Lancaster General College of Nursing and Health Sciences

Nursing Program

Syllabus/Course Guide
NURSING 101
F2007-S2008

I. Title: Nursing 101 – Foundations of Nursing Practice

II. Course Description: This course introduces the student to the profession of nursing and health across
the life span. Emphasis is placed on utilizing foundational nursing principles and
skills. The nursing process is introduced as a method whereby a nurse uses
critical thinking skills to assess, plan, and implement nursing interventions and
evaluate outcomes. Concepts of nursing, legal, ethical, communication, health,
assessment, nutrition, holism, community and teaching/learning are introduced.
Principles of pharmacology and selected drug groups are presented, incorporating
the nursing responsibilities inherent in the safe preparation and administration of
medications.

III. Co-requisite: Anatomy and Physiology I (BIO175), Applied Mathematics (MAT150), and
Nursing 111.

IV. Placement: Year I, Semester I

V. Time Allotment: Theory – 75 hours

VI. Faculty: Patsy H. Fasnacht, DNSc, RN

Office 3016, 430 N. Lime St., Ext. 76980
Office Hours: Tuesday 1000-1200, 1300-1400
Friday 1000-1200
e-mail: phfasnac@lancastergeneralcollege.edu

Barbara Conforti, MSN, APRN, BC, CRNP

Office 3212, 432 N. Lime St., Ext. 76981
Office Hours: Monday 1300-1500
Wednesday, Thursday 1530-1600
Friday 1100-1300
e-mail: bhconfor@lancastergeneralcollege.edu

Jo Anne Bowers, MS, RD, LDN

Appointments by arrangement (no office)
e-mail: jmbowers@lancastergeneralcollege.edu

Nancy Smolar, MSN, CRNP

Office 3024, Ext. 77640
Office Hours: Tuesday, Thursday 1230-1500
e-mail: nssmolar@lancastergeneralcollege.edu

VII. Credits: Five (5)

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VIII. Evaluation: A. Course grade is determined by the following:

Online Exams (7) 65 %

Cumulative Final Exam 15%
Assignments & Projects 10%
Nutrition Project
Medication Online tutorial
Group Presentation
Class attendance and Participation 10%

B. Students must pass the course with a Grade of “C” (2.0).

IX. Textbooks:

Required Textbooks:

Ackley, B. J., & Ladwid, G. B. (2008). Nursing diagnosis handbook: a guide to nursing care (8th
ed.). St. Louis: Mosby.

Dillon, P. M. (2007). Nursing health assessment: A critical thinking, case studies approach.
(2nd ed.)Philadelphia: F. A. Davis.

Dillon, P. M. (2007). Nursing health assessment: student applications (2nd ed.). Philadelphia: F.
A. Davis.

Harkreader, H., Hogan, M. A., & Thobaben, M. (2007). Fundamentals of nursing: caring and
clinical judgment (3rd ed.). St. Louis: Saunders/Elsevier.

McKenry, L., Tessier, Ed., & Hogan, M. (2006). Mosby’s pharmacology in nursing (22nd ed.).
St. Louis: Mosby

Stanhope, M & Lancaster, J. (2006). Foundations of nursing in the community: Community-

oriented practice (2nd ed.). St. Louis: Mosby.

Optional Textbooks

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington: American Psychological Association.

Dillon, P. M. (2004). Nursing health assessment: Clinical pocket guide.

Philadelphia: F. A. Davis.

Ignatavicius, D. & Workman, M. (2006). Medical-surgical nursing: critical thinking for

collaborative care. (5th ed.). Philadelphia: Lippincott.

Hogan, M. A., Thobaben, M. & Harkreader, H. (2004). Study guide for Fundamentals of
nursing: caring and clinical judgment (2nd ed.). St. Louis: Saunders/Elsevier

Whitney, E., Cataldo, C. & Rolfes, S. (2002). Understanding normal and clinical nutrition (7th
ed.). New York: West/Wadsworth.

Venes, D. (2005). Taber’s cyclopedic medical dictionary (20th ed.). Philadelphia: F. A. Davis.
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X. Course Objectives: Upon completion of Nursing 101, the student will be able to:

1. Analyze the role of a professional nurse.

2. Select effective communication techniques.
3. Describe designated assessment skills.
4. Distinguish among the components of the nursing process.
5. Relate the importance of scientific principles in the practice of clinical decision
making.
6. Explain pharmacological principles in the delivery of medications.

XI. School Policies: Students are held accountable for all policies in the Student Handbook and
any revisions made to those policies during the academic year.

XII. Class Requirements:

A. Student Responsibility for Missed Material

Students are responsible for all material presented and announcements

made in class, regardless of attendance. It is the student's responsibility to
obtain materials and assignments if absent.

B. Examinations

All exams with the exception of the cumulative final exam are taken
online in blackboard. Times that each online exam is available are on the
hourly guide. Each online exam will have a total of 50 questions and
students will have 60 minutes to take the exam. Online exams are set-up in
the form of the National Licensure Exam (NCLEX) for Registered Nurses.
Each question is presented once and students must answer the question at
the time it is presented. Students may not go back to change answers once
the question has been submitted. Students will not receive credit for
questions answered after the time allotted.

Students are cautioned about the use of dial-up connections for the online
examinations. Some dial-up connections are somewhat unreliable and may
result in unexpected termination of the exam. IN THE EVENT THAT A
TECHNOLOGICAL PROBLEM OCCURS DURRING AN EXAM
THE STUDENT MUST NOTIFY THE COURSE COORDINATOR
IMMEDIATELY BY e-mail to phfasnac@lancastergeneralcollege.edu
and by calling 544-4912 extension 76980 and leaving a detailed
message that includes exactly what happened and where the student
can be reached during school hours.

Students will be allowed to use their own texts and notes to take the exam.
Professional nurses are expected to maintain high standards of integrity
and honesty. In keeping with this expectation, students are expected to
complete the exams without outside help and without consultation with
their peers. Any discussion among students about the exam while the
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 exam is open is considered a violation of the HONOR CODE and will
result in a zero (0) for the exam. Any knowledge or suspicion of a
violation of the HONOR CODE that is not reported is considered a
violation of the HONOR CODE and will result in a zero (0) for the
exam.

The cumulative final exam will be administered according to the final

exam schedule published by the College. The exam will consist of 100
questions covering the content of the course. It will be a paper and pencil
exam. Students will need to have their ID badge with them to sit for the
exam.

C. Class Behavior

Distracting or disruptive behavior is not tolerated in the classroom. This

includes any behavior that may be distracting to fellow students or the
instructor. Students will be dismissed from class for any inappropriate
behavior.

XIII. Policies and Procedures:

A. Class Attendance and Participation:

Class attendance and participation is graded according to the percentage of

class attended combined with class participation points and participation
in Blackboard discussions. 90 points are given for perfect attendance (1.2
points /hour of class). Participation points are added as follows: Minimal
participation = 2 points, Average participation = 3 points, Above average
participation = 4 points, Quality above average participation = 5 points.
Additional points are obtained through Blackboard discussions. Each
quality posting in Blackboard =1 point. (Quality posting is defined as a
posting that contributes to the discussion or that stimulates additional
discussion.) Class attendance and participation will equal no more than
100%.

B. Written Assignments:

All submitted written work must be typed and follow APA Guidelines.

C. Honor Code

Students are expected to uphold the Honor Code, which is signed at the
beginning of each academic year. This code addresses the concept of
academic integrity, which is an educational objective of this institution.

Academic integrity is the pursuit of scholarly activity free from fraud and
deception and is an educational objective of this institution. Academic
dishonesty includes, but is not limited to, cheating, plagiarizing,
fabricating of information or citations, facilitating acts of academic
dishonesty by others, having unauthorized possession of examinations,
submitting work of another person or work previously used without
4
 informing the instructor, or tampering with the academic work of other
students. Plagiarism is the presenting as one’s own work (1) a term paper
bought from a “term paper service”, (2) a paper or other work totally or
partially done by someone else, (3) a passage copied from a book, article,
or other source without giving credit to the author, or (4) a creative or
mechanical idea copied without giving credit to the creator or producer.

Students show their commitment to the Honor Code by agreeing to the

highest standards of personal and academic integrity, and by encouraging
and supporting an atmosphere in which violations are reported

D. Academic Dishonesty and Plagiarism

Academic dishonesty violates the spirit and purpose of an academic

community, and is therefore subject to disciplinary action. Academic
dishonesty includes cheating on examinations and unauthorized duplicated
submission of work.

Plagiarism is an act of academic dishonesty. Any work submitted that is

not your own is an act of plagiarism. In preparing assignments, you must
acknowledge in writing, any use of outside sources, or any assistance you
received in preparing an assignment. Direct quotations must be enclosed
in quotation marks and the reference cited with page number.

If an instructor believes that a student has committed an act of academic

dishonesty or has plagiarized material, the instructor may award a failing
grade for that assignment to the student. If the occurrence is during an
examination, the student will receive a zero for that portion of their grade
and must leave the room.

D. Students requesting special accommodations for disabilities should consult

the College Handbook Policy 3.4 Disabled Student Services for specific
guidelines. The Counseling Office must be contacted to request
consideration for specific accommodations or to address compliance with
the American Disabilities Act. Notification enables the ADA/504
Coordinator to begin the development of an educational plan with services
that help assure student success and satisfaction with the college
experience.

The student must request in writing to have faculty notified about a

request for “reasonable accommodations” and sign the Release of
Information form permitting the Academic Dean to communicate this
information to proper LGCNHS personnel.

XV. Revisions:

This syllabus is subject to revision without notice.

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 Lancaster General College of Nursing and Health Sciences
Division of Nursing
N101
Group Project/Presentation

Purpose: The purpose of this project is for students to illustrate how to apply major concepts presented in N101 to
the nursing care of clients.

Objective: Students will present a scholarly review of their assigned topic following the basic principles of
Teaching and Learning Process (Harkreader, Hogan, & Thobaben, 2007) on the assigned date. Scholarly review
means that the presentations are delivered professionally and have substantive value.

General Overview: Groups of 5-6 students randomly select by lottery, one of eight key concepts presented in N101.
Each 30 minute presentation should apply key concepts to the nursing care of clientele, and illustrate appropriate
nursing documentation. Each topic is assigned a faculty resource. Topics with faculty resource assignments included
in the lottery follow:
¾ Application of the Nursing Process (Fasnacht)
¾ Growth and Development (Conforti)
¾ Health and Illness (Conforti)
¾ Human Emotions: Spiritual & Cultural Implications (Conforti)
¾ Legalities of Nursing Practice (Fasnacht)
¾ Managing Pain—the 5th vital sign (Fasnacht)
¾ Medication Safety, Therapeutics, and Nursing Implications (Fasnacht)
¾ Preventing Complications of Reduced Mobility (Conforti)
Specific Guidelines:
1. Become a member of a group of 5-6 individuals.
2. Select a group leader/facilitator.
3. Select a communication coordinator.
4. Submit list of group members to Faculty by assigned date.
5. Have group delegate participate in class lottery drawing for topic on assigned date.
6. Develop learning objectives specific to the topic (these must be included with the submission of the written
plan)
7. Plan the presentation by establishing priorities, considering timing, and reviewing resources in order to
develop the written plan (outline).
8. Select educational methods appropriate to your topic
9. Organize educational materials and arrange for any equipment needed.
10. Submit a written plan (outline) to faculty for approval that also includes each group member’s role and
responsibility in the presentation by assigned date.
11. The faculty must approve any educational materials at least one week before the presentation.
12. A final copy of the approved written plan is to be given to each faculty member the day of the presentation.
13. All submitted work should be in Times 12 point font, be double spaced, and have 1 inch margins.
14. The final grade will be an average of the faculty scores.
 Names:
Lancaster General College of Nursing and Health Sciences
Division of Nursing
N101 Foundations of Nursing Practice
Group Project/Presentation Rubric
Topic _________________________________

Exceeds Missing Minor Marginally meets

Group Project/Presentation Missing Detail Score Achieved
Requirements Detail Requirements
1. Learning objectives are written
accurately, and are classified by
10 9 8 7-0
learning domain (cognitive,
psychomotor, or affective).
2. Written plan (outline) describes
the methods and strategies that
10 9 8 7-0
are used, and lists the
responsible individuals.
3. Educational materials (including
15 14 13 12-0
audiovisual) are appropriate.
4. Presentation follows written
plan and meets learning 25-24 23-22 21-20 19-0
objectives.
5. Presentation is delivered
professionally and has 20 19 18 16-0
substantive value.
6. Evidence that all members are
10 9 8 7-0
equal participants in the group.
7. Followed guidelines for
10 9 8 7-0
presentation
Total

Faculty Signature____________________________________________ Date ________________________ Combined Grade _________

 COURSE
CONTENT RELATED CONTENT OBJECTIVES
OBJECTIVE
Upon completion of the related content, the student
will:
1, 4,5
I. Introduction to the Nursing Process Define the nursing process.
A. Using the Nursing Process
B. Critical Thinking and the Nursing Relate components of a health history and
Process review of systems.
1. Assessment
2. Nursing Diagnosis Use the nursing process to develop an
3. Planning individualized plan of care.
4. Implementation
5. Evaluation Demonstrate critical thinking while engaged
in the nursing process.

Differentiate between subjective and objective

data.

Discuss factors that can influence data

collection.

Explain the necessity for data validation

throughout the Nursing Process.

Relate the components of a nursing diagnostic

statement.

Differentiate a nursing diagnosis from a

medical diagnosis and a collaborative
problem.

Create a nursing diagnosis from assessment

data.

Demonstrate the ability to prioritize a list of

nursing diagnoses.

Create an outcome statement that is specific,

measurable, attainable/appropriate, realistic,
and timely (SMART).

Select/ create nursing orders/interventions

appropriate to a specific client

Explain the use of a care plan.

Distinguish between standards of care and

individualization of nursing care.

CONTENT
II. Interpersonal communication
Self-awareness
Emotional intelligence
Responding to a person’s emotional
concerns
Active listening
Therapeutic techniques
Indicators of coping
III. Concepts of Community
A. Community Structure for Family
Support
1. Framework for Practice
a. Health Promotion/Disease
Prevention
b. Population Focused
c. Environmental Impacts
B. Standards of Practice
C. Functional Roles
D. Organizational Components
1. Clients
2. Providers
3. Financial
E. Community Resources
F. Gerontological Concerns
COURSE
RELATED CONTENT OBJECTIVES
OBJECTIVE
Demonstrate the use of critical thinking to
evaluate whether outcome statements are
met.
Describe the meaning of self-awareness.
1,2,3,5
Relate strategies for developing emotional
intelligence.
Define active listening.
Explain therapeutic techniques.
Identify the relevance of successful
indicators for coping from a conversation.
Differentiate factors that enhance vs.
detract from the purpose of a conversation.
Utilize a problem solving approach to
prioritize and respond to a person’s needs.
Describe three (3) characteristics unique to
community health practice. 2,5
Discuss five (5) roles utilized by
community health nurses for effectiveness.
Explain the relevance of the National
Health Goals to the practice of community
health.
Explain the inter-relationship between the
three (3) levels of health care in today’s
society.
Describe current trends in the components
of the health care system as they impact
upon health status of clients.
Analyze issues influencing health care
financing and service delivery.

CONTENT
IV. Culture, Religion, Health, Grief,
Growth and development
A. Culture
Cultural Competence for Diversity
and Universality
Traditional Health Beliefs and
Practices – Local Through
Global
A. Religion/Spirituality – Respect
for the Journey of Faith
B. Health and Illness in the Health
Care Delivery System
Dimensions of Wellness
Goals
Understanding Chronic Illnesses
Understanding Acute Illnesses
Impact of Illness on the Health Care
Delivery System
D. Loss and Grief
1. Scientific Definitions
2. Scientific Principles
a. Types of Loss
b. Responses to Loss
c. Anticipatory Priorities
3. Relevant Nursing Diagnoses
4. Related Standards of Care
5. End of Life Care Issues
a. Hospice
6. Care for Care Giver
Growth and Development of the adult
Young adult
Middle adult
older adult
V. Precautionary Concerns
A. Infection Control
1. Chain of Infection
2. Course of Infection
3. Defenses Against
Infection
B. Isolation
1. CDC Isolation Guidelines
a. Standard
b. Transmission Categories
1) Airborne
2) Droplet
3) Contact
COURSE
RELATED CONTENT OBJECTIVES
OBJECTIVE
Identify primary sources of human 1, 2,3,5
motivation.
Differentiate culture from religion.
Explain relevance of culture and
spirituality in achieving holism.
Identify interventions that do not limit
human potential in the presence of illness.
Explain the principles of adjustment to
gain vs. loss.
Identify functional vs. dysfunctional
coping mechanisms.
Acknowledge impact of own life processes
on perceptions vs. reality.
Distinguish between the stages of growth
and development of the adult.
Discuss how culture can influence the
grieving process.
Apply knowledge of relevant theories of
growth and development to human
behaviors of the adult.
Identify the body’s normal defenses 3,5
against infection.
Explain conditions that could precipitate
the onset of no-socomial infections.
Describe strategies for standard
precautions.
Identify clients at risk for developing an
infection.
 COURSE
CONTENT RELATED CONTENT OBJECTIVES
OBJECTIVE
2. Caring for a Client on Isolation Describe nursing interventions designed to
Precautions prevent cross contamination.

C. Asepsis Identify principles of surgical asepsis.

1. Medical vs. Surgical
2. Sterile Technique Compare and contrast medical vs. surgical
a. Gloving asepsis.
b. Preparing a Sterile Field
Correctly discuss proper procedures for
hand washing.
VI Temperature in Relation to Illness
A. Definitions Define terms related to temperature. 3,5
B. Factors Affecting Temperature
C. Assessment Describe factors, which affect temperature.
D. Intervention
E. Evaluation Discuss indications and interventions
related to temperature assessment.

VII. Documentation and Reporting

A. Documentation Discuss the purpose of maintaining 1,2, 5
Purpose of Records records.
Types of Records
Methods of Recording Explain types of information found in a
Guidelines for Effective client’s record.
Recording
Reporting Compare and contrast narrative, problem
Change of Shift Report oriented, focus and charting by exception.
Transfer Report
Physicians – Telephone Discuss how to maintain confidentiality of
Orders records.

Explain legal guidelines to be followed for

proper documentation.

Articulate how to document in an event

report.

Describe the purpose of a change of shift

report.

Examine the role of the nurse

communicating information with members
of the health care team

Practice charting assessed data on correct

chart forms.
 COURSE
CONTENT RELATED CONTENT OBJECTIVES
OBJECTIVE

VIII. Introduction to Physical Assessment Discuss purposes of physical examination. 1,3,5

A. Purposes for Physical Examination
B. Health History Compiles a health history that is thorough
C. Integration of Physical Exam with and comprehensive.
Nursing Care
C. Equipment Identify ways to integrate physical
D. Environmental Adaptation assessment into nursing care.
E. Techniques
F. Height and Weight List equipment used to perform physical
assessment.

Relate the techniques used to collect a

health history.

Describes how to perform a physical

examination in an organized and proper
fashion.

VIII. Head, Ears, Eyes, Nose, Throat Identify the components of a normal, 3,5
(HEENT) Assessment complete HEENT assessment.
A. Review of Anatomy and
Physiology Demonstrate proper techniques of the
Health History HEENT exam in the laboratory setting.
Techniques

IX. Integumentary Assessment, Skin, hair, Assess the integumentary system. 3,5
nails
A. Review of Anatomy and Physiology Relates the influence of temperature on
B. Health History Assessment assessment data.
C. Techniques
1. Inspection Differentiates a primary from a secondary
2. Palpation or vascular lesion.

Distinguish normal findings from

abnormal findings in assessment of hair
and nails.
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE

Hygiene Care: Self-care deficit
Instrumental ADL’s
Basic ADL’s
Implications for Body Mechanics
Identify purposes and principles related to 1,3,5
hygiene.
Describe cultural and other factors that
influence hygienic practices.

Distinguish between instrumental and

basic ADL’s as a framework for hygienic
care.

Discuss procedures related to hygiene.

Modify body mechanics according to a

given situation.

XI. Wounds Explain factors that impair or promote 3,5

Wound Assessment normal wound healing.
Types of Wounds
Stages of Healing Discuss the incidence pressure ulcers.

Describe common methods of wound care.

Wound Care

XII. Physical Assessment: Cardiovascular Describe the major components of the 3,5
A. Cardiovascular Assessment cardiovascular health assessment.
1. Review Anatomy and
Physiology Demonstrate steps in performing a basic
2. Techniques cardiovascular examination.
Inspection
Inspection Relate terminology associated with
Palpation cardiovascular assessment.
Percussion
Auscultation Recognize normal vs. abnormal
cardiovascular assessment findings.

Relate signs and symptoms associated with

normal vs abnormal function of the
lymphatic system
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE

B. Pulse, Blood Pressure Define key terms related to pulse and 3,4,5
Definition blood pressure.
Assessments
Terminology Explain physiology of pulse and blood
Diagnoses pressure.
Interventions
Distinguish between normal and abnormal
pulse and blood pressure.

XIII. Physical Assessment: Respiratory Describe basic anatomy and physiology of 3,5
System the respiratory system.
Anatomy and Physiology Review
Functions Distinguish normal vs. abnormal lung
Related Health History sounds
Techniques
Inspection Identify normal vs. abnormal respiratory
Palpation findings.
Percussion Relate terminology associated with
Auscultation respiratory assessment

XIV. Neurological Assessment Relate terminology associated with 3,5

Review of Anatomy and neurological assessment
Physiology
Health History Discuss the basic anatomy and physiology
Techniques of the neurological system.
1. Cranial Nerves
2. Motor Function Distinguish normal vs. abnormal
3. Reflexes neurological findings.

CONTENT
XV. Sensory
A. The Process of Sensation
1. Stimulation
2. Reception
3. Perception
4. Reaction
B. Factors Affecting Sensory Function
1. Cultural Influences
2. Growth and Development
3. Dimension of Wellness
4. Acute Illnesses
5. Chronic Illnesses
6. Medications
C. Types of Sensory Alterations
1. Sensory Deficits
2. Sensory Deprivation(s)
3. Sensory Overloads
D. Application of the Nursing Process
XVI. Concepts of Immobility/ Disuse
Variables affecting prevalence
Physical complications
Mental, Emotional, Spiritual
Complications
RELATED CONTENT OBJECTIVES COURSE
OBJECTIVE
Summarize the relevance of sensory 3,5
integration
Differentiate between sensory deficit,
sensory deprivation, and sensory overload.
Advocate for a problem solving approach
to address sensory alterations.
Explain the interrelationship between the
multiple variables of sensory function
Describe how a reduction in mobility can 3,4,5
increase the need for disuse.
Discuss interventions to prevent the impact
of disuse.
Anticipate approaches to minimize
complications of disuse.
.

CONTENT
XVII. Delivery of Medications
Introduction to Drug Therapy
Names of Drugs
Classifications of Drugs
Forms of Medication
Legislation/Standards
Action of Drugs
Pharmacotherapeutics
Pharmacokinetics
Absorption
Distribution
Metabolism
Excretion
Pharmacodynamics
Therapeutic Effect
Side Effects
Adverse Reactions
Allergic Reactions
Cumulative Effect
Toxicity
1) Peak
2) Trough
Idiosyncratic Reaction
Half Life
Onset, Peak and Duration
Medication Interactions
Synergistic Effect
Antagonistic Effect
Role of the Nurse in Medication
Administration
1. The Rights of Drug
Administration
2. Importance of Medication
Checks
3. Client Safety
Age Specific Concerns
Home Care Safety and
Education
Assessments
Evaluation of Drug Therapy
Concepts of Non-Parenteral
Medication Administration
E. Concepts of Parenteral Medication
Administration
RELATED CONTENT COURSE
OBJECTIVES OBJECTIVE
Discuss physical changes that occur 5,6
with immobility.
Identify components of the Nursing
Diagnosis: Risk for Disuse Syndrome.
Differentiate between the generic and
trade name of a drug.
Describe various pharmaceutical
preparations.
List factors affecting drug absorption,
distribution, metabolism and excretion.
Differentiate the signs and symptoms of
a toxic, idiosyncratic and allergic
reaction.
Define half-life, onset, peak and
duration.
Discuss the nurse’s legal responsibilities
in medication administration.
List the rights of medication
administration.
Describe the steps for the safe
preparation and administration of oral,
topical skin preparations, eye, ear and
nose drops, vaginal installations, rectal
suppositories, respiratory inhalants,
intramuscular injections, subcutaneous
injections, and intradermal injections..
Describe the process of mixing
medications.
Identify equipment needed for
intradermal, SQ, and IM administration.
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE

XVIII. Pain
A. Assessment of Pain Describe the physiological concepts 3,5
Acute supporting pain-related nursing diagnoses
2. Chronic
B. Interventions to control pain Discuss the life span, physiological, and
1. Non-pharmacological cultural or lifestyle factors that affect the
2. Pharmacological pain experience.
a. narcotic
b. non-narcotic Describe and practice key non-
pharmacological and pharmacological
interventions for pain management.

Evaluate outcomes that indicate progress

in providing effective pain management..

XIX. Sleep Explain the physiology of sleep.

A. Process of Sleep 3, 5, 6
Definitions Describe functions and requirements of
Physiology sleep.
Anatomy
Circadian Rhythm Discuss factors that promote and disrupt
Stages and Cycles sleep.
Functions
Requirements List nursing diagnosis-related to sleep.
Factors Affecting
Disorders Identify and describe medications used as
B. Medications sedatives and hypnotics.
1. Benzodiazepines
2. Barbiturates Advocate for a problem solving approach
3. Miscellaneous to address sleep disorders.
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE
.
XIX. Genitourinary/Reproductive System Relate terminology associated with GU/ 3,5
Assessment Reproductive assessment.
A. Review of Anatomy and
Physiology Discuss the basic anatomy and physiology
B. Health History of the GU/Reproductive systems.
C. Techniques
Inspection Distinguish normal vs. abnormal
Palpation GU/Reproductive assessment findings.
D. Urinary elimination
1. Terminology Describe the urinary catheterization and
2. Catheterization related nursing care.
3. Specimen Collection
4. Common urinary problems

XX. Gastrointestinal/ Abdominal Relate terminology associated with 3,5

Assessment GI/Abdominal assessment.
Review of Anatomy and Physiology
Health History Discuss the basic anatomy and physiology
Techniques of Assessment of the GI/Abdominal system.
Inspection
Auscultation Distinguish normal vs. abnormal
Percussion GI/Abdominal assessment findings.
Palpation
Elimination
Terminology
Factors affecting defecation
Specimen collection
Common bowel problems
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE
XXI. Basics of Nutrition
A. Nutrients Identify food sources for various types of 3,5
Carbohydrates protein, fat and carbohydrates.
a. Types
Sugars Explain how the body digests and absorbs
Starches the energy producing nutrients.
Fiber
(a) Insoluble Describe some of the functions of proteins,
(b) Soluble fats, and carbohydrates in the body.
b. Sources
c. Digestion and Absorption Explain the relationship between dietary
d. Function intake, exercise and weight control.
e. Intake
Proteins Explain how to assess the dietary intake of
a. Amino Acids a client
b. Sources
c. Digestion and Absorption Discuss four (4) types of diets.
d. Function
e. Intake Describe methods to assist clients with
Fats nutrition.
a. Types – Triglyceride .
1) Saturated
2) Monounsaturated
3) Polyunsaturated
4) Hydrogenated
5) Cholesterol
b. Sources
c. Digestion, Absorption and
Transport
d. Function
e. Intake
B. Diet, Exercise and Weight Control
1. Energy Metabolism
2. Nutrition and Exercise
3. Weight Control
C. Dietary Assessment
D. Nutrition in the Client
1. Diets
a. Regular
b. Soft
c. Liquid
d. Calculated
2. Assisting the Client with
Nutrition
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE

XXII. Musculoskeletal System Relate terminology associated with 3,5

Assessment musculoskeletal assessment.
Review of Anatomy and Physiology
Health History Apply principles of body mechanics in the
Techniques care of a client
1. Inspection
2. Palpation Discuss the basic anatomy and physiology
3. Auscultation of the musculoskeletal system.
D, Body Mechanics
Distinguish normal vs. abnormal
musculoskeletal assessment.
XXIII. Safety
Factors Affecting Safety Describe the nurse’s role in assessment, 1,3,5
Assessing for Safety intervention and prevention related to
Specific Risk Factors client safety.
Falls Risk and Prevention
Restraints and Alternatives Identify specific risks to safety according
Nursing Responsibilities to developmental age.

Discuss ways to reduce physical hazards.

Identify pertinent assessment criteria when

using restraints.

Discuss the nurse’s responsibility in

management of a fire, poisoning, electrical
hazard, seizure or radiation exposure.
XXIV. Perioperative Nursing
A. Basic Concepts of Surgical Explain the concept of perioperative
Intervention nursing care. 1,3, 4, 5
B. Preoperative
C. Intraoperative List factors to include in the preoperative
D. Postoperative assessment of a surgical client.

Describe intraoperative factors that can

affect a client’s postoperative course.

Identify factors to include in the

assessment of a client in postoperative
recovery.

Apply concepts of Perioperative nursing to

the care of clients.
 RELATED CONTENT OBJECTIVES COURSE
CONTENT OBJECTIVE
XXV. Sexuality and Health 1,3,5
A. Concepts Define sexuality as a component of
B. Context personality.
C. Development
D. Sexual Response Cycle Discuss issues related to sexual health.
E. Assessing Sexual Health
1. Characteristics Describe key concepts of sexual
2. Nursing History development throughout the lifespan.
3. Alterations in Sexual
Functioning Apply the nursing process to a client’s
F. Nurse’s Role in Maintaining Sexual sexual health.
Health

Patient Family Education

A. Role of the Nurse in Client Discuss the nurse’s role as an educator. 1, 2, 3,5
Education
B. The Teaching / Learning Process Differentiate cognitive, affective and
1. Assessment psychomotor learning outcomes.
a. Client Readiness and
Motivation Explain how to assess a person’s readiness
b. Barriers to Learning to learn.
2. Factors that Affect Learning
3. Learning Diagnoses Describe how barriers to learning can
a. Health Seeking Behaviors affect the learning process.
b. Deficient Knowledge
4. Planning Identify various teaching / learning
a. Learning Domains methods that address each of the cognitive
Cognitive domains.
Psychomotor
Affective Utilize teaching principles when planning
b. Teaching Methods a client’s education session.
c. Principles of Teaching and
Learning
5. Evaluation
6. Documentation

CONTENT
XXVII. Nursing as a Profession
The Role of the Registered Nurse
Legal Concepts in Nursing
C. Ethical Considerations
1. Values
2. ANA Code of Ethics
11/23/04(Bb)/H:/N-101 Course Guide New Curriculum, MSA Copy
5/30/07 pf
RELATED CONTENT OBJECTIVES COURSE
OBJECTIVE
Define nursing as a profession 1, 5
Discuss the legal responsibilities and
obligations of the nurse.
Examine personal values and their
potential to influence healthcare.
Explore concepts descriptive of
professional nursing.