Seward County Community College/Area Technical School
Course Syllabus

    I. TITLE OF COURSE: NR1202 - Gerontological Nursing - Fall 2015

    II. COURSE DESCRIPTION: Two credit hours. A one credit hour theory and a one credit hour clinical lab per week designed to provide the student with nursing principles relevant to the care of the geriatric patient. The nursing roles of provider of care and member within the discipline of nursing are emphasized as they apply to gerontological nursing. The nursing process serves as a guide for implementing nursing care and evaluating human response to actual or potential health problems of the geriatric population. Included is development of a knowledge base in the areas of physiological, psychosocial, and emotional changes which occur with the aging process. Integrated throughout the course are concepts relating to illness prevalent in the geriatric population as well as therapeutic regimens. Curriculum threads of pharmacology, communication, critical thinking, and client teaching are integrated throughout the course. For each unit of credit, a minimum of three hours per week with one of the hours for class and two hours for studying/ preparation time outside of class is expected.
    Prerequisites: Admission to the Practical Nursing Program and successful completion of Fundamentals of Nursing.

    III. PROGRAM AND/OR DEPARTMENT MISSION STATEMENT: The Nursing Program at Seward County Community College/Area Technical School prepares competent practical and associate degree nurses to assist in meeting the health care needs of clients by delivering quality wholistic care.

    IV. TEXTBOOK AND MATERIALS:
    A. Required
    1. Curren, A. (2010). Dimensional analysis for Meds. (4th ed.) Clifton Park, NY: Delmar Cengage Learning.
    2. Doenges, M., Moorhouse, M., and Murr, A. (2013). Nurses pocket guide: Diagnoses, prioritized interventions and rationales. (13th ed.). Philadelphia: F. A. Davis Co.
    3. Frandsen, G. and Pennington, S. (2014). Abrams' clinical drug therapy. (10th ed.). Philadelphia: Lippincott, Williams, Wilkins, & Wolters Kluwer.
    4. Hinkle, J., and Cheever, K. (2014). Brunner and Suddarth’s textbook of medical-surgical nursing. (13th ed.). Philadelphia: Lippincott, Williams, Wilkins, & Wolters Kluwer.
    5. Tabloski, P. (2014). Gerontological Nursing. (3rd ed.) Upper Saddle River, N. J.: Pearson Education.
    8. Taylor, C., Lillis, C. and Lynn, P. (2015). Fundamentals of nursing. (8th ed.). Philadelphia: Lippincott, Williams, Wilkins, & Wolters Kluwer.
    9. Vallerand, A.H. and Sanoski, C.A. (2015). Davis's drug guide for nurses. (14th ed.). Philadelphia: F. A. Davis Co.
    10. Van Leeuwen, A.M. and Bladh, M.L. (2015). Davis's comprehensive handbook of laboratory and diagnostic tests with nursing implications. (6th ed.). Philadelphia: F. A. Davis Co.
    11. Venes, D. (2013). Taber's cyclopedic medical dictionary. (22nd ed.). Philadelphia: F. A. Davis Co.

    B. Optional
    1. Boyer, M. (2014). Study Guide for Brunner & Suddarth's textbook of medical-surgical nursing. (13th ed.). Philadelphia: Lippincott, Wilkins, & Wolters Kluwer.
    2. Doenges, M., Moorhouse, M., and Murr, A. (2013). Nursing Diagnosis Manual: Planning Individualizing and Documenting Client Care. (4th ed.). Philadelphia: F. A. Davis Co.
    3. Fransden, (2014). Study guide for Abram’s clinical drug therapy. (10th ed.). Philadelphia: Wolters Kluwer/Lippincott, Williams, & Wilkins.
    4. Taylor, C., Lillis, C. and Lynn, P., and LeBon, M. (2015). Study guide to accompany fundamentals of nursing. (8th ed.). Philadelphia: Lippincott, Williams, & Wilkins.
    5. Zerwekh, J., Claborn, J., Gaglione, T., and Miller, C. (2006). Mosby's fluids and electrolytes memory note cards. St. Louis: Elsevier: Mosby.
    6. Zerwekh, J., Claborn, J., Gaglione, T., and Miller, C. (2005). Mosby's pharmacology memory cards. St. Louis: Elsevier: Mosby.

    C. On Reserve
    1. American Psychological Association. (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: American Psychological Association.
    2. Bates, B. (1991). Guide to physical exam. (5th ed.) Philadelphia: J.B. Lippincott.
    3. Nugent, P. and Vitale, B. (2008). Test success.(5th ed.). Philadelphia: F. A. Davis Co.
    4. Rothrock, J. (2007). Alexander's care of the patient in surgery. (13th ed.) St. Louis: Mosby-Year Book, Inc. (Also may be located on Reserve at the SCCC/ATS Library.)

    V. SCCC/ATS OUTCOMES: Students who successfully complete this course will demonstrate the ability to achieve the following SCCC/ATS Outcomes.

     Outcome #1 Read with comprehension, be critical of what they read, and apply knowledge gained to real life situations.
     Outcome #2 Communicate ideas clearly and proficiently in writing, appropriately adjusting content and arrangement for varying audiences, purposes, and situations.
     Outcome #4 Demonstrate mathematical skills using a variety of techniques and technologies.
     Outcome #5 Demonstrate the ability to think critically by gathering facts, generating insights, analyzing data, and evaluating information.
     Outcome #6 Exhibit skills in information and technological literacy.
     Outcome #7 Demonstrate knowledge and comprehension of the diverse cultures, creeds, and life styles of America and the world community.
     Outcome #9 Exhibit workplace skills that include respect for others, teamwork competence, attendance/punctuality, decision making, conflict resolution, truthfulness/honesty, positive attitude, judgment, and responsibility.

    VI. COURSE OUTCOMES: Upon completion of this course the student will be able to:

    A. Assist the elderly client in coping with life’s circumstances through the provision of wholistic nursing care in collaboration with the client/family/significant others.
    B. Utilize a background of scientific facts and principles to provide for and/or assist with nursing needs of geriatric clients who have experienced an alteration of health or self-care ability, through use of the nursing process.
    C. Identify physiological, psychosocial, and emotional changes which occur with the aging process which affect the nursing care needs of geriatric clients.
    D. Utilize therapeutic communication skills which facilitate the geriatric client in promotion, maintenance and restoration of health.
    E. Demonstrate safe medication administration while considering the effect on the geriatric client.
    F. Evaluate attitudinal responses to the aging process in diverse settings.
    G. Relate the impact of nutrition, culture, teaching needs, and growth and development on the geriatric population through the use of critical thinking.

    VII. COURSE OUTLINE:

    A. Issues in Aging
    B. Ethics in Healthcare and Aging
    C. The Aging Sensory System and Issues with Falling
    D. Sexual Integrity of the Elderly
    E. Renal and Urinary System of the Elderly
    F. Integumentary System of the Elderly
    G. Endocrine System of the Elderly
    H. Cardiovascular Changes in the Elderly
    I. Respiratory Changes in the Elderly
    J. Pain and the Aging Musculoskeletal System
    K. Sleep Cycle and Cognitive Function of the Elderly
    L. The Neurological System and Spiritual Integrity of the Aged
    M. Emotional and Psychosocial Integrity of the Elderly
    N. Nutrition and the GI System in the Elderly

    VIII. INSTRUCTIONAL METHODS:

    A. Lecture, discussion, demonstration, computer assisted instruction including online assignments, participation in Senior Citizen Center activities and associated reflective paper, and clinical instruction with gerontological clients (including pre and post conference). Online component.
    IX. INSTRUCTIONAL AND RESOURCE MATERIALS:
    A. Handouts, CDs, DVD’s, computer assisted instruction, videos, supplies used in clinical setting, selected reference readings and online component.
    B. Note--This is a team taught course, therefore, though these methods and materials are available, it is possible that not each of them will necessarily be utilized based on the individual instructor preference.
    X. METHODS OF ASSESSMENT:

    A. Evaluation of theory content will be as follows:

    20% - Exam I
    20% - Exam II
    20% - Final Exam (comprehensive)
    10% - Positive Clinical Experience Paper
    25% - Quizzes and Daily Work
    05% - Attendance

    An average of 78% or greater on exams (I, II, and Final) is required to receive a passing grade in this course. If absent from an exam 5% will be deducted from the exam grade. The exam must be taken on the 1st day returned to class or clinical. If not taken on the 1st day back, another 5 points will be deducted for each day late.
    B. Grading Scale
    Course grades for theory will be assigned as follows:

    A = 90 -- 100%
    B = 84 -- 89%
    C = 78 -- 83%
    D = 70 -- 77%
    F = 69% and below

    Passing grade = C (78% or above)
    Please refer to the policy in the Student Handbook regarding effect of absences on grade.
    Assignments:
    Guidelines for grading criteria are indicated on the handout or other assignment.
    Pharmacology or other quizzes may be given weekly. Failed quizzes will be retaken at the instructor's discretion until passed with no change in the original score. Students late to class will be required to make up the quiz at the instructor's discretion and convenience. Five points will be deducted from the quiz score when the student is late to class when a quiz is given.
    C. Clinical:
    Clinical grades will be assigned as follows: (P/F)

    Pass: Satisfactory completion of 80% of all applicable clinical objectives and satisfactory completion of all critical objectives.

    Fail: Satisfactory completion of less than 80% of all applicable clinical objectives or failure to satisfactorily complete one or more critical clinical objectives.

    Care Plans during clinical will be graded using specific criteria and a point system. Late assignments will receive a 5 point reduction for each day late. When a care plan is below 70% it will be re-done. A contract may be written for any care plan grade below 70 points.

    Students must prepare for the clinical experience by (these include but are not limited to) researching the disease/surgery/medical condition, medications, diet, pertinent patient information, and use the nursing care planning process to develop a problem list for their assigned patient(s) before preconference on the assigned clinical day.

    If in preconference or during clinical, the instructor identifies a lack of preparation on the part of the student, the student will be asked to leave the clinical area for that day and will be counted absent. This clinical must be made up.
    Clinical Evaluation Tool:
    The Fundamentals Clinical Tool will continue to be utilized by the student during the Gerontological Nursing course.

    D. SCCC/ATS Outcome #1 will be assessed and measured by class participation, written care plans, and written assignments indicating comprehension of material read.
    SCCC/ATS Outcome #2 will be assessed and measured by writing assignments and by documentation on positive clinical experience with the elderly.

    SCCC/ATS Outcome #4 will be assessed and measured by written examination and in the clinical areas particularly with medication administration.

    SCCC/ATS Outcome #5 will be assessed and measured by written examinations, nursing care plans and written paper.

    SCCC/ATS Outcome #6 will be assessed and measured by students utilizing the computer for class papers and assignments.

    SCCC/ATS Outcome #7 will be assessed and measured by class participation, clinical care and nursing care plans.

    SCCC/ATS Outcome #9 will be assessed and measured by meeting clinical objectives, participation in class discussion and compliance with clinical and classroom policies.
    XI. ADA STATEMENT: If you believe that you are entitled to special accommodations under the Americans with Disabilities Act, please contact the Dean of Student Services at 620-417-1016 or visit the office located in the Hobble Academic Building.

    Syllabus Reviewed 11/2015