|Advanced Med/Surg (BSN)*|
|CLASS CODE:||NURS 330||CREDITS: 4|
|DIVISION:||AGRICULTURAL AND LIFE SCIENCES|
|GENERAL EDUCATION:||This course does not fulfill a General Education requirement.|
|DESCRIPTION:||This course offers the learner knowledge and experience applying the conceptual model in the education of and caring for the adult patient with specific attention to the wellness continuum as it relates to clinical changes in the critical care areas.
*Note: Escrow credit is a method of academic adjustment that allows a block of credit to be granted for previous learning. (See “Vertical Credits” in catalog). At BYU-Idaho, escrow credit allows lower division credits already earned to be awarded as upper division credits upon successful completion of specified course work. These credits are required for the BSN program. When the BSN student successfully completes Nursing 327 and 330, six vertical credits will be awarded.
|TAUGHT:||Fall, Winter, and 1 Summer Term|
|CONTENT AND TOPICS:|
|GOALS AND OBJECTIVES:||Course Specific Goals: The identified strands are derived from the Brigham Young University-Idaho Department of Nursing Philosophy, Program Goals and Conceptual Model, identified by the faculty and represented in italics. The threads are identified by faculty as significant concepts that will be included in all courses with difficulty progressing from simple to complex and are bolded. The threads, applied specifically in each course weave in and out of the strands providing consistency and strength to the overall curriculum.
Nurse Agency Stewardship, laws and opposites, caring relationships, professionalism, and knowledge through increasing leadership, community and research incorporating critical thinking, the health continuum, environment, patient agency and the nursing process.
1. Identify various roles of the nurse in critical care settings, including legal, ethical, and psychological implications for patients.
2. Integrate knowledge of the anatomy, physiology, and pathophysiology of the body systems into the care of patients in the critical care setting.
3. Interpret laboratory and diagnostic findings for patients in the critical care setting.
Patient Agency Stewardship, laws and opposites, caring relationship, human functionality, and knowledge through increasing leadership, community and research incorporating critical thinking, the health continuum, environment, nurse agency and the nursing process.
1. Explore the patient's resources including support system and family system and how that might change during hospitalization in a critical care setting.
2. Identify potential or actual factors influencing the patient and family during stressful, critical incident.
Nursing Process Assessment, diagnosis, planning, implementation, and evaluation through increasing leadership, community and research incorporating critical thinking, the health continuum, environment, nurse agency and patient agency.
1. State the effects of selected nursing interventions and medical interventions for the critical care patient.
2. Formulate nursing care plans for patients in the critical care setting.
3. Care for a patient in the critical care setting.
|REQUIREMENTS:||The student is encouraged to participate in the learning process by reading assigned materials, attending class, completing assigned study sheets, participating in small group assignments and presenting selected topics to the class. In-class lecture, discussion, group work, video tapes, games, role play, chalkboard and overhead transparencies will be utilized.|
Urden, L., Stacy, K. (2000) Priorities in Critical Care Nursing. Mosby Co.: St. Louis
Thelan, L., Urden, L., Lough, M. and Stacy, K. (1998). Critical Care Nursing. Mosby Co.: St. Louis.
American Heart Association, Advanced Cardiac Life Support.
|EFFECTIVE DATE:||August 2001|