCLEX-RN. 5th ed.). St. Louis: Elsevier. Tabers Cyclopedic Medical Dictionary. 21st ed. (2009). Philadelphia: F. A. Davi s. REQUIRED MATERIALS Purchase of a techniques kit is required. You will also need to purchase a stet hoscope of good quality (Littman is a good brand), along with student uniforms ( both formal and casual) and white leather or leather-like shoes for use in the c linical setting. A blood pressure cuff (sphygmomanometer) will also be needed. END OF COURSE OBJECTIVES AND SUPPORTED STUDENT LEARNING OUTCOMES Upon completion of this course, the student will be able to: Assess vital signs for clients throughout the life cycle. (SLO 2, 4) Demonstrate accurate measurement of height/weight and body girth. (SLO 2, 4) Implement techniques necessary for the maintenance of hygiene, health, and comfo rt of the client. (SLO 1, 2, 3, 4, 5) Use principles of protective body mechanics and body alignment in giving nursing care to clients. (SLO 2, 4) Demonstrate accurate measurement and recording of intake and output. (SLO 4) Accurately write techniques performed. (SLO 1, 2, 3, 4) Utilize medical and surgical aseptic techniques. (SLO 2, 4, 5) Execute nursing techniques that promote physiological and microbiological safety measures in the laboratory and clinical areas. (SLO 1, 2, 3, 4, 5) Demonstrate safe administration of medications to clients by the following route s: (SLO 1, 2, 3, 4, 5) Oral Parenteral Intramuscular Subcutaneous Intradermal Intravenous Enteral Other Demonstrate specimen collection for diagnostic purposes. (SLO 1, 2, 4, 5) Demonstrate success on dosage and IV calculation examinations with a grade of 80 % or higher. (SLO 2, 3, 4) Implement the nursing process to a selected client, including client teaching. (

SLO 1, 2, 3, 4, 5) Work and Time Commitment As a student, your weekly time commitment will include techniques laboratory pra ctice outside of class time. Prior to simulation examination, we recommend that you have a minimum of 15 hours of laboratory practice time. These practice hour s are to focus on the testable simulation examination techniques. It is suggest ed that you plan at least 2 hours per week of practice time and review of the on line skills videos. Additionally, you will need to plan reading and research ti me for clinical preparation experiences and other assignments. Use of a weekly planner is recommended. Practicing good time management will help ensure your s uccess. ONLINE RESOURCES for STUDENTS If you have a problem using the entire reference address, try using the first pa rt of it and navigate through the site to what you need. Evolve Elkin, Perry and Potter online access HYPERLINK "http://evolve.elsevier. com/elkin" http://evolve.elsevier.com/elkin Evolve Online Case Studies These case studies are written at the application level and are highly recommend ed. The questions are written exactly like the questions on the NCLEX-RN. You will be enrolled into the Evolve system by faculty. If you have problems, co ntact Evolve Online Support for assistance at 1-800-401-9962 or HYPERLINK "mail to:evolve-support@elsevier.com" evolve-support@elsevier.com APA Format sites: HYPERLINK "http://owl.english.purdue.edu/owl/resource/560/01/" http://o wl.english.purdue.edu/owl/resource/560/01/ HYPERLINK "http://www.liu.edu/CWIS/CWP/library/workshop/citapa.htm" http://www. liu.edu/CWIS/CWP/library/workshop/citapa.htm HYPERLINK "http://www.ccc.commnet.edu/apa/" http://www.ccc.commnet.edu/ apa/ HYPERLINK "http://www.apastyle.org/elecref.html" http://www.apastyle.or g/elecref.html HYPERLINK "http://www.drgwen.com" www.drgwen.com ls - Explore them! Online research - medical and health related websites HYPERLINK "http://cdc.gov" http://cdc.gov rol and Prevention Centers for Disease Cont Includes several tutoria

HYPERLINK "http://www.americanheart.org" www.americanheart.org American Heart A ssociation HYPERLINK "http://www.nursingcenter.com" www.nursingcenter.com Searches 50 nurs ing journals published by Lippincott. Look under CE Connection for full text cont inuing education articles (which you only pay for if you take the test) HYPERLINK "http://www.wilkes.med.ucla.edu" www.wilkes.med.ucla.edu Auscultation Assistant for heart and lung sounds

Faculty Web page with Song, Rhymes and Raps by Susan Schultz HYPERLINK "http://www1.fscj.org/sschultz/" http://www1.fscj.org/sschult z/ COURSE INFORMATION AND POLICIES All students are required to verify that they have received and read the policie s for this course during the first week of class.It should be done by printing and signing the Course Policy Signature Page (see last page of this syllabus), and submitting signed copy to instructor on the first day of class. This document wi ll be kept in your records. ATTENDANCE Professional behavior is a key component of our clinical/lab experience and is e xpected at all times. This includes but is not limited to attentiveness in class and lab, cell phone use (talking, texting, photographing, etc.), appearance, de meanor, and/or conduct. CLASS and LAB Attendance at all classes and participation in all labs is strongly recommended. Students who do not attend all classes will be held accountable for the same le vel of performance as the students who attend all classes. An incomplete or fa iling grade may result from class absences. In order to successfully complete a course, students must meet all class as well as lab objectives. CLINICAL Students are required to attend all scheduled clinical hours, including clinical hours on campus. The maximum number of clinical absences that can be made up is ONE day and the absence must be made up. Exceptions may be made only by the Ass ociate Dean, ADN program for extenuating circumstances (ie: death in immediate family or illness lasting several days). Absences must be approved by the facult y member prior to the scheduled clinical experience (voice mail messages are not acceptable). If the reason for the absence occurs on the day of the scheduled c linical experience, the instructor must be notified no later than one hour prior to the scheduled start time. Documentation, including medical clearance, valida ting the reason for an approved absence must be provided if requested. The stude nt will assume full responsibility for all content covered during the absence an d will be held to the same level of performance as that of other students. An in complete or failing grade may result from a clinical absence. In the event a cou rse is failed, both components (theory and clinical) must be repeated. Clinical tardiness (such as arriving late for the start of clinical experiences and leaving clinical facilities early, etc.) is determined by the instructor and may result in dismissal for the day. Two episodes of tardiness will equal one c linical absence. All clinical time must be made up. Refer to student handbook fo r further explanation.

II.CLASSROOM INSTRUCTION Methods of instruction used in the classroom setting may include lecture, equipm ent and procedure demonstrations, group discussion, cooperative learning activit ies, and audiovisual presentations. Active participation in all classroom activ ities is expected.

III. COLLABORATIVE LABORATORY PRACTICE & DOCUMENTATION

The site for Laboratory work in the course is one of the Nursing Labs in C-build ing/North campus for Day Students and Nursing Labs in C-building/North campus or the Nursing Labs in the Deerwood Center for the Evening/Weekend students. Laboratory practice of assessment techniques helps broaden and reinforce your un derstanding of the assessment concepts and body system processes discussed in th e lecture and reading assignments (in ALL Term One Courses). The majority of the time in the lab will be spent performing hands-on practice of skills covered in that days class time. Any documentation writing should reflect the assessment skills and techniques yo u practiced as well as the assessment findings. These papers should be a reflectio n of your ability to work with different partners, document nursing physical ass essments, and attain the necessary descriptive writing skills for completion of the course. IV.WRITTEN ASSIGNMENTS All written work submitted for nursing courses (including exit prescriptions) mu st follow the rules of writing. All written work must be the work of the student , stated in the students own words. Any source must be documented. Plagiarism is a form of cheating (see college policies). When accessing patient information during all aspects of this course, students w ill adhere to the privacy provisions of the Health Insurance Portability and Acc ountability Act (HIPAA). Client confidentiality is part of the Patients Bill of R ights and the Health Insurance Portability and Accountability Act (HIPAA), and a s such, will receive strict compliance with this act and as well as the patient confidentiality laws of the state of Florida. The criteria for completion and evaluation of written assignments and projects w ill be shared by faculty. Dates for completion of assignments will be desig nated by faculty. Written assignments and projects may not be redone for a b etter grade. Any written assignment submitted late for grading will have 10 points deducted after the due date. One additional point will be deducted for each additional calendar day until a maximum of 15 points are accumulat ed. After that time, a grade of zero will be given. WRITTEN TESTING All students are REQUIRED to take tests/quizzes/exams on the scheduled date and time, which are administered on unscheduled class days. All students in all sect ions will take the examinations on the same day and at the same time. Students s hould bring a #2 pencil and a basic calculator to the exams; all other items (bo okbags, purses, phones etc.) should be left at home or in the car. Students are not allowed to wear hats (ball caps) during testing. Students will not be permitted to take the exam if they are fifteen minutes late from the start of the exam and/or if a student completing the exam has left the testing room. Plan to arrive on campus 15-30 minutes prior to scheduled exam ti me. To take an examination at an unscheduled time requires approval by the faculty m ember prior to the occurrence. Documentation validating the reason for taking th e examination at another time must be provided if requested. Absences from testi ng must be approved by the faculty member before the scheduled testing time. Make-up examinations may be in essay/short answer format and must be taken PRIOR to the next scheduled class or test day, depending on the course schedule, as a

pproved by faculty. Exams must be taken in sequence. An incomplete or failing gr ade may result from testing absences. In the event a course is failed, the student will complete an EXIT interview; bo th components (class and clinical) must be repeated. Students are NOT permitted to advance to Term Two until all requirements of Term One are met successfully. LABORATORY TESTING: SIMULATION This simulation will include a total of three techniques and documentation : IM and SQ injections, and a sterile procedure. Students will have a maximum of 25 m inutes to complete the simulation. A maximum of 120 points will be possible, bas ed on the critical elements for each technique. If a student makes less than 96 points on the first attempt, the student will be expected to retest. If the student has to retest, then s/he must provide the instructor with 2 hours of documented lab practice prior to the second attempt. The maximum score of 96 points for a second attempt must be achieved in order to pass. If the student d oes not pass by the second attempt, then s/he will be exited from the course as a course failure. Failure to complete either simulation attempt within the allotted time will res ult in a failure of that testing attempt. Documentation is not included in the t esting time. The grade for this Simulation counts as an examination under the 80% average of exams requirement. Simulation testing must be completed at the appointment time. Lateness will res ult in a 10-point deduction from the final test grade. Students are encouraged t o practice skills independently a minimum of 15 hours outside of regular class t ime in order to increase their performance ability. Students are also encouraged to practice while using a timer in order to learn t o complete the techniques within the allotted times. ***NOTE*** The student will be expected to competently and safely demonstrate these skills at any time during this semester, as well as future semesters. If student is not successful in demonstrating these skills, remediation will be required in an ins tructor-designated time frame within that course. If student is unable to safely and competently demonstrate these skills following prescribed remediation, it wi ll result in a clinical failure. GRADING The grading scale in the Associate Degree Nursing Program is: A= 100-93 B= 92-86 C= 85-80 F= 79 and below The grading scale for the course is: A= 1000-930 points B= 929-860 points C= 859-800 points F= 799 points and below Total points possible for the course are 1000. Department of Nursing policy stat es that in order to pass a course, TWO academic criteria must be met: (1) a mini mum of 80% of possible course exam points must be achieved prior to other course work grades being factored in (WHICH IS 656 POINTS OF THE 820 POINTS FOR ALL EXA MS) , and (2) a minimum overall average of 800 points in all course measurement tools There will be no rounding in the calculation of the final course grade or Exam grade total. Remember, successful completion of ALL Term I courses is requi red prior to advancing to Term II. Your grades will be determined based on the following maximum points possible: EXAMS:

Dosage Calculation Test #1 50 points (minimum of 40 points) (5%) Dosage Calculation Test #2 100 points (minimum of 80 points) (10%) IV Calculation Test .100 points (minimum of 80 points) (10%) Medical Terminology Test ..50 points (5%) Lab Simulation 120 points (12%) Comprehensive Final Exam 250 points (25%) Comprehensive HESI testing ..150 points (15%) ______________________________________________________________________________ TOTAL POSSIBLE EXAM POINTS .820 points OTHER COURSEWORK HESI Case Studies (in Evolve-2 @ 15 points each) 30 points (3%) HESI Practice Exam . 50 points (5%) Nursing Care Plans (2 @ 25 points each) ..50 points (5%) Unit Quizzes (5 @ 10 points each)..50 points (5%) ________________________________________________________________________ TOTAL POSSIBLE ADDITIONAL POINTS180 points ________________________________________________________________________ TOTAL COURSE POINTS 1000 points (100%) The grade on the 1st testing attempt will be the grade recorded for the Dosage C alculation 1 & 2 and IV Calculation exams (no averaging). Each of these exams c an be retaken only ONCE after the initial test. Failure to achieve a passing sco re (see required minimum above) after the 2nd attempt will result in course fail ure, necessitating reinstatement to this course. Comprehensive HESI testing Your HESI Score reflects application of the HESI Predictability Model (HPM) to y our overall score and each subject area score. Research studies have found the H PM to be highly accurate in predicting NCLEX success. The maximum number of point s allotted is 150. EXAMPLES for Grading: The student earns a HESI score (NOT Conversion score) of 685 on an exam and the exam is worth 250 points, the calculated grade is: 0.25 X 685= 171 points. The student earns a HESI Score of 1011, and the exam is worth 150 points, calcul ated grade is 0.15 X 1011 = 150 points as total possible points. If a student fails to take the test at the designated time, s/he will receive a grade of ZERO. All students will be required to attend HESI remediation trainin g. Comprehensive assessment tests administered at the end of each course are treate d as examinations. Thus, all of the directives in this section apply. Failure to complete comprehensive testing at the conclusion of the term will re sult in a grade of incomplete I or a course failure. (See grading). Sharing of inf ormation from these tests is considered cheating.

See Student Handbook for additional requirements on testing. I Grade Report: An I grade may be assigned at the instructors discretion upon request by the student. Only students unable to complete the assigned work as scheduled due to non-academic reasons are eligible for the I grade. The I grade will permit e

ligible students additional time to complete required course work. To be eligibl e for an I grade, the student must be passing the course at the time of the reques t and must have completed at least 75% of the course work. Completion of remaini ng course work needed to remove the I grade must be within the time frame set by t he instructor. The I grade must be removed before progressing to any other nursing course. The instructor will require the student to provide documentation, including med ical or military documentation as indicated, to assist in the decision to award the I grade. The instructor may choose not to grant the request. The I grade should be considered only when the student has the potential to earn a passing grade if the missing work is made up in the agreed upon time frame. The instructor will prescribe in a written agreement, signed by both instructor and student, the remaining course work required for completion and removal of th e I grade. A signed copy of this prescription will be kept on file in the nursing office. An additional copy of the agreement will be given to the student. All wo rk must be completed within the deadline set by the instructor, not to exceed on e year. The students seat in the program will only be held until the first day of the subsequent term. After this time, the students reinstatement will be determi ned on a space available basis according to the reinstatement policy. All submitted work must be logged in through the Academic Advisor in the Nursing Office. When the work is completed, the instructor will submit a grade change f orm with the grade earned. If the work is not completed within the prescribed ti me frame, the I will automatically change to an F grade. The student will be informe d of the final grade assigned. Please note that I grades do not apply to the clinical components of nursing cours es. Make-up clinical days are determined by individual course policies. VIII. MATH FOR MEDICATIONS Math for Medications is studied independently. Content will be covered outside of the classroom by the nursing tutor. Refer to the Nursing Tutor Community fol der in Blackboard for Study material. The Dosage Calculation Test and IV Calculation exams will be given during the fi rst six weeks of the course. A basic calculator may be used on the test. Use of any other calculator must be approved by the test proctor. IX. CLINICAL EXPERIENCES These hospital based experiences will include a required clinical orientation wh ich may be on a nonclinical day, pre and post clinical conferences, demonstratio ns and return demonstrations and selected experiences. All students are required to obtain clinical assignments and conduct appropriate research in order to com plete a clinical practice worksheet, also called a nursing care plan. The studen t should bring the clinical practice worksheet (see Guidelines for Completing Nu rsing Care Plan), and be prepared to discuss their assigned client in pre-confer ence. Students will submit the nursing care plans on a weekly basis. During the first two weeks of the clinical experience, faculty will provide feedback on the care plans after submission as a learning process. After this time, if careplan s are not satisfactorily written, they will be returned for corrections and resu bmitted until of passing quality. Students will complete a clinical practice worksheet (Care Plan) EACH clinical d ay. The completed clinical practice worksheet must be submitted each week by 5:0 0PM the day following assigned clinical day. Students will work in pairs for the first 2 weeks of clinicals ONLY; thereafter, each student will be assigned an individual patient.

NOTE: Students must adhere to the policies/procedures of our clinical partners and/or Florida State College at Jacksonville while attending clinicals. Violation of th e policies/procedures of our clinical partners and/or the Florida State College of Jacksonville School of Nursing including, but not limited to, parking, facili ty access, cell phone use (talking, texting, photographing, etc.), professional appearance, professional demeanor and conduct, may result in removal from the cl inical facility by the facility and/or the School. Should such removal occur, co nference with the student, Full Time faculty member responsible for that course and the Associate Dean, ADN program will be required to determine whether or not a recommendation will be made to the North Campus President that the student no t be allowed to proceed in the nursing program. CPR certifications acquired through an approved American Heart Association cours e that includes hands on simulated experience with both children and adults is req uired for continuance. CPR certification must remain current throughout enrollm ent in the nursing program. X. COMMUNITY SERVICE EXPERIENCE Students are required to participate in a 4-hour community experience as part of the community component of the course. The experience will occur at a faculty-a pproved health related agency or activity and must be approved by the instructor . Objectives pertaining to this experience and a certificate to be completed by a service representative are found in the syllabus. Documentation of the volunte er hours must be submitted by the last clinical week (week 15). Failure to compl ete this assignment by the designated date may result in an incomplete or course failure. STUDENTS WITH DISABILITIES Florida State College at Jacksonville fully complies with the provision of the A mericans with Disabilities Act (ADA). Students with disabilities should refer to the College Catalogue for a listing of available support services. Any student with a disability must work with the Office of Counseling and Advising for Stud ents with Disabilities in order to receive an accommodation. Students must prov ide the Director of Nursing and faculty teaching that student with a document st ating the accommodations that faculty should implement in the classroom setting. The Students with Disabilities Advisor is Michelle McLamb-Liwag. North Campus of fice phone is (904) 766-6784, Bldg/Rm. E-150. Hours are 9 am 2 pm, Monday - Thu rsday. XII. i- Clicker Requirement Students are required to purchase an iClicker remote transmitter to be used in t he classroom setting. This remote must be in their possession by the second wee k of class. There will be no sharing of iClicker remotes and the student will b e responsible for replacing batteries or replacing the unit if it is damaged. Fa ilure to have the i-Clicker brought to class may result in lost points. XIII. STUDENT POLICIES AND PROCEDURES Please review the Student Handbook that is distributed during your initial orien tation to the nursing program and in Blackboard, and periodically revised and re -distributed. It is each students responsibility to know and adhere to these pol icies and procedures. Please read the college policy on Academic Dishonesty in t he Florida State College at Jacksonville catalog at HYPERLINK "http://floridast atecollegecatalog.fscj.edu/content.php?catoid=18&navoid=2288" http://floridastat ecollegecatalog.fscj.edu/content.php?catoid=18&navoid=2288 If a student is determined by a professor to be lying, stealing, or cheating, t he student will be recommended for dismissal from the nursing program permanentl

y. Any act or behavior on the part of the student which tends to impair, interfe re with, or otherwise disturb or obstruct the orderly conduct, processes, functi ons, and/or interests of the College is expressly prohibited. XIV. GRIEVANCES If a student has a course grievance, the appropriate chain of command shall be f ollowed to expedite the resolution process. The grievance should first be addres sed with the theory/clinical instructor of the particular course, followed by th e course leader, and then, the Associate Dean, ADN Program. XV. COMPUTER AND SUPPORT SERVICES Computer and support services for nursing students enrolled in this course inclu de: Library and Learning Commons: FSCJ North Campus maintains a Library and Learning Commons located on the third floor of the D building. This facility was known formerly as the library and learn ing assistance center, which are now merged. You will need your Membership Card to gain access to this service. Our nursing web site address is: HYPERLINK "http ://www.fscj.edu/mydegree/academics/schools/health-sciences/nursing/" http://www. fscj.edu/mydegree/academics/schools/health-sciences/nursing/Visit often for your research needs. Nursing Tutor: Emily Kuschnereit Office C-323 Phone # 766-6525 E-mail: HYPERLINK "mailto:ekuschne@fccj.edu" \o "mailto:ekuschne@fccj.edu" ekus chne@fscj.edu Lab Coordinator: Danna Morris Office C-331 Phone: 766-6591 E-mail- HYPERLINK "mailto:damorris@fscj.edu" damorris@fscj.edu Course Leader: Stacey Burns Office: C228 Phone: 766-6544 E-mail: HYPERLINK "mailto:sburns@fscj.edu" sburns@fscj.edu XVI. COURSE CONTENT AND HOURS

UNIT 1 Standard Protocols; Basic Human Needs; Safety Measures 2 UNIT II Vital Signs; Hygiene; Infection Control; Medical Asepsis 2 UNIT III Medication Administration 4 UNIT IV Surgical Asepsis; Sterile Procedure 2 UNIT V Wound Care; Specimen Collection; Oxygen Equipment 2

UNIT VI IV & NG Insertion & Irrigation; Bowel Elimination 3

UNIT I Introduction to Clinical Nursing Techniques/ Basic Human Needs Across the Lifesp an Rationale: Nurses are responsible for meeting the basic human needs of physical security, s afety, personal hygiene, and assisting with mobility. Factors that influence the care required to meet these basic needs include the clients age, developmental s tage, general health, social and cultural background. This unit will also introd uce the beginning student to Standard Protocols for all nursing interventions (b asic steps used for ensuring the safety and well-being of the client and the nur se). Objectives: Upon completion of this unit of study, the student will be able to: TOPIC 1- LEGAL and STANDARD PROTOCOLS FOR ALL NURSING INTERVENTIONS Explain the legal responsibility & obligations of the nurse regarding the Health Insurance Portability and Accountability Act (HIPAA) and documentation. (SLO 1, 2, 3, 4, 5) Explain Evidence-based Practice and its role in the clinical setting. (SLO 1, 2, 3, 4) Discuss the role of the nurse in risk management. (SLO 1, 2, 3, 4) Explain the National Patient Safety Goals and their role in the clinical setting . (SLO 1, 2, 3, 4, 5) Identify the steps utilized in Standard Protocols for all nursing interventions. (SLO 1, 2, 3, 4, 5) Explain the rationale for each step of standard protocols. . (SLO 1, 2, 3, 4, 5) Describe safety measures used in the simulation laboratory and clinical area tha t protect the future nurse and client from injury. . (SLO 1, 2, 3, 4, 5) Demonstrate safe use of body mechanics. (SLO 2, 4) Select opportunities for required four-hour community service experience. (SLO 1 , 2, 3, 4) LEARNING ACTIVITIES: With a partner, practice safe body mechanics during moving and transferring a pat ient. Practice positioning patients. TOPIC 2- BASIC HUMAN NEEDS/MOBILITY AND RANGE OF MOTION Define key terms: (SLO 1, 3) Active range of joint motion (ROJM; AROM) bedrest body alignment complete bedrest contracture eversion extension external rotation flexion hoyer lift hyperextension immobility internal rotation logroll orthostatic hypotension

Demonstrate the procedure for assisting a client in the following: (SLO 1, 2, 4) Moving up in bed Helping to a sitting position Transferring from bed to chair, wheelchair, and stretcher Demonstrate assisting a client into the following positions: (SLO 1, 2, 4) Fowlers Supine Lateral Sims Describe correct body alignment for standing, sitting, or lying positions. (SLO 1, 2, 4) Demonstrate assisting with ambulation with and without assistive devices. (SLO 1 , 2, 4) Describe the nurses use of safe body mechanics when transferring or positioning. (SLO 1, 2, 4) Demonstrate logrolling a client. (SLO 1, 2, 4) State indications for performing range of motion (ROM) exercises. (SLO 1, 2, 4, 5) Demonstrate passive and active ROM exercises on a client. (SLO 1, 2, 4, 5) READING ASSIGNMENTS: Elkin, Potter, Perry Other Chapters 1, 3, 4, 5 (pp61-64), 15, 16 Standard Protocols in front cover of textbook Online support and skills videos

UNIT II Vital Signs; Bed-Making; Personal Hygiene; Infection Control; Medical Asepsis; I solation; PPE Rationale: Promoting control of infection is a primary responsibility of the nurse regardle ss of the practice setting (acute care, home health, nursing homes, clinics, etc .). Knowledge of the infections process and disease transmission, along with the critical thinking involved in how and when to use aseptic technique and barrier protection are imperative in the practice setting. Skills emphasized during thi s laboratory experience include handwashing and medical asepsis, which are appli ed during all aspects of care, including personal hygiene. The use of isolation and barrier precautions instituted to stop transfer of micr oorganisms from client to nurse and nurse to client will be emphasized. Objectives: Upon completion of this unit of study, the student will be able to: Topic 1-VITAL SIGNS Define these key terms: Nursing process c standards of care recording reporting hypothermia diffusion pulse deficit Dyspnea essure hyperventilation hypoventilation orthopnea perfusion (SLO 1, 3) critical thinking pediatric tachypnea ventilation apical pulse

assistive personnel medical record tachycardia thready pulse hypertension

geriatri

pulse pr

bounding pulse hypotension doppler bradycardia Korotkoff sounds apnea dysrhythmia sphygmomanometer pulse strength hyperthermia

LEARNING ACTIVITIES: Practice taking and recording of classmates vital signs. Topic 2- BASIC HUMAN NEEDS:HYGIENE AND FEEDING Describe key terms: (SLO 1, 3) alopecia maceration cerumen pediculosis emollient plaque gingivitis incontinence List guidelines used to provide hygiene to clients. (SLO 1, 2, 4, 5) Demonstrate a complete bed bath. (SLO 1, 2, 4, 5) Demonstrate methods of providing privacy during hygiene. (SLO 1, 2, 4, 5) Demonstrate bedmaking. (SLO 1, 2, 4, 5) Explain precautions to take while assisting clients with a tub bath or shower. ( SLO 1, 2, 3, 4, 5) Identify and document pertinent observations made while bathing clients. (SLO 1, 2, 3, 4, 5) Demonstrate oral care and care given to the eyes, hair, and nails. (SLO 1, 2, 4) Identify risk factors that could occur while providing mouth and foot care. (SLO 1, 2, 3, 4) Develop a plan of mouth care for the unconscious client utilizing a Yankauer suc tion. (SLO 1, 2, 4, 5)

Demonstrate denture care. (SLO 1, 4) Demonstrate how to give a backrub. (SLO 1, 2, 4) Demonstrate shaving a male client. (SLO 1, 2, 4) Identify actions the nurse takes in feeding a/an infant, dependent client, and c lient at risk for aspiration. (SLO 1, 2, 4) Demonstrate routine hand-washing technique. (SLO 1, 2, 4) LEARNING Practice occupied Practice Practice ACTIVITIES: bathing, backrubs, mouth care (including denture care), and bedmaking ( and unoccupied) in lab. using Yankauer suction for the unconscious client. shaving a client.

Topic 3- INFECTION CONTROL; ISOLATION; MEDICAL ASEPSIS Define key terms: (SLO 1, 3) nosocomial infection personal protective equipment (PPE) standard precautions medical asepsis sterilization surgical asepsis chain of infection immunosuppressed client isolation precautions internal radiation therapy Utilize nursing interventions intended to break the chain of infection. (SLO 1, 2, 3, 4, 5) Describe guidelines for maintaining medical and surgical asepsis. (SLO 1, 2, 4) Identify situations when barrier protection must be used. (SLO 1, 2, 4) Demonstrate use of barrier protection. (SLO 1, 2, 4) Demonstrate routine handwashing technique. (SLO 1, 2, 4) Demonstrate application of clean gloves. (SLO 1, 2, 4) LEARNING Students Students Students ACTIVITIES: will demonstrate the use of barrier protection. will practice handwashing technique. will practice application of clean gloves.

READING ASSIGNMENTS: Potter, Elkin, & Perry Other Chapters 5, 6, 10, 12 Online support & skills videos

UNIT III Medication Administration: Nonparenterals & Parenterals Rationale: An important responsibility of every nurse is the accurate and safe administrati on of medications. It is necessary for the nurse to know and understand the pote ntial dangers of medications as well as their potential benefits. In addition, t he nurse must understand the legal responsibility and function within the confin es of law when administering medications. This unit will provide the student wit h the skill and knowledge needed to administer nonparenteral and parenteral medi cations safely and skillfully. Objectives: Upon completion of this unit of study, the student will be able to: Define terms in Word List A. (SLO 1, 4) State factors influencing the action of drugs, including absorption, distributio

n, biotransformation, and excretion. (SLO 1, 2, 3, 4) Describe the major routes of drug administration and describe factors considered in determining the route of administration. (SLO 1, 2, 3, 4) Explain advantages and disadvantages of different routes of drug administration. (SLO 1, 2, 4) Execute drug orders. (SLO 1, 2, 4) Discuss/demonstrate the rights of drug administration. (SLO 1, 2,3, 4) Demonstrate drug dosage calculation. (SLO 1, 2, 4) Summarize general principles of preparation and administration of medications. ( SLO 1, 2, 3, 4, 5) Give examples of medication errors which could be the basis for a law suit. (SLO 1, 2, 3, 4) Examine factors contributing to medical errors and evidence-based methods for th e prevention of medical errors. (SLO 1, 2, 3, 4, 5) Describe the effects of aging on drug therapy and implications for nursing care. (SLO 1, 2, 4, 5) Identify techniques for administering nonparenteral and parenteral medications. (SLO 1, 2, 3, 4) Demonstrate techniques for preparing and administering intramuscular (including Z-track), subcutaneous (including insulin and heparins), intravenous, and intrad ermal injections including: Selection of equipment (size of syringe and needle) Techniques for locating appropriate sites Techniques for preparing the injection Technique for mixing two medications in one syringe Demonstrate medication administration by nonparenteral and parenteral routes. (S LO 1, 2, 4) Describe the use of the nursing process as related to client education and drug therapy. (SLO 1, 2, 3, 4, 5) Utilize aseptic technique when preparing and administering medications. (SLO 1, 2, 4, 5) Document medication administration. (SLO 1, 2, 3, 4) LEARNING ACTIVITIES: Paired practice sessions for the following skills: Preparation and administration of topical medications Oral administration of medications Medication administration via feeding tubes Injection techniques Location of injection sites Preparation and administration of parenteral medications Documentation of all skills READING ASSIGNMENTS: Elkin, Potter, & Perry Other Chapters 13, 21, 22, 23 Online support & skills videos Pickar Dosage calculations: A ratio-proportion approach Word List A Independent Study Dosage Calculations in syllabus/Nursing Tutor Commu nity in Blackboard

WORD LIST A

Pharmacology: The study of drugs and their origin, nature properties, and effe cts upon living organisms. Drug: Any substance that when taken into a living organism, may modify one or more of its functions.

PHARMACEUTICAL PREPARATIONS Aqueous solution: have one or more substances dissolved in water

Aqueous suspension: have finely divided particle suspended in water must be shaken before administration to evenly distribute particles Elixir: aromatic, sweetened, alcoholic preparation used either as flavor ed vehicles or active medicinal agents Tincture: diluted alcoholic solutions of drugs or chemicals

Extract: concentrated preparations of vegetable or animal drugs o btained by removing the active ingredients of the drugs with suitable solvents a nd then evaporating all or part of the solvents Fluid extract: alcoholic liquid extracts of vegetable drugs DOSAGE FORM Capsule: iner Tablet: small disks a single dose of drug contained in a small gelatin conta preparation of a powdered drug that is compressed or molded into

Troche: flat, round, or rectangular preparation that is held in the mout h until dissolved Spansule: g Powder: Ampule: a dosage form providing for gradual but continued release of dru finely divided solid drugs for internal or external use sealed glass container containing only one dose of drug

Vial: glass container with rubber stopper which may contain a number of doses of drug Suppository: rifice drug in a firm base suitable for insertion into body cavity or o

Ointment: semisolid preparation suitable for external application to the s kin or mucous membranes Ophthalmic ointment: e DRUG ACTION Stimulant: Depressant: increases cell activity decreases cell activity ointment prepared specifically for application to the ey

Selective action: describes the action of a drug that is greater on some t issues than on others. Example: Methergine (an oxytocic) acts on uterine tissue Therapeutic action: individual the action of a drug in diseased tissues or in the sick

Cumulative action: the action or effect that may be produced when the body cannot metabolize one dose of a drug before another dose is administered, leadin g to toxic concentrations Synergistic action: refers to the effect obtained why two drugs are given to gether because each one improves or enhances the action of the other Antagonistic action: counteract the action refers to the effect obtained when one drug is given to

Side effect: any effect of a drug other than the one for which it is administ ered: Example: Morphine, given for pain constricts the pupil Untoward effect: a side effect regarded as harmful to the patient

Toxic effect: poisonous effect of a drug, either from a regular dose, overdose , or cumulative effect of the drug Systemic effect: refers to the action of a drug whose major effect occurs after absorption into body fluids Local effect: ation Idiosyncrasy: refers to the action of a drug at the specific site of administr an unexpected effect produced by a drug in a given individual: E

xample: a sedative causes hyperactivity in a given patient Hypersensitivity: Tolerance: of a drug Habituation: Addiction: allergy

a decreased physiologic response to the repeated administration state of psychological dependence state of physical and psychological dependence

DRUG CLASSIFICATION ACCORDING TO ACTION Miotic: Mydriatic: Cycloplegic: General anesthetic: ensibility to pain Local anesthetic: o which it is applied Anthelmintic: Antipyretic: Carminative: contracts on constricts pupils dilates pupils produces paralysis of the ciliary muscle of the eye medication producing total loss of consciousness and ins medication that diminishes the sensibility of the part t

combats parasitic intestinal worms reduces fever removes gas from GI Tract soothing, softening

Emollient (demulcent): Deodorant: Dipilatory: Emetic:

destroys or neutralizes odor removes hair produces vomiting

Barbiturate: a synthetic compound derived from barbituric acid and used for h ypnotic or sedative effects Antiinfective: counteracts or prevents infection Vasoconstrictor: Pressor: Vasodilator: causes narrowing of blood vessels stimulator which tends to raise blood pressure causes expansion of blood vessels

Anticoagulant: combats blood clotting Hormone: metabolism chemical substance produced by the endocrine glands that affects

Enzyme: compound capable of accelerating or producing some chemical chan ge without itself being changed Antineoplastic: inhibits or prevents the growth and proliferation of malignant c

ells and neoplasms--used in cancer chemotherapy Tranquilizer: alleviates tension and anxiety without inducing sleep

Antihistamine: suppresses the effect of released histamine: usually found in me dications used to dry mucous secretions Hypoglycemic agent: Antiarrhythmics: Cardiotonic: Hemopoietic: acts to decrease blood sugar used to treat irregular rhythm of the heart improves heart muscle tone aids in blood cell production

Antibiotic: used in the treatment of infectious diseases to destroy or hinib it the growth of microorganisms Sulfonamide: Antifungal: Disinfectant: Antiseptic: Analgesic: activity Narcotic: Sedative: Hypnotic: bacteriostatic effect on microorganisms kill or inhibit the growth of fungi agent which destroys pathogens agent which inhibits the growth of microorganisms relieves pain without producing loss of consciousness & reflex derivative of opium: usually used as an analgesic lessens physiological responses promotes sleep

Ataractic: relieves anxiety thus promoting emotional equilibrium without pr oducing drowsiness Relaxant: Diuretic: Antidiarrhea: Antacid: Antiemetic: relaxes muscles increases the secretion and flow of urine combats diarrhea neutralize acidity of the G.I. tract combats nausea and vomiting

Antispasmodic: relieves muscle spasms Coagulant: Antitussive: Expectorant: causes clotting of blood combats coughing facilitates removal of secretion from lungs

Bronchodilator: causes dilation of bronchi, thus increasing the caliber of the p ulmonary air passages UNIT IV

Surgical Asepsis: Urinary Catheterization; Intake & Output; CVL & PICC Line Dres sing Changes Rationale: This unit will provide the student with the skill and knowledge needed to skillf ully and safely perform sterile procedures. Objectives: Upon completion of this unit of study, the student will be able to: Define key terms: (SLO 1, 2, 4) PICC line CVL Surgical asepsis Indwelling urinary catheter Straight catheter Demonstrate application of sterile gloves. (SLO 1, 2, 4) Demonstrate indwelling catheter insertion using sterile technique. (SLO 1, 2, 3, 4) Identify the uses and types of urinary catheters. (SLO 1, 2, 4) Demonstrate removal of an indwelling urinary catheter. (SLO 1, 2, 3, 4) Demonstrate performing catheter care. (SLO 1, 2, 4) Demonstrate a CVL or PICC dressing change using sterile technique. (SLO 1, 2, 3, 4) Explain parameters of maintaining sterility. (SLO 1, 2, 4) Define the terms intake and output. (SLO 1, 2, 4) Explain the rationale for measuring intake & output on a client and situations w hen this would be done. (SLO 1, 2, 4, 5) Demonstrate accurate measurement of intake: (SLO 1, 2, 3, 4) Oral IV Tube feeding Irrigants Demonstrate accurate measurement of output: (SLO 1, 2, 3, 4) Urine Emesis Drains irrigants LEARNING Practice Practice Practice Document ACTIVITIES: measuring intake and output. urinary catheter insertion and CVL/PICC dressing change. applying sterile gloves. the skills demonstrated.

READING ASSIGNMENTS: Potter, Elkin,& Perry Other Chapters 5 (pp 60,73-80), 7 (pp 125-127), 18 Online support (see care of central venous access devices) & skills videos

UNIT V Pressure Ulcers & Wound Care; Specialty Beds; Specimen Collection; Hot/Cold Ther apy; Oxygen Therapy Rationale: Clients that are bedbound, have certain disease processes, or have limited mobil ity are at high risk for developing complications. The nursing student needs to understand the clinical manifestations of these disorders and the anticipated in terventions. By providing prompt interventions, complications may be controlled . Objectives: Upon completion of this unit of study, the student will be able to: Topic 1- WOUND CARE AND PRESSURE ULCERS Define key terms related to wound management: (SLO 1, 2, 4) sitz bath granulation tissue exudate debridement epitheliazation serosanguinous penrose drain purulent sanguineous evisceration dehiscence pressure ulcer/decubitus Explain uses of sutures, staples, and steri-strips. (SLO 1, 2, 4) Demonstrate dressing changes. (SLO 1, 2, 4, 5) Explain factors that impair or promote wound healing. (SLO 1, 2, 4, 5) Describe guidelines to follow in preventing pressure ulcer formation. (SLO 1, 2, 3, 4, 5) Identify risks for development of pressure ulcers or wound infections. (SLO 1, 2 , 3, 4, 5) Identify and document the staging of pressure ulcers. (SLO 1, 2, 3, 4) Describe the rationale for techniques used when treating pressure ulcers. (SLO 1 , 2, 3, 4, 5) LEARNING ACTIVITIES: Practice removing sutures/staples, and applying steri-strips. Practice performing wound care. Topic 2- SPECIALTY MATTRESSES and BEDS Define these types of beds: air fluidized bed, bariatric bed, rotational therapy bed; air mattress, egg crate Topic 3- SPECIMEN COLLECTION Define key terms: Clean/midstream voided specimen pediatric urine collection bag Specimen hat blood glucose monitor (accucheck machine) vacutainer tube specimen container hemoccult occult Explain the rationale and procedure for collection of each specimen collected (s putum, throat, stool, urine, emesis, urine, and blood). Document the clients condition before and after specimen collection. LEARNING ACTIVITIES: Simulate specimen collections and document. Topic 4- HOT & COLD THERAPY Describe therapeutic effects of hot and cold therapy. (SLO 1, 2, 4) Discuss when to apply moist versus dry heat. (SLO 1, 2, 4) Recognize conditions that increase risk of injury from hot and cold applications .(SLO 1, 2, 4)

Topic 5- OXYGEN THERAPY Define the following: (SLO 1, 2, 4) Nasal cannula Oxymizer Venture mask Partial rebreather Non-rebreather Incentive spirometer Peak flow meter Pulse oximetry device Prepare a client in the use of an incentive spirometer. (SLO 1, 2, 4, 5) Prepare a client in the use of a peak flow meter. (SLO 1, 2, 4, 5) Demonstrate correct measurement of oxygen saturation with a pulse oximetry devic e. (SLO 1, 2, 4) LEARNING ACTIVITIES: Paired practice sessions for the following skills: Peak flow meters Setting up oxygen Pulse oximetry Incentive spirometry Documentation of all skills READING ASSIGNMENTS: Elkin, Potter, & Perry Other Chapters 8, 14, 24, 25, 26, 27 Online support & skills videos

UNIT VI Nasogastric (N/G) and IV Insertion and Irrigation; Intravenous Medication Admini stration; Bowel Elimination Rationale: Thorough management of nursing interventions requires diverse skills. The nursin g student needs to understand how to perform these skills and be aware of the po tential complications that may arise from inappropriate technique. Objectives: Upon completion of this unit of study, the student will be able to: Topic 1- IV Therapy 1. Define these by terms related to IV therapy: (SLO 1, 2, 4) a. IV catheter Continuous infusion Drop factor Infiltration Phlebitis Intermittent infusion Macrodrip Microdrip Needleless system Injection cap Winged butterfly needle Buretrol IV piggy back Midline Catheter PICC Line 2. Discuss conditions requiring IV Therapy. (SLO 1, 2, 4) 3. Demonstrate the initiation of IV therapy, regulation of IV flow rate, changin g an IV solution, changing IV tubing, changing IV dressing, and discontinuing a peripheral IV. (SLO 1, 2, 3, 4, 5) 4. Correctly document assessment, care and maintenance of IV therapy. (SLO 1, 2, 3, 4, 5) Topic 2- N/G THERAPY Define key terms: (SLO 1, 2, 4) continuous gravity drip nasogastric feeding tube enteral nutrition gastrostome feeding tube bolus PEG tube State the purposes for nasogastric tube placement. (SLO 1, 2, 4) Explain the purpose for checking albumin/protein levels related to enteral feedi ngs. (SLO 1,2, 4) Demonstrate correct insertion, placement verification, irrigation, and removal o f a nasogastric tube. (SLO 1, 2, 3, 4, 5) Demonstrate the appropriate technique for administering bolus feedings, continuo us feedings, and medication administration via tube routes. (SLO 1, 2, 4, 5) Topic 3- BOWEL ELIMINATION Identify factors that alter or impede normal bowel elimination. (SLO 1, 2, 4, 5) State conditions that may necessitate the administration of an enema. (SLO 1, 2, 4) Demonstrate the following skills: administration of an enema and removal of a fe cal impaction. (SLO 1, 2, 4) Identify different types of enemas.(SLO 1, 2, 4) LEARNING ACTIVITIES: Practice IV & NG insertion, irrigation, and removal.

Simulate enema administration. Document all skills. READING ASSIGNMENTS: Elkin, Potter, & Perry Other Chapters 19, 28 Online support & skills videos

EQUIPMENT IDENTIFICATION LIST Safe nursing practice requires that the nurse has knowledge of the intended use (definition) and recognition of many pieces of equipment. Familiarize yourself w ith the items on this list by their use and by sight. protective eye wear jacket restraint extremity restraint mitten restraint bath blanket sponge toothette Yankauer suction instrument denture cup emesis basin graduated measuring container/ graduate specimen hat receptacle urinal bedpan fracture bedpan urinary external catheter enema administration kit prepackaged disposable enema stethoscope diaphragm stethoscope bell sphygmomanometer Doppler stethoscope electronic BP device electronic thermometer electronic tympanic thermometer pulse oximeter specimen delivery bag (biohazard) midstream urine specimen container wound culture tube sputum specimen container pediatric urine collection bag rubber tourniquet glucose testing meter mortar and pestle metered dose inhaler SQ injection needle IM injection needle insulin syringe tuberculin syringe ampule multi dose vial antiembolism stockings/TED hose sequential compression device Jackson-Pratt drain Penrose drain Hemovac drainage system suture removal kit staple remover kit Steri Strips biohazardous waste bag portable sitz bath Aquathermia pad Montgomery ties transparent occlusive dressing PRN adapter/INT/injection cap

winged infusion butterfly needle over-the-needle-catheter (ONC) electronic infusion devices (IV and tube feeding) drip chamber roller clamp volume control device/Buretrol injection port needleless system: alligator clamp/blunt cannula and vial adapter IV infusion set nasal cannula Venturi mask partial rebreather mask non-rebreather mask incentive spirometer closed chest drainage system nasogastric tube NGT irrigation equipment ostomy pouch straight urinary catheter indwelling urinary catheter stool specimen container denture cup ACUTE CARE OBJECTIVES: This experience is based on the educational model of cooperative learning, which has as its primary theme team work. Students will work in small group activities to achieve the following objectives. All assigned care giving activities will be under the direct supervision of the clinical instructor and will include ongo ing dialogue with the patients primary nurse at the acute care setting. The student will: Prepare for each clinical assignment using the required clinical practice worksh eet. This requires each student to research the client/patients medical record, medication administration record and kardex, and appropriate textbooks for infor mation needed to provide safe care. The clinical worksheet is started the day p rior to the assigned activity and is to be completed and turned in for evaluatio n the day of the clinical activity. Participate in pre-conference by being prepared to discuss their plan of care, m edication and treatment information. Receive report from the primary nurse caring for students assigned client. Provide the following care giving activities based on their assignment: Activities of daily living (bath, bed making, ambulation, feeding and dressing) based on the patients current needs. Medication administration (oral, SQ, IM and IV as assigned). Health assessment as assigned. Treatments as assigned. Documentation as appropriate and assigned. Report off at the end of the clinical experience to the patients primary nurse. Participate in post-conference activities that may include presentation of the a ssigned patient and achievement of nursing care plan goals and/or patient care r ounds with visitation to the assigned patient.

CLINICAL NURSING TECHNIQUES SIGNATURE PAGE FOR COURSE POLICIES Fall 2013-1 This is to certify that I, _________________________________________ (Print Name ), a student in Clinical Nursing Techniques (NUR 1022C), have received and read the policies for this course. I hereby acknowledge that I understand the policie s and this signed statement will be kept in my permanent file. Student Signature __________________________________ Date _______________ CONFIDENTIALITY STATEMENT The undersigned herby acknowledges his/her responsibility under applicable feder al law and regulations including but not limited to regulations under the Health Insurance Portability and Accountability Act (HIPAA), to keep confidential any in formation regarding Facility/Agency. The undersigned agrees, under penalty of l aw, not to reveal to any person or persons any specific information regarding an y patient, except to authorized clinical staff and associated personnel of the F acility/Agency and, as necessary, to other Program Participants/Students at the Facility/Agency who are supervising or assisting the undersigned in the provisio n of services at Facility/Agency. The undersigned further agrees not to reveal to any third party any confidential information of Facility/Agency, except as re quired by law or as authorized by Facility/Agency. Dated this ______ day of ______________________________, 20 ___. The signature below signifies that I have read and understand all of the above c ourse policies (including course syllabus) and understand to agree to follow the Health Insurance Portability and Accountability Act of 1996. I hereby acknowle dge that a copy of this form will be kept in my permanent student file: Student Signature __________________________________ Date _______________

Florida State College at Jacksonville e of Science Degree in Nursing Nursing Techniques NUR 1022C

Associat

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