Foundations of Nursing in Acute Care I

Course Number:
NRS 112
Transcript Title:
Foundations of Nursing in Acute Care I
Created:
Aug 15, 2022
Updated:
May 01, 2024
Total Credits:
6
Lecture Hours:
20
Lecture / Lab Hours:
20
Lab Hours:
90
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Corequisites: NRS 236, NRS 239

Course Description

Introduces the learner to the application of clinical judgment for care of culturally diverse patients across the lifespan who are experiencing prevalent acute conditions or acute exacerbations of chronic conditions. Incorporates legal and ethical aspects of care to guide evidence-based, patient-centered nursing care. Includes classroom and clinical learning experiences. Corequisites: NRS 236, NRS 239.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Use developmentally and culturally appropriate knowledge and skills to conduct assessments of patients across the lifespan in acute care settings.
  2. Interpret data, including assessments, patient goals, and knowledge of illness trajectory to plan culturally sensitive, patient-centered care.
  3. Demonstrate safe, evidence-based nursing interventions to manage acute conditions or problems.
  4. Assess patient response to acute interventions.
  5. Identify relevant clinical practice guidelines and evidence-based literature to guide decision-making in the acute care environment.
  6. Demonstrate professional and effective communication with patients and members of the health care team.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions: Multiple choice exams, Lab performance evaluation, Clinical performance evaluation, Papers

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Use developmentally and culturally appropriate knowledge and skills to conduct assessments of patients across the lifespan in acute care settings.

  • Review effective cross -cultural communication techniques
  • Review developmental stages of communication
  • Introduce case studies-to allow student to practice culturally appropriate and sensitive interviews and assessment
  • Review cultural factors that impact patient assessment and delivery of healthcare across the life-span

Outcome #2: Interpret data, including assessments, patient goals, and knowledge of illness trajectory to plan culturally sensitive, patient-centered care.

Review relevant data needed to develop a plan of care for patients with:

  • Acute Coronary Syndrome (STEMI, N-STEMI, Myocardial Infarction, and unstable angina)
  • Heart Failure (acute exacerbation)
  • Acute infections
    • Pneumonia
    • Bronchiolitis (peds)
  • Asthma (acute exacerbation)
  • Thyroid disorders
  • Adrenal disorders
  • Pituitary disorders
  • Acute hospitalization of diabetic patient (note DKA and HHS will be covered in Acute 2)
  • Urinary obstruction
  • UTI/Pyelonephritis
  • Acute glomerulonephritis
  • Benign Prostatic Hyperplasia (BPH) /Transurethral Resection of the Prostate (TURP)
  • Altered mental status
    • Seizure
    • Substance overdose
  • Stroke (acute management)
  • complicated childbirth
  • Postpartum care
  • Neonatal care (birth to discharge

Outcome #3: Demonstrate safe, evidence-based nursing interventions to manage acute conditions or problems.

  • Pain management
    • Positioning
    • Relaxation techniques
    • Heat and cold therapy
    • Pharmacological interventions based on the WHO analgesic
  • Infections
  • Sepsis- early -detection and treatment
  • Acute Myocardial Infarctions ) AMI
  • Acute stroke
  • Acute Respiratory exacerbation
  • Diabetic Ketoacidosis

Outcome #4: Assess patient response to acute interventions.

  • Vital signs
  • Respiratory assessment
  • Cardiac assessment-ECG
  • Key signs to observe for response to pain management
  • Fluid and electrolytes

Outcome #5: Identify relevant clinical practice guidelines and evidence-based literature to guide decision-making in the acute care environment.

  • Institutional protocols and guidelines
  • Professional organizations Government agencies
  • Clinical decisions support tools:  Electronic Health Record, - decision making algorithms
  • Systematic reviews and Meta Analysis
  • Peer review journals
  • Interdisciplinary Collaboration

Outcome #6: Demonstrate professional and effective communication with patients and members of the health care team.

  • Therapeutic interaction
  • Empathy and caring
  • Listening
  • Cultural and ethnic considerations

Professional Boundaries

Suggested Texts and Materials

  • Nursing diagnosis handbook: An evidence-based guide to planning care (13th ed.). St. Louis, MO: Elsevier.
  • Lewis’s Medical-surgical nursing: Assessment and management of clinical problems (11th ed.). St. Louis, MO: Elsevier.
  • Varcarolis’ foundations of psychiatric mental health nursing: A clinical approach (9th ed.). St. Louis, MO: Saunders.

Department Notes

See OCNE Megacase List and Minimum Skill Set by end of Year 1 List

See OCNE universal CCOG for additional information on course content