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PAPER IS ABOUT NURSING EVOLUTION

NURS

Medical Surgical Nursing-Promoting Wellness 202111FAII E-01

202111FAII 2021

· Section E-01

· 11/01/2021 to 01/2

/2022

· Modified

/2021

Meeting Times

Class Length: 10 weeks

For every 1 hour in a theory class, it is expected that students complete 2–3 hours of study in preparation for class. For this course, it is expected that a minimum of 10–

hours of study outside of class is completed each week. Please check your Student Portal for specific class meeting times, dates, and locations.

In some courses, there is a required online Zoom session in week 10. Please see course specifics below.

You are not required to complete any pre-work before

Week

1, however, preparation for class is recommended.

Contact Information

Course Description

This course is the second in the series of courses focusing on the concepts of medical–surgical nursing. This course provides knowledge for nursing of older adults with complex acute health problems focusing on maintaining or restoring health of acutely ill clients. The needs of older adults returning to the community and community health care issues will be addressed.

Total Course Credits:

Total Course Hours:

Lecture Hours In-Class:

Lab Hours:

Supervised Clinical/Practicum Hours:

Externship/Internship Hours:

Requisites

Course Prerequisites: NURS

120

and NURS 121L

Course Corequisites: NURS 211L

Course Learning Outcomes

1. Develop the nursing process to illustrate the exceptional care of adults as they age and alter their health.

2. Plan care for older adults and those with alterations in health using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion.

3. Distinguish the interprofessional collaboration/team management needs of older adults and those with alterations in health.

4. Integrate the pharmacologic, nutritional, developmental, and teaching needs of older adults and those with alterations in health.

Program Learning Outcomes

College of Nursing Mission Statement

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners, preparing nurses to provide quality and compassionate care responsive to the needs of the community and the global society.

College of Nursing Philosophy

The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes

The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to educate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to the

Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 200

1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.

2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity.

3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence-based practice.

4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations.

5. Design healthcare education for individuals, families, and communities.

6. Comply with the professional standards of moral, ethical, and legal conduct in practice.

. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.

8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with oversight and accountability for care delivery.

. Use patient care technology and information systems when providing nursing care in a variety of settings.

Course Materials

Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materials that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However, students will be held accountable for obtaining these materials in order to meet all course requirements.

Publication Manual of the American Psychological Association

· Author: American Psychological Association

· Publisher: American Psychological Association

· Edition: 7th

· Optional

Medical-Surgical Nursing: Assessment and Management of Clinical Problems

· Author: Lewis, S. L., Heitkemper, M., Bucher, L., Harding, M., Kwong, J., Roberts, D.

· Publisher: Elsevier

· Edition: 11th

Recommended Resources

American Cancer Society

American Diabetes Association

National Kidney Foundation

Manual of Laboratory & Diagnostic Tests

· Author: Fischbach, F., & Dunning, M.B.

· Publisher: Lippincott Williams & Wilkins

· Edition: 9th

· Optional

ATI

Assessment Technologies Institute. (2019)

ATI product solutions

ATI is required throughout the program.

Remind App

Remind app will be used as a course communication tool. Initial communication will come from a telephone number individualized for each student. Please feel free to save that number and use it either by text or telephone during “office hours”.

Alternatively, you can download the

Remind app

and communicate using in-app messaging. If this is your first time using Remind, please login using your university email address and click on the Forgot Password link to set a new password.

For support please contact

support@remindhq.com

from your university email address or visit

https://help.remind.com/

Evaluation

Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an ongoing learning process.
Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or lab assignments, practice exams

Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been achieved.
Examples: Final exam, term paper, or term project
Signature

Assignment

s, where applicable, are course assignments designed to comprehensively measure student achievement of course and program learning outcomes.

Additional Information:

· All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for credit in any other course unless approved by the faculty or noted in the syllabus.

· Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.

· It is important that you save all of your completed assignments for your records.

· Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.

Criteria

*Critical Assignments (where applicable)

· If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments will be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly clinical reports, must achieve a 76% average grade to pass.

· If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining course assignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of the Critical Assignment points.

It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met the minimum requirements for critical assignments. Some courses do not have critical assignments.

It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in the course syllabus. Please see your instructor if you have questions about grading or assignment criteria.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignments that will be late after 3 days and receive a zero score must be submitted. Not applicable to Capstone and VATI assignments.

All tests are cumulative. They confirm a cognitive level based on the NCLEX test plan structure.

Time to test: Each assessment is limited to a specific time per question. All ATI Proctored tests are 1 minute per question. For all faculty-created tests, students are allowed 1.5 minutes per question for 100-level courses and 1 minute per question for 200 and higher-level courses (e.g.

0).

Types of evaluations and related weights
Assignment	Weight / Points	Week Due	Details
Formative
ATI Leader Case Study	15		1	· Case 1: Delegation
ATI Learning System	40	3, 5, 7	10 points each · Week 3: Gerontology Practice Quiz 1 · Week 3: Gerontology final (40 minutes) · Week 5: Medical-surgical Neurosensory Practice Quiz 1 · Week 7: Medical-surgical final (1 hour 40 minutes) Must spend the assigned number of minutes on each lesson and complete post-tests to earn points toward the grade.
ATI Video Case Studies and Skills Modules	135	1, 2, 3, 4, 6, 7	· Week 1: Video Case Study: Polypharmacy Safety (Under VCS Pharmacology) (10 pts) · Week 2: Video Case Studies: Palliative and Hospice Care (Under VCS Adult Med-Surg) (20 pts) · Week 3: Skills Modules: Mobility (15 pts) · Week 4: Video Case Studies: Neurocognitive Disorders (under VCS: Mental Health) (20 pts) · Week 6: Video Case Studies: Pain Management (Under VCS Adult Med-Surg) (20 pts) · Week 6: Skills Modules: Pain Management (15 pts) · Week 7: Video Case Studies: Infection Control, (Under VCS: Fundamentals) (20 pts) · Week 7: Skills Modules: Infection Control (15 pts) Skills Modules: Students should expect to spend one hour to complete a review of the tutorial, including the overview, step-by-step viewing, and accepted practice components of the module. Video Case Studies: Each video scenario is approximately 5 minutes or less. It is recommended that a student spend about 30 to 60 minutes on each video case. Student must achieve minimum score of 76% on each assignment in ATI to earn points for the assignment.
*Assessments	450	2, 3, 4, 6, 7, 8	75 points each · Week 2: Assessment 1 · Week 3: Assessment 2 · Week 4: Assessment 3 · Week 6: Assessment 4 · Week 7: Assessment 5 · Week 8: Assessment 6
Nursing Evolution			10		9	This is a portfolio assignment that must be completed at the end of the course.The student will not be allowed to sit for the final without having completed the evolution for this course.
Active Learning Engagement	30
Zoom Virtual Class Session Summary	25	Attend the online Zoom session. Participation is required. Your instructor will post details regarding the session in the announcements. There is no in-class meeting during week 10. After attending the session, submit a 1 paragraph (4-5 sentence) summary to Canvas for grading. Details of the summary requirements will be presented during the session.
Summative
*Midterm Exam	120		5
*Comprehensive Final Exam	175
Total	1,000 points total
*Total Critical Assignments Points	745

Course and Program Specific Policies

ATI Policy

Tutorials (where applicable)

Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to spend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for tutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post-tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the course grade.

Practice Assessments and Focused Reviews (where applicable)

Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice assessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored exam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare for proctored exams.

Proctored Exams and Focused Reviews (where applicable)

Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a Level 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area.A focused review is always required after proctored exams.

Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading parameters.

Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.

All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.

Nursing Program or Accreditation Requirements

Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the program.

· NURS 493: See details in course criteria.

· NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not be dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will result in dismissal from the university.

A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of “F” in the course.

Please see the

University Catalog

for more information under Course Withdraw and Dismissal Policies.

Students should review the

RN Student Handbook

for more information.

Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam.The student will not be allowed to sit for the final without having completed the evaluation for this course.

AACN Essentials of Baccalaureate Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing and assessing baccalaureate education programs for professional nursing practice. You may access the full publication here:

AACN Essentials

Late and Make Up Work (Not Applicable to NURS 493)

Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):

· Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignments submitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3 days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided for extenuating circumstances only.

Quizzes and Tests*

It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48 hours of the original examination date will earn a zero.

Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*

Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is final.

Extenuating Circumstances

An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.

· The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of the next class.

· The make-up examination may not be the same examination but may be an alternative format such as an essay examination.

· The student must take the make-up examination in a proctored environment.

· If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the maximum score that the student may earn on the examination is 76%.

· Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of missing the examination will receive a zero score for the examination.

· One form is required for each request. Any future make-up requests require a new form.

· Receiving the maximum amount of points on a make-up examination will be considered only for students who provide documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion of the Academic Dean, Director, or designee.

*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review each syllabus for assignment criteria.

** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.

No work is accepted after the last scheduled class (on ground) or the last day of class (online).

Minimum Passing Grade

The minimum passing grade in the core nursing program is a C+.

“P” or “NP” are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and NURS 493).

Sigma Theta Tau Nurse Manager Certificate

Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your courses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of completion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS 497 portfolio.

ATI’s partnership with Sigma Theta Tau International Honor Society of Nursing provides students the opportunity to earn their Sigma Nurse Manager Certificate for no additional cost through atitesting.com. Graduates who earn this certificate are more compelling in the workforce. In 2020, content was updated and the new version Sigma Nurse Manager Certificate Program 2020 was added to all new and in progress classes. In June 2022, the older 2017 version, Sigma Theta Tau 2017, will be removed from student and faculty accounts. The 2020 version will remain

To earn the Sigma Nurse Manager Certificate, students must complete all 16 modules in the same Sigma year. Half cannot be in 2017 and the other half in 2020. ATI recommends students who began using the 2017 version, finish all 16 modules by June 2022. Students who only completed modules in the 2020 version can continue with 2020.

Course Outline

The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is subject to change in the event of extenuating circumstances.

Objectives

reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes.

· Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill throughout the duration of the course.

*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section and/or in your assignment dropbox.

Outline of topics, objectives, and activities
Week	Topic	Objectives	Activities & Assignments
Orientation; Gerontology; Health Promotion/Tissue Integrity	Orientation, Syllabus review Gerontology 1. Integrate the nursing process to illustrate unique care of adults as they age. 2. Prioritize care for older adults using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management needs of older adults. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of older adults. Health Promotion/Tissue Integrity 1. Integrate the nursing process in care of individuals with health promotion needs related to cancer. 2. Prioritize care for patients with alterations in health promotion needs related to cancer using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management of health promotion needs related to cancer. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs for individuals with alterations in health promotion needs related to cancer.	Reading · Lewis · Ch. 5 · Ch. 15 ATI · ATI Fundamentals review module · Ch. 25 Older Adults · Ch. 49 IV therapy · ATI Adult medical surgical review module · Ch. 89 · Ch. 90 · Ch. 92 · Ch. 93 · ATI Active Stack pharmacology flash cards · Review ATI the communicator · Technique Identifier Case 10 · Review ATI dosage calculation case studies and finals: Leukopenia post chemotherapy · Review ATI Pharmacology Made Easy 3.0 · Immune system (cancer) Medications Drug Therapy for Cancer · Folic Acid Analog – methotrexate · Pyrimidine Analog – cytarabine (Cytosar-U, DepoCyt) · Purine Analogs – mercaptopurine (Purixan) · Alkylating Agents – cyclophosphamide, mechlorethamine (Mustargen), chlorambucil (Leukeran), ifosfamide (Ifex) · Nitrosoureas – carmustine (BiCNU) · Platinum Compounds – cisplatin · Anthracyclines – doxorubicin (Adriamycin, Doxil) · Vinca Alkaloid – vincristine, vinblastine (Velban) · Taxanes – paclitaxel (Taxol) · Topoisomerase Inhibitors – topotecan (Hycamtin) · Gonadotropin-Releasing Hormones – leuprolide (Lupron, Lupron Depot) · Androgen Receptor Blockers – flutamide, bicalutamide (Casodex), nilutamide (Nilandron) · Estrogen Receptor Blockers – tamoxifen (Soltamox) toremifene (Fareston) · Estrogen Receptor Modulator: raloxifene (Evista) · Aromatase Inhibitors – anastrozole (Arimidex), letrozole (Femara), and exemestane (Aromasin) · Monoclonal Antibody – trastuzumab (Herceptin) · Interferon – interferon alfa-2A (Roferon-A), interferon alfa -2B (Intron A), interferon beta -1a (Avonex), beta -1B (Betaseron) · Targeted Antineoplastic Drugs – imatinib (Gleevec) Assignments · ATI Leader Case Study · Case 1: Delegation · ATI Video Case Study · Polypharmacy Safety (Under VCS Pharmacology)
2	Heart failure; Thrombocytopenia	Perfusion 1. Integrate the nursing process in care of patients with alterations in perfusion. 2. Prioritize care for patients with alterations in perfusion using the following applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management needs of patients with alterations in perfusion. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with alterations in perfusion.	Reading · Lewis · Ch. 34 · Ch. 30 · Ch. 33 · Ch. 35 ATI · ATI Adult medical surgical review module · Ch. 32 Heart Failure and pulmonary edema · Ch. 28 Electrocardiography dysrhythmia monitoring · Ch. 39 Hematologic diagnostic procedures ATI Active stack pharmacology flash cards · Cardiovascular system drugs · ATI Targeted Medical–Surgical practice assessment · Cardiovascular · Review ATI Pharmacology Made Easy 3.0 · Cardiovascular system (CAD) · Hematologic system (hematopoiesis) Medications Drug Therapy for Coronary Heart Disease · HMG-CoA Reductase Inhibitors – atorvastatin (Lipitor) · Fibrates – gemfibrozil (Lopid) · Nitrates – nitroglycerin (Nitrostat, Nitro-Dur), isosorbide (Isordil) Drug Therapy for Cardiac Dysrhythmias · Class IA/Sodium Channel Blockers – quinidine, procainamide) · Class IB/Sodium Channel Blockers – lidocaine (Xylocaine) · Class IC/Sodium Channel Blockers – flecainide (Tambocor) · Class II/Beta Blockers – propranolol (Inderal LA) · Class III/Potassium Channel Blockers – amiodarone (Cordarone) · Class IV/Calcium Channel Blockers – verapamil (Calan) Salicylics – aspirin (Ecotrin) ADP Inhibitors – clopidogrel (Plavix) Thrombolytics – alteplase (Activase) Anti-Coagulants · Factor Xa and thrombin inhibitor- heparin · Factor Xa inhibitor- Enoxaparin (Lovenox)Vitamin K inhibito- warfarin (Coumadin) Assignments · Assessment 1 · ATI Video Case Study · Palliative and Hospice Care (Under VCS Adult Med-Surg)
COPD and Asthma	Oxygenation · Integrate the nursing process in care of patients with an alteration in oxygenation. · Prioritize care for patients with alterations in oxygenation using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. · Demonstrate the interprofessional collaboration/team management needs of patients with an alteration in oxygenation. · Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with an alteration in oxygenation.	Reading · Lewis · Ch. 28 ATI · ATI Targeted Medical – Surgical Practice Assessment · Respiratory · ATI Real Life RN · COPD · ATI adult medical surgical review module · Ch. 17 Respiratory Diagnostic Procedures · Ch. 19 Respiratory Management Mechanical Ventilation · Ch. 20 Acute Respiratory Disorders · Ch. 21 Asthma · Ch. 22 Chronic Obstructive Pulmonary Disease Medications H1-Receptor Antagonists · Sedating antihistamines – diphenhydramine (Benadryl · Nonsedating antihistamines – cetirizine (Zyrtec · Sympathomimetic decongestants – phenylephrine (Neo-Synephrine · Antitussives · Opioid – codeine · Nonopioid – extromethorphan (Benylin · Expectorants – guaifenesin (Mucinex, Humibid); Mucolytics–acetylcysteine (Mucomyst) Assignments · ATI Learning System · Gerontology Practice Quiz 1 · Gerontology Final · Assessment 2 · ATI Skills Module · Mobility
4	Chronic Neurologic Disorders	Intracranial regulation and Mobility 1. Integrate the nursing process in care of patients with alterations in intracranial regulation or mobility. 2. Prioritize care for patients with alterations in intracranial regulation and mobility using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate interprofessional collaboration/team management needs of patients with alterations in intracranial regulation and mobility. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with alterations in intracranial regulation and mobility.	Reading · Lewis · Ch. 58 · Ch. 60 ATI · ATI Active Stack Pharmacology flash cards · Neurological system drugs · Review ATI The Communicator Technique Identifier Case 3 · ATI Targeted Medical–Surgical Practice Assessment · Neurosensory and musculoskeletal · ATI Adult Medical Surgical Review Module · Ch. 3 Neurologic Diagnostic Procedures · Ch. 7 Parkinson’s Disease · Ch. 10 MS · Review ATI Pharmacology Made Easy · Easy 3.0 · Neurologic system · Part 1 (MS and Parkinson’s) · Musculoskeletal system (MG) Medications Drug Therapy for Parkinson’s Disease · Dopamine-Replacement Drugs/Dopaminergic Agents – levodopa/carbidopa (Sinemet) · Direct-Acting Dopamine Receptor Agonists – pramipexole (Mirapex) · Monamine Oxidase Type B/MAO-B Inhibitors – selegiline (Eldepryl, Zelapar ODT) Drug That Treat Multiple Sclerosis – Immunomodulators – Interferon beta-1a (Avonex, Rebif), Interferon beta 1b (Betaseron) Assignments · Assessment 3 · ATI Video Case Study · Neurocognitive Disorders (under VCS: Mental Health)
Rheumatoid Arthritis, Osteoarthritis, and Lupus	Infection/inflammation 1. Integrate the nursing process in the care of the patients with alterations in infection/inflammation. 2. Prioritize care of patients with alterations in infection/inflammation using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team needs for the patient with alterations in infection/inflammation. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of the patient with alterations in infection/inflammation. Nutrition 1. Integrate the nursing process in care of patients with alterations in nutrition. 2. Prioritize care for patients with alterations in nutrition using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management needs for patients with alterations in nutrition. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with alterations in nutrition.	Reading · Lewis · Ch. 64 · Ch. 41 · Ch. 43 ATI · ATI Active Stack Pharmacology flash cards · Musculoskeletal system drugs · ATI Targeted medical – surgical practice assessment · Immune · ATI Real Life RN · GI Bleed · ATI Active Stack pharmacology flash cards · Gastrointestinal system drugs · ATI Adult medical – surgical review module · Ch. 53 (cholecystitis & cholelithiasis) · Ch. 72 Osteoarthritis · Ch. 88 Rheumatoid Arthritis · Review ATI Pharmacology Made Easy 3.0 · Musculoskeletal system (arthritis, osteoporosis) Medications Pharmacology for Musculoskeletal Problems · DMARD I – methotrexate (Rheumatrex) · DMARD II – etanercept (Enbrel) Assignments · ATI Learning System · Neurosensory Practice Quiz · Midterm Exam
6	Thyroid, Adrenal, and Endocrine Disorders	Metabolism 1. Integrate the nursing process in care of the patients with alterations in metabolism. 2. Prioritize care of patients with alterations in metabolism using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management needs of the patient with alterations in perfusion. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of the patient with alterations in perfusion. Fluid Regulation 1. Integrate the nursing process in care of adults alterations in fluid regulation. 2. Prioritize care for patients with alterations in fluid regulation using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate interprofessional collaboration/team management needs for patients with alterations in fluid regulation. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with selected alterations in fluid regulation.	Reading · Lewis · Ch. 49 Content Outline · Exemplar: Thyroid disorders · Pharmacology for Endocrine disorders · Propylthiouracil – Propylthiouracil (PTU) · Radioactive iodine – Iodine-131 (131I, Iodotope) · Exemplar: Adrenal disorders · Cushing’s disease · Addison’s disease · Pharmacology for endocrine disorders · Glucocorticoids – hydrocortisone (Hydrocortone, Solu-Cortef) · Mineralocorticoids – fludrocortisone (Florinef) Specific Course Activities · Discuss 5 or more NCLEX-style test questions related to class content · Disorders · Propylthiouracil – propylthiouracil (PTU) · Radioactive iodine – iodine-131 (131I, Iodotope ATI · ATI Active Stack pharmacology flash cards · Endocrine system drugs · ATI Targeted medical–surgical practice assessment · Endocrine · ATI Adult medical surgical review module · Ch. 76 (endocrine diagnostic procedures) · Ch. 78 Hyperthyroid · Ch. 79 Hypothyroid · Review ATI Pharmacology Made Easy · Endocrine (thyroid, hypothalamus, and adrenal glands) · ATI Adult Medical surgical review module · Ch. 80 Cushing’s disease · Ch. 81 Addison’s disease Medications Drug Therapy for Thyroid Disorders · Thyroid Replacements – levothyroxine (Synthroid) · Antithyroid Drugs/Propylthiouracil – propylthiouracil (PTU) · Antithyroid Drugs/Radioactive Iodine – iodine-131 Drug Therapy for Hypothalamic Disorders · Growth Hormone – somatropin (Genotropin, Nutropin, Humatrope, Serostim) · Antidiuretic Hormone – desmopressin (DDAVP, Stimate, Minirin) Drug Therapy for Adrenal Disorders · Glucocorticoids – hydrocortisone (Cortef, Solu-Cortef) · Mineralocorticoids – fludrocortisone (FlorDrug Therapy to Prevent Disease Assignments · Assessment 4 · ATI Video Case Study · Pain Management · ATI Skills Module · Pain Management
7	Elimination, Kidney Transplant, Polycystic Kidney Disease, BPH (CBI), TURP, Nephrolithiasis	1. Integrate the nursing process in care of patients with alterations in elimination. 2. Prioritize care for patients with alterations in elimination using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate interprofessional collaboration/team management needs for patients with alterations in elimination. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of patients with selected alterations in elimination.	Reading · Lewis · Ch. 45 Renal & Urologic Problems · Ch. 46 Acute Kidney Injury and Chronic Kidney Disease Content Outline · Exemplar: Glomerulonephritis and renal failure · Hemodialysis · Peritoneal dialysis Specific Course Activities · Discuss 5 or more NCLEX-style test questions related to class content ATI · ATI Real Life RN – Renal failure · ATI Active Stack Pharmacology flash cards · Genitourinary · System drugs · ATI Targeted medical–surgical practice assessment · Renal · Urinary · ATI Adult medical surgical review module · Ch. 56 Renal Diagnostic Procedures · Ch. 57 Hemodialysis & Peritoneal Dialysis · Ch. 60 Infections of the Renal and Urinary Systems · Review ATI Pharmacology Made Easy · Reproductive system · Genitourinary system Medications Drug Therapy that Supports Hematopoiesis · Erythropoietic Growth Factor – epoetin alpha (Epogen, Procrit) · Leukopoietic Growth Factor – filgrastim (Neupogen) Thrombopoietic Growth Factors – oprelvekin (Neumega) Assignments · Assessment 5 · ATI Video Case Study · Infection Control (under VCS: Fundamentals) · ATI Skills Module · Infection Control · ATI Learning System · Medical-Surgical Final
8	Sensory disorders	Safety 1. Integrate the nursing process in care of the patients with alterations in safety. 2. Prioritize care of patients with alterations in safety using additional applicable concepts: perfusion, oxygenation, intracranial regulation, fluid regulation, infection/inflammation, tissue integrity, pain, metabolism, nutrition, elimination, mobility, safety, collaboration, and health promotion. 3. Demonstrate the interprofessional collaboration/team management needs of the patient with alterations in safety. 4. Illustrate the pharmacologic, nutritional, developmental, and teaching needs of the patient with selected alterations in safety.	Reading · Lewis · Ch.20 · Ch. 21 ATI · ATI Adult medical surgical review module · Ch. 12 Disorders of the eye · Ch. 13 Middle and Inner ear disorders Medications Pharmacology for Glaucoma · Beta adrenergic blocker – betaxolol (Betoptic), Timolol (Timoptic) · Cholinergic agonists – pilocarpine (Pilocar, Isopto Carpine) · Cholinesterase inhibitors – echothiophate (Phospholine Iodide) Assignments · Assessment 6
Final Review and Evaluation	· Evolution Statement · Comprehensive Final exam	Specific Course Activity · Course Evaluation Assignments · Active Learning Engagement · Nursing Evolution · Comprehensive Final Exam
Zoom Virtual Session	Participate in the online class session via Zoom. There is no in-class session this week. Assignment · Submit 1 paragraph (4-5 sentences) summary of the Zoom session to Canvas.

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