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W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

3April, 2011

NURS 310 Nutrition in Health

Section A:

Instructor’s Name Jeanne Schaffer MN, FNP, COHN-S, CCM, CEAPI. Instructor’s Contact Information, Course Pre and Co-Requisites

Phone Number: 818 726-6357E-mail: [email protected] location: Room 120 Education SuiteOffice hours: After Lecture Class by appointment

Course Prerequisites noneCourse Co requisites none

II. Mission and Outcomes

University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

College of Nursing Mission

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

College of Nursing Philosophy

The philosophy of the College of Nursing is the education of nurses who become lifelong learners and critical thinkers. The philosophy reflects beliefs that education is a continuous process, occurring in phases throughout an individual’s lifetime

Program Learning Outcomes

1. Synthesize knowledge derived from liberal arts and sciences with a conceptual framework as a basis for professional nursing practice.

2. Utilize nursing process in health promotion, restoration, and disease and illness prevention.

3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting.

Course Name: Nutrition in HealthCourse Number: NURS 310

Academic Program:Campus:


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4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings.

5. Provide health care education to individuals, families, and aggregates.

6. Develop measurable goals that demonstrate the willingness to become a life-long learner in building expertise as a member of the nursing profession.

7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team.

8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability.

9. Demonstrate application of the AACN 9 Essentials. 10. Be eligible to apply for the registered nursing licensing examination

in order to be employed as a registered nurse in a variety of settings.

III. Course InformationTerm: Term 11 Generic BSN ProgramClass Meeting Dates: June 20, 2011 – August 22, 2011Class Meeting Times: 12:30 - 1730Class Meeting Location: Room TBAClass Credit Hours 3 semester credits/5 contact hours per week/45 hours per termClass Credit Length 9 weeksClass Required Texts, Learning Resources

Dudek, S.G. (2010). Nutrition Essentials for Nursing Practice (6th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Class Recommended Texts, Learning Resources

Wilson, A.B., Shannon, M.T., Shields K.M., & Stang, C.L. (2009). Nurse’s Drug Guide. Upper Saddle River New Jersey: Pearson Prentice Hall.

Course Catalog Description

Food is the basis of human life so what, how and when a person ingests food or other substances affects human life and potentially brings on disease or helps cure it. Culturally and geographically different types of foods are available and ingested by people. A nurse needs to have an understanding of how food and special diets fit with the lifestyle, culture, and therapeutic plan of care for each person under his/her care.


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Course Learning Outcomes

1. Develop a nutritional plan of care that demonstrates application and comprehension of evidence based nursing with a teaching-learning communication Plan.

2. Discuss the role of the RN for developing and implementing sound educational materials for patient, family and community education.

3. Compare and Critique studies using evidence based nutritional practices and current common dietary practices.

4. List and prioritize Gordon’s Functional Patterns and the threads as the basis/model for nutritional nursing care.

5. Explain and discuss ways that nurses can be proactive in family and community based programs that affect various populations such as school lunches, nursing home menu’s, teen pregnancy, geriatric clients, etc.

6. Identify major macro-nutrients and micro-nutrients relevant to human health.

7. Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and older age.

8. Demonstrate knowledge of the role of key nutrients in the prevention of chronic diseases.

9. Discuss nutrition-related diseases and dietary considerations in disease management.

10. Conduct a Nutritional Self Assessment and be able to utilize these tools in clinical practice.

Teaching Strategies. Lecture, class discussion and case presentations Web enhanced modules - A series of web enhanced learning

modules have been structured for students to utilize in this course to augment and enhance learning. Class room discussion regarding major concepts presented in class.

Audiovisual/Computer-assisted instruction providing students with individualized learning options.

Case studies used for facilitating learning at the analysis and synthesis levels.

Student-peer interactions and student-faculty consultation.


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IV. Evaluation Methods, GradingFormative Assessment of Student Learning: Will not count more

than 80% of final grade

Assignment/Assessment Activity Due Date PointsDiscussion Forum Participation * 10Three Exams 40Nutritional Assessment & Care Plan 20

Summative Assessment:Comprehensive Final 30

Summative Assessment of Student Learning: Will not count more

than 30% of final grade

Participation: Student Participation

will not account for more than 10% of the final grade.

V. Policies and ProceduresWest Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)

Grade Points

WCU Numerical Scale

for non program specific courses

Nursing and Dental HygieneSpecific Numerical Score

A 4 90-100 91-100B 3 80-89 84-90C 2 70-79 76-83D 1 60-69 64-75F 0 59 and below 63 and below

TC N/A Transfer Credit Transfer CreditW N/A Withdrawal WithdrawalI N/A Incomplete Incomplete

CR N/A CreditCredit granted for 75% or

higher on a challenge exam or Credit awarded for NURS 199

West Coast University Attendance Policy

Satisfactory attendance in courses is a requirement of the university and linked with student success. The percentage of attendance is calculated on the basis of the clock hours identified and varies by the type of course or major. For example, 30% of a three credit lecture course is 13.5 hours. Absences in excess of 30% of any course will result in a grade of “F” and the student will be required to repeat the course. Nursing students may not be absent for more than 20% of a NURS lab or clinical course identified as “L”. Dental hygiene students may not be absent for more than 20% of any DHYG course whether theory or clinical.


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If any student is absent from the University for more than 14 consecutive calendar days, excluding holidays, and no contact has been made during that period, the student will be withdrawn from the University.

Students must provide the Academic Dean or Dean of Nursing with written documentation verifying the required military leave and length of time requested.

Course Completion Requirements

Students are expected to participate in class. Participation includes being present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

Students who do not successfully pass a course and therefore must repeat the class are required to earn a minimum grade of ‘B’ on the course they retake. Students who fail to earn a minimum grade of ‘B’ on a repeated course will be academically disqualified from the University.

West Coast University Make-up Work Policy

In order to meet course outcomes students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence. Hours of make-up work cannot be accepted as hours of class attendance.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible


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on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade). Lack of preparation at the scheduled exam time is not an acceptable excuse for not taking an examination or quiz.

Classroom Policies Students are expected to dress professionally during class time, as they will in their future roles and positions.

No children are allowed in class or unattended on campus. Personal use of cell phones, Blackberries or any other electronic devises

in the classroom during class time is not permitted. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Consistent breaches of this policy will be addressed by the University as a student conduct issue.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' abilities to learn and the instructor’s abilities to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem. Consistent breaches of this policy will be addressed as a student conduct issue.

Academic Integrity Policy

Academic honesty, integrity, and ethics are required of all members of the West Coast University community. Students are expected to conduct themselves in a manner reflecting the ideals, values, and educational aims of the University at all times. Academic integrity and honorable behavior are essential parts of the professionalism that will be required well beyond graduation from WCU. They are the foundation for ethical behavior in the workplace.

A student who acts in an unethical or unprofessional manner on an assignment will receive a grade of zero for that assignment. A second incident of unethical or unprofessional behavior may result in administrative termination from the university.

Academic Integrity Policy (continued)

In its commitment to academic honesty and accurate assessment of student work, West Coast University uses a plagiarism-detection web-service to help prevent plagiarism. Consequently, instructors reserve the right to submit student assignments to the website to check for similarities between student submissions and the internet, various research databases, and the web-site’s database of previous student submissions.

Students may be required to electronically submit their work to the instructor or to the website, and by taking WCU courses, students agree that all assignments are subject to plagiarism detection processes and Academic Honesty policies. Assignments submitted to the website by the student or instructor will become part of the service’s database and will be used for plagiarism prevention and detection. Student papers, however, will remain the intellectual property of the authors.

Any submitted papers that are not the student’s original work will be considered


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plagiarism, in violation of the Academic Honor Code. For clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor.

Academic Dishonesty

The University considers plagiarism and falsification of documents, including documents submitted to the University for other than academic work, a serious matter that may result in a failure in the class or dismissal from the program. All student work is to be submitted to faculty and represent the student’s original work. All students are required to follow the American Psychological Association (APA) writing guidelines. All sources used as references must be properly identified

Students who violate university standards of academic integrity are subject to disciplinary sanctions, including failure in the course and suspension from the university. Since dishonesty in any form harms the individual, other students and the university, policies on academic integrity will be strictly enforced. Familiarize yourself with the Academic Integrity guidelines and the Academic Honor Code in WCU catalog and program handbooks.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers, hats or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed. Please review the policy for the complete list of testing requirements and the Academic Honor Code.

Once the exam results are available, the students will be offered a test review. The student will be provided with a test copy (not applicable to HESI, ATI exams), answer sheet, and a copy of his or her Scranton, which must all be returned unchanged upon completion of review.

Testing and Examination Policy (continued)

No written or oral notes can be taken when a student reviews his or her exam. The school encourages students to review their test results as soon as the exam is completed. HESI (or ATI) exam results are available for review on line through the Elsevier (or ATI) website usually within 24 hours of completing the exam. Students are encouraged to use this information to tailor their remediation in areas of weakness as identified by subjects missed on the HESI or ATI exam. The HESI and ATI testing policy require that you may not share any of the testing information with anyone at any time. Please read it carefully as this is a legal document you are signing and will be legally held accountable to uphold, when taking these examinations. See Testing policy and Academic Honor Code in WCU catalog and/or Nursing Student Handbook.

Reasonable Accommodations

Any student requesting accommodations based on a verified disability is required to register with the Director of Student Services each semester. A letter or clinical evaluation form from a learning specialist showing proof of a learning disability and what accommodations are required to assist the student, is required to be on file with the Director of Student Services. A letter of verification for approved accommodations can be obtained from that office. Please be sure the letter is delivered to your instructors at the beginning of each term so they may appropriately assist you.


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Changes to the Course Schedule

Any changes to the course schedule as outlined in this syllabus will be thoroughly discussed with students attending the class prior to implementation.

Additional Program or Accreditation Requirements

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 310 Nutrition include the following:

Essential I, Liberal Education Outcome 5, Apply knowledge of social and cultural factors to the care of

diverse populationso Through the use of classroom discussions that assist students to

define nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and older age.

o Critically analyze the influence of social and cultural factors on nutritional planning, decisions and actions for patient.

o Keep a food diary for one week. Develop a diet plan for yourself that best suits your actual dietary needs based on height, weight, BMI, culture, activity level, health and drug use

o Conduct a nutritional self-assessment and gain the skill necessary to utilize these tools in clinical practice

Additional Program or Accreditation Requirements (continued)

Essential III, Scholarship for Evidence-based Practice Outcome 5. Participate in the process of retrieval, appraisal, and

synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes.

Outcome 6. Integrate evidence, clinical judgment, inter professional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.

o Critique studies on evidence based nutritional practices and common dietary practices

o Develop a nutritional plan of care that demonstrates application of evidence-based nursing

o Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and old age

o Explore a variety of research databases (i.e. PUBMED, CINAHL, etc.) and other methods for locating current (credible) research knowledge and sources of evidence.

Essential IV, Information Management and Application of Patient Care Technology

Outcome 1, Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice..


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o Discuss the tools used to plan and evaluate dietso All papers must be typed in word processing, in APA format, and

that PowerPoint presentations are required for the end of the term group presentation.

Essential VII, Clinical Prevention & Population Health Outcome 3, Assess health/illness beliefs, values, attitudes, and practices

of individuals, families, groups, communities, and populations.o Discussions that describe the significance of nutrition and

preventive care in decreasing the incidence/prevalence of diseases

o Explore the different hospital diets and the nurse’s role in promoting adequate food intake among their patients

. Essential VIII, Professionalism and Professional Values

Outcome 9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.

o Providing nutritional plan and education plan that are tailored and culturally sensitive among diverse and venerable populations are also discussed.


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SELF ASSESSMENT EXERCISE

1. Calculate your weight based on the BMI formula and the Hamwi method- page 7a. Analyze where you are on the BMI and Hamwi scale in terms of health- provide

documentation and references to support your position

2. Keep a food Diary for one week of everything that goes into your digestive system or body, i.e. everything you eat, drink or drug (prescription, over the counter medication or recreation.)

a. After ingestion keep track of how you feel both physically and emotionally.

3. Analyze your weekly food, liquid and drug intake by food groups and nutrients.

4. Estimate the quantity of what you are ingesting but it is better to use the package information of quantity, calories and nutrients or measure the quantity rather than estimate. People usually underestimate how much they are actually eating or drinking and underestimate the calories they are consuming so it is important to learn just how much you are actually consuming. You can later use this exercise with patients so you need to learn it now.

5. Analyze the strengths and weaknesses in your weekly intake of nutrients and drugs.a. Is there any interactive effect with the diet and the drugs?

6. Analyze how you felt, where you were, what you were doing, why you ingested what you did and when you ingested the food, liquids or drugs.

7. Are their other medical conditions you presently experience that contribute to your diet, nutrient or drug intake?

8. Is there a cultural influence to your diet choices that may negatively affect your health? If yes what are they and what can you do to change that?

9. Develop a diet plan for yourself that best suits your actual dietary needs based on height, weight, BMI, culture, activity level, health and drug use.

10. Explain how you plan to implement the change and what obstacles you will have to overcome to meet this goal.

11. Describe how this exercise helped you learn more about why, what, how, where and when people eat and how this influences what they ingest.

12. The report itself should be 5-8 pages in length in APA format, typed (word processed) double spaced. Attach your weekly diary and nutritional analysis of your diet to the report.

College of Nursing


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PRESENTATION RUBRIC

NAME: DATE:

PRESENTATION TOPIC: COURSE: CRITERIA 40 30 20 10 0 POINTS

Content accuracy, utilization of current and pertinent information is used

Information is complete, accurate, appropriate, and integrated effectively.

Information is somewhat complete, accurate, appropriate and integrated effectively.

Information is scant, mostly accurate, and not integrated effectively.

Information is mostly inaccurate, not complete, and not integrated effectively.

Information is inaccurate, inappropriate, and no integration is evident.

CRITERIA 10 8 6 4 2 POINTSContent has logical organization

Content is organized logically with fluid transitions to capture and hold attention throughout the entire presentation.

Organization of the content is congruent; transitions are evident.

Organization of the content is somewhat congruent and transitions are not always evident.

Organization of the content is not congruent and transitions are never evident.

Content lacks organization; transitions are abrupt and distracting.

CRITERIA 5 4 3 2 1 POINTSContent appropriate for time allowed

Presentation completed in the allotted time.

Presentation completed no more than 1 minute over allotted time.

Presentation completed no more than 2 minutes over allotted time.



Pertinent references and citations

Source materials are incorporated logically, insightfully, and elegantly; sources are documented accurately

Source material is used logically and proficiently; sources are accurately documented

Sources are incorporated logically and adequately; sources are documented accurately for the most part

Source material is inappropriately or unclearly incorporated; documentation is infrequent

Source material is never incorporated or incorporated inappropriately or unclearly; documentation is inaccurate

College of Nursing


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CRITERIA 5 4 3 2 1 POINTSMethod of Delivery: Use of visual aids is appropriate

Creative, original, reflects the purpose of the presentation.

Creativity and originality is evident.

Creativity and originality is somewhat evident.

Creativity and originality is slightly evident.

Creativity and originality is not evident.

Method of Delivery; Handout/ outline

Well written with proper grammar, spelling, and medical terminology.

Mostly well written with minimal grammatical and spelling errors.

Adequately written with minimal grammatical and spelling errors.

Not well written with many grammatical and spelling errors.

Inappropriate, sloppy, and takes not pride in the written handout.

CRITERIA 10 8 6 4 2 POINTSMaintains eye contact and keeps the audience interested; presents information without reading

Eye contact is effectively established; audience is attentive; does not refer to written notes

Eye contact is established; most of the audience is attentive; refers to written notes occasionally

Eye contact is minimal; most of audience is not attentive; mainly refers to written notes

Eye contact is hardly established; audience is not attentive; must refer to notes constantly

No eye contact is made; audience not listening; reads information

Keeps audience interested and/or allows opportunity for interaction

Language is memorable and usage is felicitous; tone is appropriate; interaction with audience takes place

Most language is memorable and usage is accurate; tone is appropriate; some interaction with audience takes place

Language is not very memorable; language usage is usually accurate; tone is often inappropriate; minimal interaction

Language is not memorable and inaccurate; tone is inappropriate; no interaction with the audience

Language is confusing and inaccurate; tone is distracting; no comments from the audience

College of Nursing


April, 2011


CRITERIA 5 4 3 2 1 POINTSKeeps voice clear, audible and understandable.

Voice clear, loud and articulate; gestures are paralinguistic cues are used to reinforce important ideas; no excessive of vocalized pauses (ah, um)

Voice mostly clear and articulate, able to hear; gestures and paralinguistic cues are mostly used to reinforce important ideas; some vocalized pauses are used

Voice is clear difficult to hear and understand; paralinguistic cues are sometimes used to reinforce ideas; several vocalized pauses are used

Voice unclear, garbled, and difficult to understand; gestures and cues seldom used; vocalized pauses are used frequently; student is not articulate

Student cannot be heard or understood; gestures and cues are not used to reinforce ideas; vocalized pauses distract from overall message

Professional appearance

Professionally dressed. Is not dressed provocatively.

Dress is somewhat professional.

Dressed but not professional, in jeans and tennis shoes.

Dressed but not unprofessional, shorts, sandals.

Dressed unprofessionally and/or provocative.

TOTAL

COMMENTS:

STUDENT SIGNATURE: DATE:

INSTRUCTOR SIGNATURE: DATE:


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College of NursingNursing Care Plan

Student Course DateInstructor

Patient Initial _____________ Age _______________ Height/WeightUnit Room#

Code Status_____________ Allergies_____________________________________________________________________________________

Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain Scale 1-10

History of Present Illness including Admission DiagnosisRelevant Physical Assessment Findings(normal & abnormal)

Relevant Diagnostic Procedures/Results & Surgeries (include dates, if not found state so)

Past Medical & Surgical History,Pathophysiology of medical diagnoses

(with APA citations)

Pertinent Lab tests/ Values (with normal ranges), with dates and rationales

Erikson’s Developmental Stage with Rationale(APA citation)

Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations

Potential Health Deviations, Predisposing &Related Factors;Interventions to assess or prevent potential health deviations

(“At Risk for…” nursing dx) (AT LEAST TWO)

Interprofessional Consults, Discharge Referrals, & Current Orders(include diet, test, and treatments) with Rationale

(with APA citations)


April, 2011

PrioritizedGordon’s

Functional Health Care Patterns

Nursing Diagnosis(at least 2)

Planning(outcome/goal)

Measureable goal during your shift

(at least 1 per Nursing diagnosis)

PrioritizedIndependent and collaborative nursing

interventions; include further assessment,

intervention and teaching(at least 4 per goal)

Rationale(use APA citations)

EvaluationGoal Met,

partially met, or not Met

& Explanation

Current Medications

Medications (with APA citations

Class/Purpose Route FrequencyDose(& range)If out of range,

why?

Mechanism of action

Onset of action

Common side effects

Nursing considerationsSpecific to this

client

DiagnosticLabel

ContributingFactors

Signs andSymptomsRelated to As evidenced by


April, 2011

College of NursingReferences


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College of NursingNURSING CARE PLAN RUBRIC

NAME: COURSE: ________ DATE: ________________

CLIENT INITIALS: CLIENT DISEASE/DISORDER: _____________________

SCALE 4 (Excellent) 3 ( Good) 2 (Minimally Competent) 1 (Unacceptable)CRITERIA 10 8 5 3 POINTS

1.History of Present Illness, Physical Assessment, &Diagnostic tests/ procedures

HPI explained in detail with accurate and in-depth understanding of chief complaint and presenting signs/symptoms supported by physical assessment;identifies 5-6 key assessments parameters relevant to medical diagnoses with APA references.

HPI explained in some detail with moderate understanding of chief complaint and presenting signs/symptoms somewhat supported by physical assessment;identifies 3-4 key assessments parameters relevant to medical diagnosis with references.

HPI explained in limited detail with marginalunderstanding of chief complaint and presenting signs/symptoms vaguely supported by physical assessment;identifies 1-2 key assessments parameters relevant to medical diagnosis, no references cited.

HPI details limited with poor understanding of chief complaint and presenting signs/symptoms does not support medical diagnosis,Identifies assessments parameters not relevant to medical diagnoses, no references cited.

2. Past Medical & Surgical History,Pathophysiology

Past medical history detailed with full explanation of Pathophysiology for each diagnosis & accurate details with specific detail related to the client’s history and symptoms.APA references cited.

Past medical history given with partial explanation of identified preexisting medical diagnoses& explanation accurate with some detail related to the client’s history and symptoms.References cited

Past medical history given with minimal explanation of identified preexisting medical diagnoses & few details related to the client’s history and symptoms without references.

No past medical history given without explanation; no preexisting medical diagnosis identified orexplanations inaccurate and not related to the client’s history and symptoms without references.

3. Erikson’s Developmental Stages & Socioeconomic/Psychosocial Assessment

Identifies and defines correct stage with examples of meeting/not meeting tasks with APA references. Describes socioeconomic and cultural background in complete detail.Identifies 3 psychosocial concerns

Identifies and defines correct stage with examples of meeting/not meeting tasks with references. DescribesSocioeconomic and cultural background in some detail.Identifies 2 psychosocial concerns

Identifies correct stage without adequate definition or example of meeting/not meeting tasks without references. Describes Socioeconomic and cultural background in vague detail without referencesIdentifies 1 psychosocial

Identifies incorrect stage without definition or inappropriate examples given, no references.Describes socioeconomic and cultural background with no detail without referencesIdentifies no psychosocial concerns


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College of Nursingconcerns

SCALE 4( Excellent) 3 (Good) 2 (Minimally Competent) 1 (Unsatisfactory)CRITERIA 10 8 5 3 POINTS

4. Multidisciplinary Consults & Discharge Referrals

Lists 3 or more appropriate collaborative issues/concerns Rationale demonstrates excellent understanding of interventions

Lists 2 appropriate collaborative issues/concerns Rationale demonstrates satisfactory understanding of interventions

Lists 1 appropriate collaborative issue/concernRationale demonstrates vague understanding of interventions

Lists inappropriate collaborative issues/concerns Rationale demonstrates unsatisfactory understanding of interventions

5. Potential Health Deviations

Identifies TWO prioritized risk factors according to NANDA format& identifies 3 signs and symptoms associated with the “at risk” diagnosis.Writes 3 independent nursing interventions

Identifies 1 prioritized risk factor according to NANDA format& identifies 2 signs and symptoms associated with the “at risk” diagnosisWrites 2 independent nursing interventions

Identifies 2 prioritized risk factors but not NANDA format& identifies 1 sign or symptom associated with the “at risk” diagnosisWrites 1 independent pertinent intervention

Does not identify prioritized risk factors or signs & symptoms not identified or not related to “at risk” diagnosisWrites 1 independent intervention not pertinent

CRITERIA 5 3 2 1 POINTS6. Gordon’s 11 Functional Health Care Patterns

Identifies 2 appropriate health care patterns

Identifies 1 appropriate health care patterns

Identifies 2 inappropriate health care patterns

Identify 1 inappropriate health care patterns

CRITERIA 10 8 5 3 POINTS7. Priority NANDA Nursing Diagnosis

TWO diagnoses written correctly per NANDA format with proper etiology &sufficient data to support diagnosis

Written correctly without sufficient data to support diagnosis

Written incorrectly with sufficient data to support diagnosis

Written incorrectly without sufficient data to support diagnosis

8.Planning/Goals&Evaluation

Goal is measureable, realistic, related to the problem;Data supports if goal is met, not met with appropriate revisions

Goal is not measureable, realistic, related to the problem;Data somewhat supports if goal is met, not met with appropriate revisions

Goal is not measureable, not realistic, related to the problem;Data vaguely supports if goal is met, not met with inappropriate revisions

Goal is not measureable, not realistic, not related to the problem;Data does not support if goal is met, not met with inappropriate revisions


April, 2011

College of NursingSCALE 4 (Excellent) 3 (Good) 2 (Minimally Competent) 1 (Unsatisfactory)

CRITERIA 10 8 5 3 POINTS9. Implementation & Rationale

Identifies 4 independent interventions with teaching; Scientific rationale is supported textbook citation[Evidence Base Information]

Identifies 3 independent interventions with teaching;Scientific rationale is somewhat relevant & supported with citation

Identifies 2 independent interventions with teaching; Scientific rationale is vaguely relevant & not supported from textbook

Identifies 1 independent interventions with teaching; Scientific rationale is not relevant & not supported from textbook

10. Medications Lists all MAR medications with relevant side effects and nursing considerations specific to patient and reasons why patient is receiving drug.

Lists all MAR medications but does not include relevant side effects and nursing considerations specific to patient and why patient is receiving drug.

Lists most of the MAR medications with relevant side effects and nursing considerations specific to patient and why patient is receiving drug.

Lists some MAR medications but does not include relevant side effects and nursing considerations specific to patient.

CRITERIA 5 4 3 1 POINTS11. General Organization

Accurate APA format, Appropriate citations &references, No spelling or grammar errors

1-2 APA format errors,Some citations, references are appropriate, Minimal spelling or grammar errors

Many APA format errors,Inappropriate citations or references, Many spelling or grammar errors

No APA formatting,No citations or references included, many spelling or grammar errors

TOTAL:

COMMENTS:

STUDENT SIGNATURE: ____ DATE:

INSTRUCTOR SIGNATURE: ___ DATE:


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Section B: Course Outline Special Note: June 20th Class will cover Week 2 Content.

Week/Date

Class Objectives Content Outline Specific Course Activity Student Assignments

06/27/11Week 1

1. Describe how nutritional care can be approached using the nursing care process.

2. Apply the “rule of thumb” formula for calculating the ideal body weight for men and women based on height.

3. Discuss an in-depth analysis of a person’s nutritional status

Introduction to the course.Review of syllabus.

Principles of Nutrition - Nutrition in nursing- Nutritional care process utilizing Gordon’s Functional model.

Pre and Post Chapter(s) study questions.

Case study (s) Lecture Discussion Open Book Review

Game Chapters 1-7.

Dudek, Chapter 1.

EVOLVE website has study skills, case studies, tests and remediation available

06/20/11Week 2

1. Identify major micro and macro nutrients relevant to human health.

2. Differentiate between simple and complex carbohydrates.

3. Explain the difference between complete and incomplete proteins.

4. Discuss the role of the following nutrients in health and the recommended intake:

- Carbohydrates- Protein- Lipids- Vitamins- Water and minerals

5. Discuss how the body breaks down nutrients for energy and how it stores energy for future needs.

6. Discuss total energy requirements and the topic of increasing activity for health promotion.

Principles of Nutrition- Carbohydrates- protein, lipids- vitamins- water and minerals- energy metabolism


Case study (s) Lecture Discussion Movie Student Project Sign

Up.

Monday: 07/04/114th of July Holiday

Dudek, Chapters 2-7.

Select Student Projects.Sign up for either an EVP or an Open Book Review Game.Student Project Instructions online:http://wcunurs310.pbworks.com


Page 22April, 2011


Week/Date


07/11/11Week 4

1. Conduct a nutritional self assessment and gain the skill necessary to utilize these tools in clinical practice.

EXAM I

Nutritional self assessment exercise – preparation for your assessment paper.

Exam 1 - Covers Chapters 1-7.

Student Projects: EBP -Chapters 8-11.

Nutritional Assessment.

Dudek, Chapters 8-11.

See guidelines online and above for self nutritional assessment.

07/18/11Week 5

1. Discuss the role of the nurse in developing and implementing sound educational materials for patient, family, and community education.

2. Critique studies on evidence-based nutritional practices and common dietary practices.

3. Discuss the tools used to plan and evaluate diets.

Nutrition in Health PromotionCommunicate a nutritional plan that demonstrates application of evidence based practice.- Guidelines for healthy eating; Dietary Guidelines for Americans- Consumer issues- DRI- RDA


Case study (s) Lecture Discussion

Open Book Review Game Chapters 8 -9.

Dudek, Chapters 8 & 9.

07/25/11Week 6

1. Demonstrate knowledge of the role of key nutrients in the prevention of chronic diseases across the lifespan.

2. Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and old age.

EXAM IINutrition in Health Promotion- Cultural, ethnic, and religious influences- Nutrition across in the lifespan

Exam II – Covers Chapters 8, 9. Pre and Post Chapter(s)

study questions. Case study (s) Lecture Discussion Student Projects:

EBP – Chapters 14-15.

Dudek, Chapters 10 – 13.

08/01/11Week 7

1. Explore the concept of “normal” weight and how weight is evaluated.

2. Discuss obesity and eating disorders including the complications and the nutritional management.

Nutrition in Clinical PracticeUsing Gordon’s Conceptual framework and the 7 strands discuss the nurse’s role in developing and implementing sound educational materials for patient, family and community.- Obesity and eating disorders- Feeding patients: hospital food, enteral, and parenteral nutrition- Critical illness and hypermetabolic disorders

Nutritional Assessment and Care Plan due today. Pre and Post Chapter(s)

study questions. Case study (s) Lecture Discussion Student Projects:

EBP – Chapters 14 - 15.Open Book Review Game : Chapters 10 – 16.

Dudek, Chapters 14 – 16.


April, 2011


Week/Date


08/08/11Week 8

1. Discuss nutrition-related diseases and dietary considerations in disease management:

1. Gastrointestinal diseases2. Cardiovascular diseases3. Diabetes Mellitus

EXAM IIINutrition in Clinical PracticeUtilize Gordon’s Conceptual framework and the 7 strands in the nursing process develop a plan of care for the following patients:-Nutrition for patients with gastrointestinal disorders- Nutrition for patients with cardiovascular disorders-Nutrition for patients with diabetes mellitus

EXAM III Covers Chapters 10 -16.


Case study (s) Lecture Discussion Student Projects:

EBP – Chapters 18 -22.

Dudek, Chapters 17 -19.

08/15/11Week 9

1. Discuss nutrition-related diseases and dietary considerations in disease management:

1. Renal Disorders2. Cancer3. HIV/AIDS

Nutrition in Clinical Practice- Nutrition for patients with renal disorders- Nutrition for patients with cancer or HIV/AIDs


Case study (s) Lecture Discussion Student Projects:

Open Book Review Game– Chapters 17-22.

Discuss Open Book Exam IV.

Dudek, Chapters 20-22

EVOLVE website has study skills, case studies, tests and remediation available

08/22/11Week 10

Final Comprehensive Exam Final Comprehensive Exam Open Book Exam IV Covers Chapters 17 -22.

Final comprehensive Exam Covers Chapters 1-22.

Final Comprehensive Exam

west coast university - pbworkswcunurs310.pbworks.com/f/nurs 310 syllabus - nutritio… · web...

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