End-of-Course Outcomes:

Describe the roles of the nurse in the delivery of health care; use basic nursing skills; examine the fundamental concepts of nursing practice; describe clinical reasoning processes and clinical judgment in professional nursing.

Learning outcomes are linked to SCANS requirements. Specific SCANS requirements are linked to the class schedule.

Upon successful completion of this course, students will:

Review TCC’s nursing program philosophy by
1. differentiating major concepts of the program curriculum (1a, 1b, 2c);
2. identifying roles of the AND graduate (1a, 1b, 2c).
Examine nursing’s professional status by
1. identifying historical events influencing nursing practice (1a, 1b, 2c);
2. distinguishing among definitions of nursing (1a, 1b, 2c);
3. comparing nursing roles and functions in nursing practice (1a, 1b, 2c, 2d);
4. integrating accountability, autonomy, and authority in nursing practice (1a, 1b, 2c, 2d);
5. identifying standards of nursing practice and practice settings (1a, 1b, 2c, 2d);
6. explaining the functions and purposes of health care agencies (CDC, NIH, PHS, VA) (1a, 1b, 2c, 2d);
7. distinguishing among ADN, diploma, baccalaureate, and graduate education and their respective accrediting agencies (NLN) (1a, 1b, 2c, 2d);
8. comparing nursing career pathways (1a, 1b, 2c, 2d).
Evaluate current health care delivery trends by
1. identifying trends affecting nursing (1a, 1b, 2c, 2d);
2. explaining effects of current legislation on health care (1a, 1b, 2c, 2d).
Comprehend well/illness concept by
1. identifying well/illness models (1a, 1b, 2c);
2. defining illness and wellness behavior (1a, 1b, 2c);
3. defining mental health/illness (1a, 1b, 2c);
4. describing stages of illness (1a, 1b, 2c);
5. describing illness’s impact on patient, clients, and family (1a, 1b, 2c);
6. distinguishing among primary, secondary, and tertiary prevention (1a, 1b, 2c);
7. identifying the role of genetic factors in maintaining health and preventing illness (1a, 1b, 2c).
Explain stress/adaptation concept by
1. defining stress, stressor, adaptation, coping, and homeostasis (1a, 1b, 2c);
2. identifying Selye’s three stages of the stress response (1a, 1b, 2c);
3. explaining adaptive and maladaptive mechanisms of stress (1a, 1b, 2c);
4. describing the manifestation of stress (1a, 1b, 2c).
Apply critical thinking skills by
1. explaining critical thinking (1a, 1b, 2c, 2d);
2. describing critical thinking characteristics (1a, 1b, 2c, 2d);
3. explaining critical thinking attitudes and cognitive skills (1a, 1b, 2c, 2d);
4. distinguishing among inductive reasoning, deductive reasoning, problem solving, and decision making (1a, 1b, 2c, 2d).
Explain Maslow’s Hierarchy by
1. describing physiological, safety/security, love/belonging, self-esteem, and self-actualization needs (1a, 1b, 2c, 2d);
2. describing factors affecting need satisfaction (1a, 1b, 2c, 2d);
3. explaining the relationship of human needs, stress, adaptation, and ADLs (1a, 1b, 2c, 2d).
Explain nursing process by
1. identifying the steps of the nursing process (1a, 1b, 2c, 2d);
2. comprehending assessment (1a, 1b, 2c, 2d);
3. comprehending nursing diagnosis (1a, 1b, 2c, 2d);
4. comprehending planning (1a, 1b, 2c, 2d);
5. comprehending implementation (1a, 1b, 2c, 2d);
6. comprehending evaluation (1a, 1b, 2c, 2d).

Examine the documentation process by
1. discussing nursing verbal reports (1a, 1b, 2c, 2d);
2. identifying legal aspects of recordkeeping (1a, 1b, 2c, 2d);
3. explaining nursing audit (1a, 1b, 2c, 2d);
4. examining patient/client records (1a, 1b, 2c, 2d).
Identify the various types of diagnostic testing by
1. discussing the nurses’ roles for diagnostic testing (1a, 1b, 2a, 2c, 2d, 2e);
2. discussing the common blood tests (1a, 1b, 2a, 2c, 2d, 2e);
3. discussing the common specimen collection methods (1a, 1b, 2a, 2c, 2d, 2e);
4. discussing the common imaging procedures used in diagnostic testing (1a, 1b, 2a, 2c, 2d, 2e).
Examine teaching/learning process by
1. describing factors affecting learning (1a, 1b, 2a, 2b, 2c, 2d, 2e);
2. explaining teaching/learning domains (1a, 1b, 2a, 2b, 2c, 2d, 2e);
3. identifying teaching/learning guidelines (1a, 1b, 2a, 2b, 2c, 2d, 2e);
4. applying the nursing process as it relates to teaching/learning concepts (1a, 1b, 2a, 2b, 2c, 2d, 2e).
Examine communication principles by
1. explaining the communication model (1a, 1b, 2b, 2c, 2d);
2. identifying verbal and nonverbal behaviors (1a, 1b, 2b, 2c, 2d);
3. listing factors influencing communication process (1a, 1b, 2b, 2c, 2d).
Explain communication process by
1. distinguishing the difference among therapeutic/non-therapeutic/social communication (1a, 1b, 2b, 2c, 2d);
2. applying the nursing process as it relates to patient/client communication needs (1a, 1b, 2b, 2c, 2d).
Identify nurse/patient/client/ relationship by
1. describing the characteristics of a helping relationship (1a, 1b, 2b, 2c, 2d);
2. describing the phases of a helping relationship (1a, 1b, 2b, 2c, 2d);
3. identifying the sources of conflict in the nurse/patient/client relationship (1a, 1b, 2b, 2c, 2d).
Describe the concept of caring by
1. identifying definitions of caring (1a, 1b, 2b, 2c, 2d);
2. applying the nursing process as it relates to the concept of caring (1a, 1b, 2b, 2c, 2d).
Examine cultural diversity issues by
1. discussing cultural groups (1a, 1b, 2b, 2c, 2d);
2. identifying health care beliefs of various cultural groups (1a, 1b, 2b, 2c, 2d);
3. describing cultural conflicts in health care (1a, 1b, 2b, 2c, 2d);
4. describing culture shock principles (1a, 1b, 2b, 2c, 2d).
Describe self-concept issues by
1. describing the characteristics of positive/negative self-concept (1a, 1b, 2b, 2c);
2. explaining the nursing process as it relates to self-concept issues (1a, 1b, 2b, 2c).
Examine methods to assess patients/clients at risk for injury by
1. analyzing factors that affect an individual’s safety (1a, 1b, 2c);
2. examining the use and legal implications of restraints (1a, 1b, 2c);
3. applying the nursing process as it relates to patients/clients at risk for injury (1a, 1b, 2c).

Examine activity/mobility needs by
1. describing factors affecting activity/mobility (1a, 1b, 2c);
2. explaining benefits of active/passive exercise (1a, 1b, 2c);
3. describing effects of immobility (1a, 1b, 2c);
4. applying nursing process as it relates to activity/mobility needs (1a, 1b, 2c).
Evaluate skin integrity needs by
1. describing risk factors and contributing factors for pressure ulcer formation (1a, 1b, 2c);
2. explaining pathogenesis of pressure ulcers (1a, 1b, 2c);
3. distinguishing between the four stages of pressure ulcer development (1a, 1b, 2c);
4. applying the nursing process as it relates to skin integrity needs (1a, 1b, 2c).
Explain gastrointestinal system needs by
1. listing factors affecting defecation (1a, 1b, 2c);
2. identifying fecal elimination problems (1a, 1b, 2c);
3. explaining classification of medications used in the treatment of gastrointestinal problems (1a, 1b, 2c);
4. applying the nursing process as it relates to gastrointestinal needs (1a, 1b, 2c).
Explain genitourinary system needs by
1. listing factors affecting voiding (1a, 1b, 2c);
2. identifying urinary elimination problems (1a, 1b, 2c);
3. explaining the classification of medications used in the treatment of genitourinary problems (1a, 1b, 2c);
4. applying the nursing process as it relates to genitourinary needs (1a, 1b, 2c).
Determine nutritional needs by
1. explaining essential nutrient characteristics (1a, 1b, 2c);
2. identifying factors influencing diet behavior (1a, 1b, 2c);
3. identifying recommended dietary guidelines (1a, 1b, 2c);
4. applying the nursing process as it relates to nutrition (1a, 1b, 2c).
Examine medication administration principles by
1. describing pharmacokinetic principles (1a, 1b, 2c);
2. identifying drug actions and interactions (1a, 1b, 2c);
3. comprehending the use of drug classifications (1a, 1b, 2c);
4. exploring legal aspects in medication administration (1a, 1b, 2c);
5. explaining developmental/cultural differences related to medications (1a, 1b, 2c);
6. identifying genetic factors related to the metabolism of medications (1a, 1b, 2c);
7. applying nursing process as it relates to administration of medications (1a, 1b, 2c).
Explain infection control by
1. describing human defenses against infection (1a, 1b, 2c);
2. identifying clients at risk for acquiring infection (1a, 1b, 2c);
3. examining the CDC guidelines for standard precautions and transmission based precautions (1a, 1b, 2a, 2c);
4. applying nursing process as it relates to problems with infection (1a, 1b, 2c);
5. explaining the classification of medications used in the treatment of infection (1a, 1b, 2c).
Explain HIV/AIDS by
1. distinguishing HIV and AIDS (1a, 1b, 2c);
2. identifying modes of transmission (1a, 1b, 2c);
3. describing the classification of medications used to treat HIV/AIDS (1a, 1b, 2c);
4. applying the nursing process as it relates to patients/clients with HIV/AIDS (1a, 1b, 2c).
Explain growth and development principles by
1. summarizing the central tasks within Erikson’s stages of growth and development (1a, 1b, 2c);
2. describing health care problems in adult stages of growth and development (1a, 1b, 2c);
3. applying the nursing process as it relates to growth and development issues (1a, 1b, 2c).

Analyze oxygenation needs by
1. listing factors affecting oxygenation (1a, 1b, 2c);
2. identifying alterations in the respiratory system (1a, 1b, 2c);
3. explaining the classification of medications used in the treatment of oxygenation problems (1a, 1b, 2c);
4. applying the nursing process as it relates to oxygenation needs (1a, 1b, 2c).
Explain anemia by
1. listing characteristics of anemia (1a, 1b, 2c);
2. identifying relevant lab values related to anemia: Hgb, Hct, MCV, and RBC (1a, 1b, 2a, 2c);
3. explaining the classification of medications used in the treatment of anemia (1a, 1b, 2c);
4. applying nursing process to patient/clients with anemia (1a, 1b, 2c).
Explain rest/sleep needs by
1. describing sleep cycle (1a, 1b, 2c);
2. listing factors affecting sleep (1a, 1b, 2c);
3. describing sleep disorders (1a, 1b, 2c);
4. discussing the classification of medications used in the treatment of rest/sleep problems (1a, 1b, 2c);
5. applying the nursing process as it relates to rest/sleep needs (1a, 1b, 2c).
Examine sensory needs by
1. describing types of sensory alterations (1a, 1b, 2c);
2. describing orientation data (1a, 1b, 2c);
3. explaining levels of consciousness (1a, 1b, 2c);
4. applying the nursing process as it relates to sensory needs (1a, 1b, 2c).
Explain pain management by
1. defining pain, pain threshold, TENS, PCA, endorphins, and phantom limb pain (1a, 1b, 2c);
2. listing factors affecting pain threshold (1a, 1b, 2c);
3. discussing the gate control theory of pain (1a, 1b, 2c);
4. differentiating between acute and chronic pain (1a, 1b, 2c);
5. discussing physical and psychological responses to pain (1a, 1b, 2c);
6. examining the classification of medications used in the treatment of pain (1a, 1b, 2c);
7. applying the nursing process as it relates to pain management (1a, 1b, 2c).
Examine legal issues by
1. examining general legal concepts applied to nursing (1a, 1b, 2c, 2d);
2. explaining the rights and obligations of nursing’s legal role (1a, 1b, 2c, 2d);
3. identifying potential liability (1a, 1b, 2c, 2d);
4. explaining the purpose of the Texas Nurse Practice Act of State of Texas (1a, 1b, 2c, 2d);
5. identifying other selected legal aspects (1a, 1b, 2c, 2d);
6. explaining the legal responsibility of nursing students (1a, 1b, 2c, 2d).
Explain ethical issues by
1. examining the use of the ANA Professional Code of Ethics within nursing practice (1a, 1b, 2c, 2d);
2. comparing ethical principles within nursing practice (1a, 1b, 2c, 2d);
3. exploring ethical issues in health care impacting nursing (1a, 1b, 2c, 2d);
4. illustrating the steps in the ethical decision making process (1a, 1b, 2c, 2d);
5. examining ethical issues related to genetic testing and recording of genetic information (1a, 1b, 2c, 2d).
Explain health care values by
1. describing the values clarification process (1a, 1b, 2c);
2. discussing examples of personal values appropriate for patient/client care (1a, 1b, 2c).
Explain fluid/electrolyte balance by
1. identifying factors affecting fluid/electrolyte and acid/base balance (1a, 1b, 2c);
2. describing physiology/pathophysiology of fluid/electrolyte and acid/base balance (1a, 1b, 2c);
3. giving examples of lab values pertinent to fluid/electrolyte and acid/base balance/imbalance (1a, 1b, 2c);
4. examining the classifications of medication used in the treatment of fluid/electrolyte and acid/base problems (1a, 1b, 2c);
5. applying the nursing process as it relates to fluid/electrolyte and acid/base balance (1a, 1b, 2c).

Explain sexuality issues by
1. discussing factors affecting sexuality (1a, 1b, 2c);
2. describing the impact of illness and patient care treatments on sexuality (1a, 1b, 2c);
3. applying the nursing process as it relates to the concept of sexuality (1a, 1b, 2c).
Evaluate spiritual/religious needs by
1. evaluating various spiritual/religious beliefs that impact patient/client care issues (1a, 1b, 2c);
2. applying the nursing process as it relates to spiritual/religious needs (1a, 1b, 2c).
Describe grief/loss process by
1. illustrating three types of loss (1a, 1b, 2c);
2. discussing factors influencing patient/client/family response to loss (1a, 1b, 2b, 2c);
3. explaining theories of grieving process (1a, 1b, 2b, 2c);
4. describing nursing process in the grief/loss process (1a, 1b, 2c).
Examine death and dying by
1. discussing responses to death and dying (1a, 1b, 2b, 2c);
2. discussing examples of the clinical signs of death (1a, 1b, 2c);
3. applying the nursing process as it relates to death and dying (1a, 1b, 2c).
Apply knowledge of normal aging process by
1. summarizing the theories of aging (1a, 1b, 2c);
2. describing the central tasks of aging (1a, 1b, 2c);
3. identifying the normal physiological changes of aging (1a, 1b, 2c);
4. identifying the normal psychological changes of aging (1a, 1b, 2c);
5. explaining the functional assessment of the older adult (1a, 1b, 2c);
6. applying the nursing process as it relates to normal aging patterns (1a, 1b, 2c).
Explain impaired cognition by
1. distinguishing between dementia and delirium (1a, 1b, 2c);
2. applying the nursing process as it relates to dementia and delirium (1a, 1b, 2c).
Explain the change process by
1. describing the theory of the change process (1a, 1b, 2c);
2. giving examples of strategies for dealing with change (1a, 1b, 2c).
Explain leadership/management principles by
1. describing the relationship between the change process and leadership/management (1a, 1b, 2c, 2d);
2. giving examples of leadership/management styles (1a, 1b, 2c, 2d);
3. comprehending coordinator of care role (1a, 1b, 2c, 2d).
Examine health care groups by
1. describing facilitating group roles (1a, 1b, 2c, 2d);
2. giving examples of the types of health care groups (1a, 1b, 2c, 2d);
3. identifying the main functions of effective group (1a, 1b, 2c, 2d).
Evaluate perioperative nursing by
1. describing the phases of the perioperative period (1a, 1b, 2c);
2. identifying the types of surgery according to urgency, risk, and purpose (1a, 1b, 2c);
3. identifying essential aspects of preoperative assessment and preparation (1a, 1b, 2c);
4. examining essential elements of perioperative teaching (1a, 1b, 2c);
5. comparing various types of anesthesia (1a, 1b, 2c).

RNSG 1413

Download as PDF

RNSG 1413 - Foundations for Nursing Practice