Nursing in Acute Care II and End-of-Life Care

Course Number:
NRS 222
Transcript Title:
Nursing in Acute Care II and End-of-Life Care
Created:
Aug 15, 2022
Updated:
Apr 29, 2024
Total Credits:
9
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
150
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

NRS 112

Course Description

Builds upon Nursing 112 Nursing in Acute Care 1, with a focus on more complex conditions in patients across the lifespan. Develops the application of clinical judgment, with a focus on culturally diverse patients who are experiencing acute, complex, rapidly changing, multisystem conditions and situations. Incorporates the legal and ethical aspects of care for guiding evidence-based, patient-centered nursing care. Includes classroom and clinical learning experiences. Prerequisite: NRS 112.

Course Outcomes

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

  1. Use developmentally and culturally appropriate knowledge and skills to discern assessment data in patients across the lifespan with complex, rapidly changing, or multisystem conditions.
  2. Synthesize data, including assessments, patient goals, changing clinical status, and knowledge of illness trajectory to plan and prioritize culturally sensitive, patient-centered care.
  3. Demonstrate safe, evidence-based nursing interventions in dynamic situations.
  4. Revise plan of care based on patient response to acute interventions.
  5. Integrate clinical practice guidelines and evidence-based literature in decision-making in the acute care environment.
  6. Distinguish the professional role of the nurse within the healthcare 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: Clinical performance evaluation, Multiple choice exams, Lab performance evaluation, Project and participation 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 discern assessment data in patients across the lifespan with complex, rapidly changing, or multisystem conditions.

  • Recognize personal Biases
  • Factors to consider:
    • Language
    • Beliefs and values
    • Traditions
  • Use of cultural assessment tools
  • Interpreters, Cultural liaisons
  • Open communication – family engagement
  • Different cultural healing practices
  • Addressing Health disparities

Outcome #2: Synthesize data, including assessments, patient goals, changing clinical status, and knowledge of illness trajectory to plan and prioritize culturally sensitive, patient-centered care.

  • Objective data
  • Subjective data

Short- and long-term heath goals
Focus on disorders of:

  • Endocrine
  • Cardiac
  • Renal
  • Neurological
  • Complex gestational parent & newborn complications

Outcome #3: Demonstrate safe, evidence-based nursing interventions in dynamic situations.

“Think Like a Nurse”:

  • Acute and rapid assessment
  • Prioritization
  • Airway management
  • Fluid resuscitation
  • Medication administration
  • Pain management
  • Mobility and fall prevention
  • Communication and collaboration
  • Documentation

Outcome #4: Revise plan of care based on patient response to acute interventions.

  • What to assess and how often
  • Optimizing outcomes
  • Promoting patient recovery and well being
  • Collaboration with health care team
  • Legal responsibilities
  • Stress and possibility of errors

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

  • Accessing resources- which one and how to reliable source
  • Appraising evidence
  • Consult clinical practice guidelines
  • Policies and procedure manual
  • Incorporating patient preferences
  • Continuing education and updating
  • Documentation and audit

Outcome #6: Distinguish the professional role of the nurse within the healthcare team.

  • Patient Advocacy
  • Clinical Care
  • Health Promotion and Education
  • Care Coordinator
  • Advance Practice
  • Ethical decisions making
  • Leadership and Collaboration
  • Healthcare policy and Advocacy

Suggested Texts and Materials

  • Harding, M. M., Kwong, J., Roberts, D., Hagler, D., & Reinisch, C. (2020). Lewis’s Medical-surgical nursing: Assessment and management of clinical problems (11th ed.). St. Louis, MO: Elsevier.
  • (NRS 110, Fall 2023) McKinney, E., James, S., Murray, S., Nelson, K., & Ashwill, J. (2022) Maternal-Child Nursing (6th ed.).
  • (NRS 221, Fall 2024) Halter, M. J. (2022). 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 2 List

See OCNE universal CCOG for additional information on course content