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					                              SYLLABUS HANDOUT
                                                for

                                             Fall 2010

                  ADULT AND CHILD HEALTH NURSING II

                                        NURS 2410 7A and 7B

                                    Nancy Pares, RN, MSN




“Your success is not based on how you are taught, but how you choose to learn”
                             -Lois White, RN, PhD




       WELCOME TO METROPOLITAN COMMUNITY COLLEGE




       Metropolitan Community College            1            Template Rev. 7/24/06
                          Metropolitan Community College
                                            Course Syllabus –
COURSE IDENTIFICATION

Title:                             Adult and Child Health Nursing II
Prefix/Section:                    NURS 2410 7A and 7B
Credit Hours:                      5 Credits (3 credits lecture; 2 credits clinical (66 clock hrs)
Begins/Ends/No-Class Days:         Sept 7/Nov 22
Meeting Day/Time:                   Saturdays 8-11 OR 1130-1430

Last Day to Withdraw               Nov 5
No Class/College Closed:
Class Location:                    SOC, Mahoney RM 510
Lab Location:                      SOC, Mahoney RM 505
Course Web Address:                http://www.mccneb.edu/academics/alliedhealth/index.asp

CONTACT INFORMATION

Instructor Name:                   Nancy Pares, RN, MSN
Office Location:                   SOC, Mahoney RM 513
Office Telephone:                  738-4787
Cell Phone:                        651-9671
Facsimile:                         402-738-4552
Office Hours:                      TBA
Email Address:                     npares@mccneb.edu

COURSE INFORMATION

Course Description: This course is taught in the 4th quarter of the Associate Degree Nursing
Program at Metro Community College. The course will expand on content taught in NURS 1400 to
focus on the complex health/wellness needs of individuals/families in the childbearing to adolescent
lifespan. The course will explore the needs of the high risk obstetric client, neonate, acutely ill child and
the nurse's role in each area. The learner will also use skills in communication, caring, computer literacy
and the nursing process to facilitate the attainment of individual and family health and wellness.
Pathophysiology and nutrition will be integrated into the course. Clinical experiences will be provided in
acute healthcare facilities and community based settings with maternal/child clients, pediatric clients and
their families.
Course Prerequisites: Satisfactory completion of the first three quarters of the nursing program.

Course Objectives: At the completion of NURS 2410, the student will:

1.     Demonstrate the role of the nurse in maternal/child nursing.

2.     Demonstrate therapeutic communication with healthcare professionals/teams within
        diverse healthcare settings



           Metropolitan Community College             2                        Template Rev. 7/24/06
3.     Demonstrate caring behaviors into the holistic nursing care of individuals, families, and
       groups throughout the lifespan.

4.     Demonstrate knowledge from nursing and related disciplines while applying the nursing
       process in the provision of holistic nursing care and health promotion/wellness education
       to individuals and families experiencing health alterations in the reproductive and
       childbearing periods.
5.     Demonstrate knowledge from nursing and related disciplines when applying the nursing
        process in the provision of holistic nursing care and health promotion/wellness education
        to individuals and families experiencing health alterations in the infant, toddler,
       preschool, school age and adolescent stages of development.

Required & Supplemental Materials:
Ball, Bindler, Cowen, (2010). Child Health Nursing, 2nd ed., Pearson/Prenhall
Davidson, London, Ladweig, (2008). Olds Maternity and Newborn Nursing, 8th ed.,
Pearson/Prenhall
My Nursing Lab for Ball Bindler
My Nursing Lab for Davidson, London, Ladweig

Course Structure:
1.   Classroom- variety of teaching strategies will be used in presenting theory content
    . Instructional strategies may include: computer aided instruction, handouts, study guides,
      case studies, power point presentation and other computer media. This course has two
     clinical components—pediatric and obstetric. The clinical hours are divided evenly
      between these two areas.
2.   Clinical- a variety of teaching strategies applicable to clinical experiences will be utilized,
       such as case studies, client care experiences, demonstration, discussion, student
       presentations, and questioning.

COURSE ASSESSMENT
   1. Types of Assessment/Assignments
   Theory
a.    Student progress is evaluated using a variety of methods including written
      examination/quizzes, observation of client care and assessment of skills in a clinical
      setting, client centered concept maps/care plans, patient documentation/charting and
      other written assignments appropriate to the clinical setting.

       Clinical:
       Faculty observations of students' completion of skills and ability to respond to questions
       are the primary methods of evaluating students in a clinical setting. If a student's clinical
       performance is evaluated as unsatisfactory, the student must meet with the faculty.
b.     Students are expected to participate in all theory and clinical classes. Assigned readings,
       study guides, etc are to be completed prior to attending the class/clinical session
       scheduled for the specific topic.
c.     Examinations/quizzes may include multiple choice completion, true-false or short essay
       type items. Exams and quizzes will begin on time. Students may not enter the classroom
       after the exam/quiz has begun.



          Metropolitan Community College         3                       Template Rev. 7/24/06
d.      Make up procedures: If it is necessary to be absent during an assigned test period, the
       student must make up the exam prior to the next scheduled class date. Failure to do so
       will result in a zero for the exam.
       The student may miss one exam without penalty, as long as the test is made up within the
       specified time period. If the student misses more than one exam, the exam may be made
       up, but the maximum score allowed is 80%.

        The final exam must be taken on the scheduled date and at the scheduled time. If the
        student is not in the classroom when tests are being distributed the student must follow
        the provision for the make up test procedures. When necessary to make up an
        examination, it will be placed in the testing center. It is the student's responsibility to
        make an appointment and take the test with the specified period of time. Exceptions to
        these guidelines may be considered, but only if the student consults with the instructor in
        advance.

e.      Late assignments: Assignments are expected to be completed and turned in by the dates
       stipulated on the course calendar and the individual instructor due dates. It is the
       responsibility of the student to notify the clinical course instructor BEFORE any delay in
       meeting the stated written deadlines. Lateness in handing in assigned work may
       contribute to course failure.

f.      Course calendar/outline is attached.

     2. Grading Policy
a.      A student's theory course grade will be determined as follows:
        Eight Unit quizzes (four OB and four Pediatrics) (70%)
        Study Guides for each Unit from mynursinglab assignments (5%)
        Peds Group Teaching Project and OB case study (5%)
        Final comprehensive exam (20%)

        Unit exams are averaged at the end of the course. The unit exams are equal to 70% of
        the final grade. Group teaching projects are equal to 5% of the final course grade. Final
        exam is equal to 20% of course grade. Study guides are equal to 5% of the final grade.

b.      Clinical is graded on a satisfactory/unsatisfactory basis. Students must obtain
        satisfactory on all assignments, quizzes (including pharmacology, written skills, math,
        etc) and skills performances to obtain a satisfactory evaluation for clinical. Students
        should keep these handouts and refer to them as necessary throughout the quarter.

       Students are expected to come to clinical prepared to give care to their clients. Being
       prepared includes such things as looking up medications, knowing the diagnosis of the
       clients, being prepared to do procedures, treatments, having data related to previous
       assessments completed before clinical and having a written plan of care. Faculty will
       provide students with clinical expectations the day of orientation. Students that do not
       come prepared will be sent home and will be counted as missed clinical hours.
       IF A STUDENT'S CLINICAL PERFORMANCE IS EVALUATED AS
       UNSATISFACTORY, THE STUDENT MUST MEET WITH THE FACULTY.



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c.        Written assignments, theory, and clinical assignments must be completed by specified
          dates. Due dates for mynursinglab assignments will be posted on the website. Due dates
          for clinical assignments will be given with clinical information from the clinical
          instructor.

d.        A math exam will be given at the beginning of the clinical quarter. The student must
          obtain a 100% on the math exam to pass the clinical portion of the class. The student will
          have 3 attempts to attain the 100% on a math exam.

e.       Final course grades are based on the following:
     1.     Theory is graded on the following letter scale and will not be rounded up.
              93-100 = A
               84-92 = B
               78-83 = C
               70-77 = D
           Below 70 = F
     2. There will be no rounding of grades.
     3. The student must maintain a 78% to pass the course. The student must also maintain a
         passing grade in clinical practicum to pass the course. To satisfactorily complete a
         nursing course, the student must receive a 'C' (78%) or above in theory and a satisfactory
           in clinical. Failure by a student in either theory or clinical will necessitate repeating
          the complete course (both theory and clinical components).
     4 . Students will take ATI proctored exams for Pediatrics and Maternal Newborn at the end
     of the quarter. If the student achieves a level 2 or greater on the exam, 2 points will be
     added to the lowest unit test grade for that content…ie 2 points possible for Pediatric content
     and 2 points possible for Maternity content. No points will be awarded for less than Level 2
     achievement. Total points possible = 4.

Maintenance of Student Records
The tests will be reviewed in the next class meeting following administration of the exam.
All test papers are to be returned to the instructor at the completion of the review. Exam answer
sheets will be kept for one academic year.

STUDENT EXPECTATIONS
Required Expectations
1.    Each student is expected to recognize the importance of class attendance and of
      promptness. If a student should miss class for any reason he/she is expected to cover, on
      his/her own, the material missed. All work must be made up to the satisfaction of the
      instructor involved. For absences on days when exams are given, refer to section related
      to missed exams. It is the student's responsibility to notify the faculty immediately if
      unable to attend class. Students who attend no class meetings up to and including the
      Section Census Date published in the Class Schedule at www.mccneb.edu/schedule/
       may be disenrolled from the class. There is no appeal for this disenrollment.

2.        Clinical attendance: Refer to attendance policy in the Nursing Program Policy/Procedure
          Student Manual.




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3.     Expected Classroom Behavior: If a student demonstrates unprofessional behavior in the
       classroom, the student will be asked to leave.

Expectations
1.    Class Participation: Students are expected to be prepared for class and clinical and to
      participate in learning activities.
2.    Disruptive Classroom Behavior: Any persons involved in disruptive classroom
      behavior will be asked to leave the classroom
3.    Portable Electronic Devices Usage: Students may not use portable electronic devices in
      the classroom or clinical setting unless approved by the instructor.
4.    Internet Use During Class: There will not be any internet use during class time unless
      directed by the instructor.
Optional Notice: This syllabus is written as an expectation of class topics, learning activities,
and expected learning outcomes. However, the instructor reserves the right to make changes in
this schedule that may result in enhanced or more effective learning for students. These
modifications will not substantially change the intent or objectives of this course and will be
done within the policies and guidelines of Metropolitan Community College.

LEARNING SUPPORT
Metro's Learning, Math, and Writing Centers can help you achieve educational success. The staff
in these centers provide drop-in assistance with basic math, reading, writing and computer skills.
We offer a friendly, supportive learning environment. Self-paced computer-assisted instructional
support in reading, vocabulary, typing, English as a Second Language, and online course
orientation is also available.
Detailed information about these services are in the Student Handbook, College Catalog, and
online. Links to these resources are located at http://www.mccneb.edu/learningcenter/.

COLLEGE POLICIES
College policies, such as student rights and responsibilities, academic standards, plagiarism, and
etc. are outlined in the College Catalog and Student Handbook. This information can be
accessed via the online catalog at http://www.mccneb.edu/academics/catalog.asp.
ATTENDANCE
        Students who attend no class meetings up to and including the Section Census Date
published in the Class Schedule at www.mccneb.edu/schedule/ may be disenrolled from the
class. There is no appeal for this disenrollment.
STUDENT WITHDRAWAL: If you cannot participate in and complete this course, you should
officially withdraw by calling Central Registration at 402-457-5231 or 1-800-228-9553. Failure
to officially withdraw will result in either an attendance-related failure (FX) or failing (F) grade.
The last date to withdraw is noted in the CLASS IDENTIFICATION section of this syllabus.

STUDENT CODE OF CONDUCT: The college has a standard code of conduct that involves
consequences for specific academic and non-academic behavior that may result in a failing
grade, probation, or suspension from the college. More complete information about the code of
conduct is located in the Student Services portion of the online catalog
(http://www.mccneb.edu/catalog/studentinformation.asp).




          Metropolitan Community College          6                       Template Rev. 7/24/06
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: If you have a disability that
may substantially limit your ability to participate in this class, please contact a Vocational
Special Needs Counselor, located in the Student Services Office on each campus. Metropolitan
Community College will provide reasonable accommodations for persons with documented
qualifying disabilities. However, it is the student’s responsibility to request accommodations.
For further information, please contact the Student Services Office at your campus.

[Other pertinent college policies are posted on the CDS website www.mccneb.edu/cds; it is
suggested, but not required, that they be attached to your syllabus.]




          Metropolitan Community College       7                      Template Rev. 7/24/06
REQUIRED ATTACHMENTS
                               Course Outline NURS 2410
                                          NOTE:
Order of delivery of course content is dependent upon which rotation the student has first
                 and second (This does not pertain to summer RN class)

Date            Assignment                                    Instructor


Sept 7          Introduction and Unit 5 (Peds content)

                Quiz Unit 5
Sept 14
                Lecture Unit 6 and 7

                Quiz Unit 6 and 7
Sept 21
                Lecture Unit 8 and 9

                Quiz Unit 8 and 9
Sept 28
                Lecture Unit 10 and 11

                Quiz Unit 10 and 11
Oct 5
                Begin Unit 1 lecture

                Quiz 1 (Unit 1)
Oct 12
                Lecture Unit 2 (OB Content)

                Quiz 2 (Unit 2)
Oct 19
                Lecture Unit 3

                Quiz 3 (Unit 3)
Oct 26
                Lecture Unit 4
                Quiz 4 (Unit 4)
Nov 2           OB case study presentations


                OB case study presentations
Nov 9

Nov 16          FINAL




          Metropolitan Community College       8                 Template Rev. 7/24/06
                                  2010 Fall Quarter Important Dates
Classes Begin ………………...………………………………………………………….……………….…………………September 7th (T)
Labor Day Recess (College Closed) ……………………………………………………….............................September 4-6th
(SA-M) Winter General Registration Begins …………………………………….……………………….…September 29th (W)
Student Withdrawal Deadline for “W” Grade………….………………..……………………………….…… Varies by Class*
Fall Quarter Graduation Application Deadline .………………………………………………………….…..November 1st (M)
Summer Term Incomplete “I” Grades Due………………..……………………………………………...…….November 12 (F)
Last Day of Fall Classes……………………………………………………….…..……………….………………..November 22nd (M)
Grades Due and Posted to WebAdvisor by 5:00 p.m. .....................................................November 24th (W)

* To view the Last Day for a student to withdraw “drop” a class go to the class schedule found on line at
http://www.mccneb.edu/schedule/classschedule.asp . Then, find the course section and click on the
Important Dates link next to the course. The refund withdraw dates for each course section are
automatically calculated based on the start and end dates and the number of sessions for a course. A
student must withdraw by this date to avoid being assigned a grade of “F”.




REFUND POLICIES for Credit Courses
A student is responsible for withdrawing “dropping” from a course(s) if unable to attend. Non-
attendance or non-payment does not relieve a student from the obligation to pay. To withdraw “drop”
from a course log on to WebAdvisor https://webadvisor.mccneb.edu and click “Register and Drop
Sections”.

An official schedule change that reduces or terminates a student’s academic credit load may entitle the
student to a refund. The eligibility and amount of a refund is automatically calculated by the date of the
withdrawal. A student may see the refund percentage received through midnight of the same day by
logging into WebAdvisor and clicking on the Tuition Refund Calculator. Note: Schedule changes may
have implications for students on Financial Aid. Check with the Financial Aid Office prior to any
schedule changes at 457-2330.


7/12/2010


            Metropolitan Community College                9                           Template Rev. 7/24/06
                            METROPOLITAN COMMUNITY COLLEGE
                                       NURS 2410
                                 PROJECT FOR TEACHING

At the completion of this project, the learner will:

    1. Determine a client teaching/learning need with focus on health promotion, wellness,
           and patient education…ex..breastfeeding, postnatal exercise, bike safety, poison
           control,etc)
2.     State the intended audience.
3.     Identify the learning objective(s) for the teaching project.
4.     Select and describe the teaching techniques used that meet the learning needs of the
       client.
5.     Organize the presentation logically.
       A.      Outline points to be presented.
       B.      Describe how the points will be presented.
6.     Identify the domains of learning incorporated into the teaching/learning project.
       A.      State why those domains were used.
7.     Evaluate the learning.
       A.      Use an evaluation tool that the audience completes.
8.     Present the teaching project.
9.     Turn in the written teaching plan to lecture instructor (incorporating steps 1-8 above.)
10.    Provide references used in completing this project.
11.    Turn in the summarized evaluation to lecture instructor.

                 Teaching Plan Component                       Points
Determined a client teaching/learning need. (Obj 1 and 3)      5
Stated the intended audience. (Obj. 2)                         5
Selected and described the teaching techniques used that       10
met the learning needs of the client. (Obj. 4)
Organized the presentation logically. (Obj. 5)                 10
   A. Outlined teaching points to be presented.
   B. Described how the teaching points were presented.
Identified the domains of learning incorporated into the       5
teaching/learning project. (Obj. 6)
Described how learning was to be evaluated. (Obj. 7 and 11)    5
Class presentation of project                                  10
   A. Poise
   B. Method of presentation (be creative) (Obj. 8 and 9)

Points Total: __________
Comments:




          Metropolitan Community College         10                     Template Rev. 7/24/06
Unit 1: Families in the Childbearing Period with High Risk Pregnancy

Unit Objectives:

   1.      Apply basic knowledge of healthy maternal newborn care.
   2.      Describe ethical/legal issues of maternal newborn nursing, current legislation and
           community resources available.
   3.      Demonstrate appropriate therapeutic communication and assessment of the high risk
           pregnancy.
   4.      Identify the vulnerable periods during which malformations of various organs may
           occur and describe resulting anomalies.
   5.      Describe the function and structure of the placenta during intrauterine life.
   6.      Demonstrate appropriate medication administration to the maternal newborn clients.
   7.      Identify tests used to detect abnormalities, fetal well being and infertility
           management.
   8.      Discuss age related considerations of pregnancy.
   9.      Explain the nursing process as it relates to maternal fetal medical conditions.
   10.     Identify the maternal fetal effects of the TORCH (toxoplasmosis, other, rubella,
           cytomegalovirus, herpes)group of infections and the corresponding nursing
           interventions.
   11.     Discuss pathophysiology, treatment and nursing interventions for pregnant women
           with:
           a. Cardiac Disease
           b. Chorioamnionitits
           c. Gestational trophoblastic disease
           d. Diabetes
           e. Rh sensitivity
           f. Pregnacy induced hypertension (PIH) and HELLP syndrome
           g. Human Immunodeficiency Virus (HIV)
           h. Incompetent cervix
           i. Hyperemesis gravidarium

   12.    Demonstrate mastery of mathematical calculations.
   13.    Effectively use appropriate terminology and abbreviations in nursing care plans of the
          maternal child family unit.
REQUIRED LEARNING ACTIVITIES:
Reading Assignment:
      Davidson, London, Ladewig, Chapter 1, Chapter 11, Chapter 12, Chapter 19,
      Chapter 20, Chapter 25 (Pain)
      Complete study guide—Assigned in my nursing lab Chap 11, 12, 19, 20

Participate in classroom activities
Fulfill unit objectives
Complete Unit Exam
Utilize ‘My Nursing Lab’ activities




          Metropolitan Community College      11                     Template Rev. 7/24/06
Unit 2: Families in the Childbearing Period with a High Risk Labor
Unit Objectives:
   1. Identify the pathophysiology and nursing process of various high risk labor factors in the
       intrapartal period.
   2. Review types of bleeding disorders and associated nursing interventions
           a. Spontaneous abortion
           b. Ectopic pregnancy
           c. Umbilical cord abnormalities
           d. Placenta previa
           e. Abruption placentae
           f. Disseminated intravascular coagulation
   3. Describe the pathophysiology and nursing process of abnormal labor patterns or fetal
       malpositioning.
           a. Dysfunctional labor
                    i. Hypertonic
                   ii. Hypotonic
                  iii. Prolonged
                  iv. precipitous
   4. Discuss the nursing process associated with high risk labor conditions.
           a. Preterm premature rupture of membranes (PPROM)
           b. Preterm labor( PTL)
           c. Prolapsed cord
           d. Electronic Fetal Monitoring (EFM)
           e. Multiple gestation
           f. Cephalopelvic disproportion (CPD)
           g. Fetal malposition
           h. Amniotic fluid complications
                    i. Oligohydramnios
                   ii. Polyhydramnios
                  iii. Embolism
           i. Vaginal birth after cesarean (VBAC)
           j. Induction
   5. Summarize indications, complications and nursing interventions for birth related
       procedures.

   REQUIRED LEARNING ACTIVITIES
   Reading Assignment:
       Davidson, Chapter 23, Chapter 26 and Chapter 27
   Participate in classroom activities
   Fulfill unit objectives/ Utilize ‘My nursing lab’ activities-view videos
   Complete the Unit Exam
   Complete Study guide for unit—Assigned in my nursing lab Chap 23, 26, 27




          Metropolitan Community College       12                     Template Rev. 7/24/06
Unit 3: Families in the Childbearing Period with a High Risk Post Partum Condition.

Unit Objectives:

1. Relate pathophysiology and nursing process specific to post partum.
2. Identify specific post partum complications and nursing management
      a. Retained placenta
      b. Placenta acreta
      c. Uterine atony
      d. Uterine inversion
      e. Hematoma.lacerations
3. Identify nursing process for post partum psycho-social disorders.
      a. Post partum blues
      b. Postpartum psychosis
      c. Postpartum depression
      d. Family in crisis
4. Review nursing interventions associated with the following:
      a. DVT , hematoma, hemorrhoids
      b. Endometritis, wound infections, urinary infections
      c. Sexually transmitted diseases


REQUIRED LEARNING ACTIVITIES:

Reading assignment:
   Chapter 37, 38
Complete study guide for unit—assigned in my nursing lab Chap 37, and 38

Participate in classroom activities
Fulfill unit objectives
Complete the unit examination.
Utilize ‘My Nursing Lab’ activities




      Metropolitan Community College     13                     Template Rev. 7/24/06
   Unit 4: Families in the Childbearing Period with a High Risk Newborn

   Unit Objectives:

   1. Discuss pathophysiology and appropriate nursing process for the high risk newborn with
      the following :

           A.       Respiratory disorders
                     i. Transient tachypnea of the newborn
                    ii. Pulmonary hyperplasia
                   iii. Respiratory Distress Syndrome
                   iv. Meconium Aspiration
           B.       Genetic disorders and sexually transmitted diseases (review)
           C.       Care of the Preterm Infant
           D.       IUGR, SGA, LGA, post term infant
           E.       Newborn with jaundice

   2. Explain the assessment and nursing interventions associated with birth injuries. (review
      pg 846)

REQUIRED LEARNING ACTIVITIES:

Reading Assignment:
      Davidson: Chapter 32 and Chapter 33 , Assessment guide of normal newborn pg 847-
858.
Complete study guide for unit- assigned in my nursing lab—Chap 32, 33

Participate in classroom activities
Fulfill unit objectives
Complete unit examination
Utilize ‘My Nursing Lab’ activities




          Metropolitan Community College        14                     Template Rev. 7/24/06
Unit 5 Families in the Newborn through Adolescent Lifespan: Nursing Process

Unit Objectives:

   1.     Discuss the ethical, legal issues related to the childhood period.
   2.     Discuss age appropriate assessment and therapeutic communication in the care of the
          child.
   3.     Apply the nursing process to the care of the pediatric patient in various acute care
          settings.
          a. Acute Care Hospitalization
          b. Isolation
          c. Emergency department
          d. Intensive care
   4.     Describe the nursing interventions and stages of grief associated with the chronically
          ill or dying child.
   5.     Demonstrate medication mathematical calculations specific to the pediatric
          population.


   REQUIRED LEARNING ACTIVITIES

   Reading Assignment
      Ball, Binder, Cowen: Chapter 1( pg 18-27), Chapter 6, Chapter 7., Chap 16 and Chapter
   22
   Complete study guide for unit—assigned in my nursing lab Chap 6, 16, 22


   Participate in classroom activities
   Fulfill unit objectives
   Complete unit examination
   Utilize ‘My Nursing Lab’ activities




         Metropolitan Community College       15                     Template Rev. 7/24/06
   Unit 6: Families in the Newborn through Adolescent Lifespan: Sensory/Neurologic,
   Cognitive, Psychosocial and Musculoskeletal Disorders and Inflammatory conditions.

   Unit Objectives:
   1. Identify the pathophysiology and nursing process of selected sensory/neurological system
      alterations.
          a. Visual and hearing
          b. Retinoblastoma
          c. hydrocephalus
          d. Cerebral Palsy
          e. Spina bifida
          f. Muscular dystrophy
          g. Spinal cord injury
          h. Systemic lupus

   2. Explain the pathophysiology and nursing process of congenital defects of the
      musculoskeletal system.
          a. Cranial malformations
          b. Club foot
          c. Kyphosis/scoliosis
          d. Hip dysplasia
          e. Bone Tumors
                 i. Osteogenic sarcoma
                ii. Ewing’s sarcoma
               iii. Rhabdosarcoma
   3. Describe pathophysiology and nursing process of the inflammatory diseases of
      childhood.
          a. Meningitis
          b. Reyes Syndrome
          c. Tetanus
          d. Kawasaki disease
   4. Discuss the psychopathology and nursing process of alterations in the psycho-social
      functions of the childrearing period.
          a. Learning disabilities
          b. ADHD
   5. Analyze the sensory/neurological, cognitive, psychosocial and musculoskeletal disorders
      of childhood on the family unit.

REQUIRED LEARNING ACTIVITIES

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 24, Chap 27, Chap 29, Chapter 33, Chapter 34, Chapter 35
Complete study guide for unit- assigned in my nursing lab Chap 28, 33, 35

Participate in classroom activities
Fulfill unit objectives
Complete the unit examination
Utilize ‘My Nursing Lab’ activities


          Metropolitan Community College     16                     Template Rev. 7/24/06
Unit 7: Families in the Newborn through Adolescent Lifespan: Hematologic and Oncology
Disorders.

Unit Objectives:

   1.      Discuss the pathophysiology and nursing process associated with blood dyscrasias.
           a. Sickle Cell Anemia
           b. Iron deficiency anemia
           c. Aplastic anemia
           d. Von willenbrand disease
           e. Beta thalassemia
   2.      Describe the nursing process and procedure for the pediatric client undergoing blood
           transfusions.
   3.      Discuss the pathophysiology and nursing process of pediatric oncology.
           a. Leukemia
           b. Hodgkin’s disease
           c. Wilm’s Tumor
   4.      Apply the nursing process to the care of the pediatric client experiencing
           cardiovascular, hematological and oncological problems.

REQUIRED LEARNING ACTIVITIES

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 28, Chapter 29
Complete study guide for unit—assigned in my nursing lab-- Chap 28, 29

Participate in classroom activities
Fulfill unit objectives
Complete the unit examination
Utilize ‘My Nursing Lab’ activities




          Metropolitan Community College      17                      Template Rev. 7/24/06
Unit 8 Families in the Newborn through Adolescent Lifespan: Respiratory Disorders and
Cardiovascular Disorders

Unit Objectives:

   1. Recall the pathophysiology and nursing process of congenital heart defects.
         a. Defects with increased pulmonary blood flow
                   i. Atrial septal defect
                  ii. Ventricular septal defect
                 iii. Patent ductus arteriosis
         b. Obstructive defects
                   i. Aortic stenosis
                  ii. Coartation of the aorta
                 iii. Pulmonary stenosis
         c. Defects with decreased pulmonary blood flow
                   i. Tetralogy of Fallot
                  ii. Tricuspic atresia
         d. Mixed defects
                   i. Hypoplastic left heart
                  ii. Transposition of the great vessels
                 iii. Trunctus arteriosis
   2. Discuss/review the pathophysiology and nursing management of the pediatric
              client with specified pulmonary conditions, including, but not limited to:
                      Upper and lower airway obstruction (review of NURS 1400 content)
                      Pneumococcal, staphylococcal, and viral pneumonia (NURS 1400)
                      Respiratory syncytial virus
                      Asthma
                      Cystic fibrosis
                      Broncho pulmonary dysplasias
   3. Discuss nutritional concepts applicable to pediatric clients with pulmonary
              disorders.
   4. Apply nursing process to the care of the pediatric client with respiratory disorders.

REQUIRED LEARNING ACTIVITIES

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 25—note assessment guidelines pg 843. Chap 26
Complete study guide for unit—assigned in my nursing lab—Chap 25, 26

Participate in classroom activities
Fulfill unit objectives
Complete Unit examination
Utilize ‘My Nursing Lab’ activities




          Metropolitan Community College      18                      Template Rev. 7/24/06
Unit 9: Families in the Newborn through Adolescent Lifespan: Gastrointestinal Disorders

Unit Objectives:

       1.         Describe pathophysiology and nursing management of the pediatric client
                  with anatomic defects of the gastrointestinal system.
                  a. Structural
                           i. Cleft palate/cleft lip
                          ii. Esophageal atresia
                         iii. Hernia
                  b. Obstructive
                           i. Hypertonic pyloric stenosis
                          ii. intusseption
       2.         Explain the pathophysiology and nursing process for the pediatric client with
                  physiologic disorders of the gastrointestinal tract.
                  a. Gastroesophageal reflux
                  b. Hypertrophic pyloric stenosis
                  c. Lactose intolerance
                  d. Hirshsprung’s disease
       3.         Identify pathophysiology and nursing process for the pediatric client with hepatic
                  disorders.
                  a. Bilary atresia
                  b. Acute hepatitis
       4.         Analyze the nutritional concepts applicable to the pediatric client with
                  gastrointestinal disorders.
                  a. Celiac disease
                  b. Short gut syndrome
       5.         Apply the nursing process to the care of the pediatric client experiencing
                  gastrointestinal disorders.




REQUIRED LEARNING ACTIVITIES:

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 30
Complete study guide for unit- assigned in my nursing lab Chap 30

Participate in classroom activities
Fulfill Unit objectives
Complete unit examination
Utilize ‘My Nursing Lab’ activities




            Metropolitan Community College        19                      Template Rev. 7/24/06
Unit 10: Families in the Newborn through Adolescent Lifespan: Genitourinary Disorders:

Unit Objectives:

       1.         Discuss pathophysiology and nursing process for the pediatric client
                  with alterations in the genitourinary system.
                  a. glomerulonephritis
                  b. nephrotic syndrome
       2.         Discuss pathophysiology and nursing process associated with the
                  pediatric client with structural defects of the genitourinary system.
                  a. enuresis
                  b. epspadias/hypospadius
                  c. bladder extrophy
       3.         Discuss nutritional concepts applicable to the pediatric client experiencing
                  genitourinary disorders.
       4.         Apply the nursing process to the care of the pediatric client experiencing
                  genitourinary disorders.




REQUIRED LEARNING ACTIVITIES:

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 31
Complete study guide for unit- assigned in my nursing lab—Chap 31

Participate in classroom activities
Fulfill Unit Objectives
Complete Unit examination
Utilize ‘My Nursing Lab’ activities Chap 31




            Metropolitan Community College         20                     Template Rev. 7/24/06
Unit 11: Families in the Newborn through Adolescent Lifespan: Endocrine and
Integumentary System Disorders.

Unit Objectives:

   1. Recall the pathophysiology and nursing process for the pediatric client with thyroid
      adrenal and pituitary disorders.
   2. Discuss the pathophysiology and nursing process of the pediatric client with diabetes
      mellitus.
   3. Explain the pathophysiology and nursing process of the pediatric client with burns
   4. Review pathophysiology and nursing process of atopic dermatitis and impetigo.


REQUIRED LEARNING ACTIVITIES

Reading Assignment:
      Ball, Bindler, Cowen: Chapter 32, Chapter 36
Complete study guide for unit- assigned in my nursing lab Chap 32, 36


Participate in classroom activities
Fulfill unit objectives
Complete the unit examination
Utilize ‘My Nursing Lab’ activities




          Metropolitan Community College      21                     Template Rev. 7/24/06

				
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