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CATALOG #PNC123CIP #51.3901

Updated: January 2016

Moberly Area Community CollegeCommon Syllabus

PNC 123: Pediatric NursingCurrent Term

Instructor: Office number:Office hours:Contact information: Classroom number: Class days and time:

Catalog description: PNC 123: Pediatric Nursing (2-4-3)This course provides PN students with a beginning framework to deliver pediatric care. A brief review of child growth and development is included. The major focus is on the fundamental principles of the nursing care of children, prevention of disease, and the more common disease conditions of pediatric clients, including signs and symptoms, etiology, diagnostic measures, and usual treatment and nursing care.

Prerequisite(s): BIO205 Human Anatomy, and PNC 125 Medication Administration

Co-requisite: BIO 209 Physiology

Text:Leifer, Gloria, Introduction to Maternity and Pediatric Nursing, 7th edition, Elsevier, 978-1-

4557-7015-1, Study guide to accompany, 978-1-4557-7256-8.

Ladwig and Ackley, Mosby’s Guide to Nursing Diagnosis, 4th edition, Elsevier, 978-0-323-08920-3.

Other required Materials/ Facilities: MACC Moberly and Mexico Skills lab, PowerPoint and computerized instructional device, lectures, guest lecturers, videos, skills lab, stethoscope, watch with second hand, bandage scissors, hemostat, penlight, and skills check-off list.

Purpose of course: This course is designed to provide a beginning level competence for the Practical Nursing student in pediatric care. A brief review of child growth and development is included. The major focus is on the fundamental principles of the nursing care of children and prevention of disease. Study includes common childhood diseases of the pediatric client with emphasis on signs and symptoms, etiology, diagnostic measures, usual treatment and nursing care. Clinical experience is provided at area hospitals.



Program outcomes and assessment: The Practical Nursing Program faculty continually strives to meet the needs of the practical nursing student through program improvements. This is a cooperative effort that includes: faculty, students, the Practical Nursing Advisory Committee, and other appropriate agencies or entities. Students are assessed on mastery of the course concepts and essential skills throughout the courses of the Practical Nursing Program. Other program assessments are part of the comprehensive Practical Nursing Assessment Plan that includes: clinical performance criteria, essential skills mastery, the Clinical Process Evaluation, NCLEX-PN testing, successful licensure, placement rates, follow-up surveys, and approval by the Missouri State Board of Nursing.

INSTRUCTOR POLICIES

Attendance: Daily attendance records will be kept on all students. Absenteeism is discouraged. Attendance of classroom and clinical activities in the practical nursing program differs from the college attendance policy and is outlined in the Practical Nursing Student Handbook.

Tardiness, Make-up, and Late Work: Refer to the Practical Nursing Student Handbook.

Grading/ Student Assessment: A grade of “C” (78%) must be earned in each theory course. The grade for a theory course will be determined by the following scale:

Unit Exams (minimum of 8-9 major exams) 65%Quizzes, homework, workbook, 10%Final 25%

100%Clinical and/or lab pass/fail

Clinical Grades: Clinical Performance Evaluations 78% Nursing Care Plans and Observational Experiences 78%

Clinical is graded on a pass/fail basis and must be passed to receive a grade in the course. In order to pass clinical, a student must have a score of “C” 78% of the total clinical points possible in clinical performance and in written clinical assignments. Clinical performance is completed and is worth 100 points when completing patient care using the “Clinical Performance Evaluation Tool.” In order to pass clinical performance, each student must accumulate an average score of “C” 78% from the various performance areas. Completion of the clinical component is a requirement for successful completion of the Practical Nursing Program.

Students must pass clinical with a “C” 78% in each of the identified areas to receive a “P” (pass) for the clinical portion of the course. An “F” (fail) will be assigned to any clinical total below “C” 78%. Clinical grades will not be added to theory grades.



Students must receive a “P” (pass) in clinical in addition to “C” 78% of the points possible in the theory portion of the course to pass the nursing course. Clinical grades and theory grades are independent of one another. In case of clinical failure, the theory grade will be assigned as no credit (N/C). In case of a grade less than 78% in theory, a failing grade will be assigned and a grade of no credit (N/C) will be assigned for the clinical portion of the course.

Failure to maintain a “C” 78% average in each course will result in dismissal from the program. Mid-term grades will be provided each semester.

Grading Scale as follows:A= 92-100B= 83-91C= 78-82D= 66-77F= 65 and below

At the end of this course the student will be given an NCLEX-style computer based exam, administered by HESI (Health Education Systems, Inc.). It will include material from this course, as well as content covered in previous courses. The student will be responsible for the cost of this exam, and for follow-up procedures (learning material the student missed on the exam). This exam will evaluate the student’s competencies in theory and clinical, similar to the state board exams. Scores from this exam will be computed and recorded as a unit exam. Access to the exam also includes access to learning materials.

Course Objectives:After completion of this course, the student should be able to: Trace the process of normal growth and development and relate how this process is altered

by illness for the pediatric client. Identify public and private agencies concerned with child health and illness, describe their

specific functions and how the nurse can make use of these agencies to help the pediatric client and his/her family.

Identify various methods of communication as they relate to various age groups and cultural influences.

Identify methods of developing therapeutic interpersonal relationship with various age groups as well as their primary caregivers.

Identify the leadership expectations for the Practical Nurse providing care for pediatric clients and their families.

Assess the psychological and physical needs of the pediatric client from birth to adolescence and adapt the needs of the well child to the care of the sick child.

Assess the psychological effects of illness and hospitalization on the child and his/her family. Identify the function of the practical nurse in administering nursing care, evaluating

diagnostic tests, and in promoting a therapeutic nurse-child and nurse-family relationship. Identify the more commonly occurring illnesses and abnormalities of the child at each age

level, their signs and symptoms, etiology, treatment, and nursing care. Identify the complications, fluids, etc. in IV therapy related to this age group compared to

adult clients. Identify cultural considerations for each age group of the pediatric client.



Describe the concept of culture related to the pediatric client. Discuss components of culture, patient to nursing care for the pediatric client. Describe ways to overcome cultural barriers to health care for the pediatric client.

Course Content:

Text: Leifer, Gloria Introduction to Maternity and Pediatric Nursing, 7th Edition

Chapter 1: The Past, the Present, and the Future of Maternity and Pediatric NursingA. IntroductionB. The PastC. The PresentD. The Future

Chapter 21: The Child’s Experience of HospitalizationA. Health Care Delivery SettingsB. The Child’s Reaction to HospitalizationC. The Parents’ Reaction to the Child’s HospitalizationD. The Nurse’s Role in the child’s HospitalizationE. Clinical PathwaysF. Hospitalization at Stages of Growth and Development

a. Infantb. Toddlerc. Preschoolerd. School-age childe. Adolescent

G. Confidentiality and LegalityH. Discharge PlanningI. Home Care

Chapter 22: Health Care Adaptations for the Child and FamilyA. Admission to the Pediatric UnitB. Assessment and Basic Data CollectionC. Collecting SpecimensD. Physiological Responses to Medications in Infants and ChildrenE. Nursing Responsibilities in Administering Medications to Infants and

childrenF. Adaptation of Selected Procedures to Children

Chapter 23: The Child with a Sensory or Neurological ConditionA. The EarsB. The EyesC. The Nervous System

Chapter 24: The Child with a Musculoskeletal ConditionA. Musculoskeletal System: Differences Between the Child and the Adult



B. Observation and Assessment of the Musculoskeletal System in the Growing Child

C. Pediatric TraumaD. Disorders and Dysfunction of the Musculoskeletal SystemE. Family ViolenceF. Child Abuse

Chapter 25: The Child with a Respiratory Disorder A. Development of the Respiratory TractB. Normal RespirationC. Disorders & Dysfunction of the Respiratory System

Chapter 26: The Child with a Cardiovascular DisorderA. Congenital Heart DefectsB. Acquired Heart Diseases

Chapter 27: The Child with a Condition of the Blood, Blood-Forming Organs, or Lymphatic SystemA. AnemiasB. Bleeding DisordersC. Disorders of White Blood CellsD. Nursing Care of the Chronically Ill ChildE. Nursing Care of the Dying Child

Chapter 28: The Child with a Gastrointestinal ConditionA. Overview of the Gastrointestional TractB. Disorders and Dysfunction of the GI Tract

Chapter 29: The Child with a Genitourinary ConditionA. Development of the Urinary TractB. Development of the Reproductive SystemsC. Assessment of Urinary FunctionD. Anomalies of the Urinary TractE. Impact of Urinary or Genital Surgery on Growth and Development

Chapter 30: The Child with a Skin ConditionA. Skin Development and FunctionsB. Skin Disorders and Variation

Chapter 31: The Child with a Metabolic ConditionA. Integration of the Nervous and Endocrine SystemsB. Disorders and Dysfunction of the Endocrine System

Chapter 32: Childhood Communicable Diseases, Bioterrorism, Natural Disasters, and the Maternal-Child Patient

A. Common Childhood Communicable Diseases



B. Review of TermsC. Host ResistanceD. Medical Asepsis, Standard Precautions and Transmission-Based

PrecautionsE. RashesF. Worldwide Immunization ProgramsG. The Future of ImmunotherapyH. Bioterrorism and the Pediatric PatientI. Sexually Transmitted Infections

Chapter 33: The Child with an Emotional or Behavioral ConditionA. The Nurse’s RoleB. Types and Settings of TreatmentC. Origins of Emotional and Behavioral ConditionsD. Organic Behavior DisordersE. Environmental or Biochemical Behavior DisordersF. Minimizing the Impact of Behavioral Disorders in Children

Chapter 34: Complementary and Alternative Therapies in Maternity and Pediatric NursingA. Definition of CAM TherapiesB. The Nurse’s Role in CAM TherapyC. Federal RegulationsD. Overview of Common Alternative Health Care Practices

MOBERLY AREA COMMUNITY COLLEGEPRACTICAL NURSING - PEDIATRIC

UNIT I - INTRODUCTION TO PEDIATRIC NURSING

Chapter 1 – The Past, the Present, and the Future of Maternity and Pediatric Nursing

Objectives: Completion of this unit of study will enable the student to: Contrast present-day concepts of maternity and child care with those of the past. Recall the contributions of persons in history in the fields of maternity and pediatric care. List the organizations concerned with setting standards for nursing care of maternity

and pediatric clients. Name two international organizations concerned with maternity and pediatric care. List three federal programs that assist infants and mothers. State the influence of the federal government on maternity and pediatric care. Discuss how culture affects childbirth and child care. List four reasons why statistics are important. Discuss common terms used in expressing vital statistics. State two types of health care delivery systems in the United States Discuss the role of the advanced practice nurse. List the five steps of the nursing process Understand the legal responsibilities of the nurse to report certain diseases or conditions to

the public health authorities.



Contrast a nursing care plan with a clinical pathway. Define the following and their relationship to the nursing process: Nursing Interventions

Classification (NIC) and Nursing Outcomes Classification (NOC). Compare and contrast nursing and medical diagnosis frameworks with focus on North

American Nursing Diagnosis Association International (NANDA-I) taxonomy. Discuss the role of critical thinking in the nursing process and in clinical judgment. Discuss the role of critical thinking as it relates to test taking and lifelong learning. Discuss the objectives of “Healthy People 2020” as it relates to maternity and pediatric care. Examine the importance of documentation as a nursing responsibility. Describe the role of the community health nurse as a provider of health care.

Reading Assignment: Introduction to Maternity and Pediatric Nursing, Leifer, Chapter 1, pages 1-19.

Instruction: Power Points, Lecture, Discussion, Videos

Evaluation: Quizzes, Exam, Workbook, and Clinical Evaluation

UNIT II - NURSING CONSIDERATIONS FOR THE HOSPITALIZED CHILD: HOSPITAL AND HOME

Chapter 21– The Child’s Experience of Hospitalization

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Identify various health care delivery settings. Describe three phases of separation anxiety. List two ways in which the nurse can lessen the stress of hospitalization for the child’s

parents. Discuss the management of pain in infants and children. Describe two milestones in the psychosocial development of the preschool child that

contribute either positively or negatively to the adjustment to hospitalization. Contrast the problems of the preschool child and school-age child facing hospitalization. Identify two problems confronting the siblings of the hospitalized child. List three strengths of the adolescent that the nurse might utilize when formulating nursing

care plans. Organize a nursing care plan for a hospitalized child. Recognize the steps in discharge planning for infants, children and adolescents. Interpret a clinical pathway for a hospitalized child.




Instruction: Lecture, Discussion, PowerPoint, Videos, and Clinical Practicum


Chapter 22- Health Care Adaptations for the Child and Family

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. List five safety measures applicable to the care of the hospitalized child. Illustrate techniques of transporting infants and children. Plan the basic daily assessment of hospitalized infants and children. Identify the normal vital signs of infants and children at various ages. Devise a nursing care plan for a child with a fever. Discuss the techniques of obtaining urine and stool specimens from infants. Position an infant for a lumbar puncture. Calculate the dosage of a medicine that is in liquid form. Demonstrate techniques of administering oral, eye and ear medications to infants and

children. Compare the preferred sites for intramuscular injection for infants and adults. Discuss two nursing responsibilities necessary when a child is receiving parenteral fluids and

the rationale to each. Demonstrate the appropriate technique for gastrostomy tube feeding. Summarize the care of a child receiving supplemental oxygen. Recall the principles of tracheostomy care. List the adaptations necessary when preparing a pediatric patient for surgery.




UNIT III- THE CHILD NEEDING NURSING CARE

Chapter 23- The Child with a Sensory or Neurological Condition

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Discuss the prevention and treatment of ear infections.



Outline the nursing approach to serving the hearing-impaired child. Discuss the cause and treatment of amblyopia. Compare the treatment of paralytic and nonparalytic strabismus. Review the prevention of eyestrain in children. Discuss the functions of the 12 cranial nerves and nursing interventions for dysfunction. Describe the components of a “neurological check”. Outline the prevention, treatment, and nursing care for the child with Reye’s syndrome. Describe the symptoms of meningitis in a child. Describe three types of posturing that may indicate brain damage. Discuss the various types of seizures and the relevant nursing responsibilities Prepare a plan for success in the care of a mentally retarded child. Describe four types of cerebral palsy and the nursing goals involved in care. State a method of determining level of consciousness in an infant. Describe signs of increased intracranial pressure in a child. Discuss neurological monitoring of infants and children. Identify the priority goals in the care of a child who experienced near drowning. Formulate a nursing care plan for the child with a decreased level of

consciousness.




Chapter 24- The Child With a Musculoskeletal Condition

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Demonstrate an understanding of age-specific changes that occur in the musculoskeletal

system during growth and development. Discuss the musculoskeletal differences between the child and adult, and how it influences

orthopedic treatment and nursing care. Describe the management of soft-tissue injuries. Discuss the types of fractures commonly seen in children and their effect on growth and

development. Differentiate between Buck’s extension and Russell traction. Compile a nursing care plan for a child who is immobilized by traction. Describe a neurovascular check. Discuss the nursing care of a child in a cast. List two symptoms of Duchenne’s muscular dystrophy.



Describe the symptoms, treatment, and nursing care for the child with Legg-Calve-Perthes disease.

Describe two topics of discussion applicable at discharge for the child with juvenile rheumatoid arthritis.

Describe three nursing care measures required to maintain skin integrity for an adolescent child casted for scoliosis.

Identify symptoms of abuse and neglect in children Describe three types of child abuse. State two cultural or medical practices that may be misinterpreted as child abuse.




Chapter 25- The Child with a Respiratory Problem

Objectives: Completion of this unit of study will enable the student to: Define and know the terminology in this chapter. Distinguish the differences between the respiratory tract of the infant and the adult. Describe the normal process of respiration. Identify three methods of preventing the spread of infection. Review the signs and symptoms of respiratory distress in infants and children. Discuss the nursing care of a child with pneumonia. Compare bedrest for a toddler with bedrest for an adult. Discuss the nursing care of a child with croup. Describe the treatment and nursing care of an infant with RSV. Recall the characteristic manifestations of allergic rhinitis. Recognize the precautions involved in the care of a child diagnosed with epiglottitis. Assess the control of environmental exposure to allergens in the home of a child with

asthma. Express five goals of asthma therapy. Interpret the role of sports and physical exercise for the asthmatic child. Examine the prevention of SIDS. Recall four nursing goals in the care of a child with cystic fibrosis. Review the prevention of bronchopulmonary dysplasia. Discuss the postoperative care of a 5-year-old who has had a tonsillectomy.

Reading Assignment:Introduction to Maternity and Pediatric Nursing, Leifer, Chapter 25, pages 577-604.

Instruction:



Lecture, Discussion, PowerPoint, Videos, and Clinical Practicum


Chapter 26- The Child with a Cardiovascular Disorder

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Distinguish the differences between the cardiovascular system of the infant and that of the

adult. List the three general signs and symptoms of congenital heart disease. Differentiate between patent ductus arteriosus, coarctation of the aorta, atrial septal defect,

ventricular septal defect, and tetralogy of Fallot. Discuss six nursing goals relevant to the child with acquired heart disease. List the symptoms of rheumatic fever. Discuss the prevention of rheumatic fever. Discuss hypertension in childhood. Differentiate between primary and secondary hypertension. Identify factors that can prevent hypertension. Recognize the manifestations of Kawakaki disease and the related nursing care. Describe heart-healthy guidelines for children over the age of 2 years-old.

Reading Assignment: Introduciton of Maternity and Pediatric Nursing, Leifer, Chapter 26, pages 605-619.

Instruction: Lecture, Discussion, Powerpoint, Videos, and Clinical Practicum

Evaluation: Quizzes, Exam, Workbook and Clinical Evaluation.

Chapter 27 – The Child with a Condition of the Blood, Blood-Forming Organs, or Lymphatic System

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Summarize the components of blood. Recall normal blood values of infants and children. List two laboratory procedures commonly performed on children with blood disorders. Compare and contrast four manifestations of bleeding into the skin. List the symptoms, prevention, and treatment of iron-deficiency anemia. Recommend four food sources of iron for a child with iron-deficiency anemia. Examine the pathophysiology and the signs and symptoms of sickle cell disease. Describe four types of sickle cell crises.



Devise a nursing care plan for a child with sickle cell disease. Recognize the effects on the bone marrow of increased red blood cell production caused by

thalassemia. Review the effects of severe anemia on the heart. Recall the pathophysiology and the signs and symptoms of hemophilia A and hemophilia B. Identify the nursing interventions necessary to prevent hemarthrosis in a child with

hemophilia. Plan the nursing care of a child with leukemia. Review the nursing care of a child receiving a blood transfusion. Discuss the effects of chronic illness on the growth and development of children. Recall the stages of dying. Contrast age-appropriate responses to a sibling’s death and the nursing interventions

required. Formulate techniques the nurse can use to facilitate the grieving process. Discuss the nurse’s role in helping families to deal with the death of a child.




Chapter 28- The Child with a Gastrointestinal Condition

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Discuss three common gastrointestinal anomalies in infants. Discuss the postoperative nursing care of an infant with pyloric stenosis. Discuss the dietary management of celiac disease. Understand the symptoms, treatment, and nursing care of a child with Hirschsprung’s

disease. Understand the treatment and nursing care of a child with intussusception. Interpret the nursing management of an infant with gastroesophageal reflux. Differentiate between three types of dehydration. Explain why infants and young children become dehydrated more easily than adults. Understand how nutritional deficiencies influence growth and development. Review the prevention of the spread of thrush in infants and children.



Trace the route of the pinworm cycle and describe how reinfection takes place. Prepare a teaching plan for the prevention of poisoning in children. List two measures to reduce the effect of acetaminophen poisoning in children. Indicate the primary source of lead poisoning.




Chapter 29-The Child With A Genitourinary Condition

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Name the functional unit of the kidney. List four urologic diagnostic procedures. Recognize urinary tract anomalies in infants. Differentiate between nephrosis and acute glomerulonephritis. Discuss the skin care pertinent to the child with nephrosis. Explain any alterations in the diet applicable to the child with nephrosis. Outline the nursing care for a child who is diagnosed as having Wilms’ tumor. Discuss the impact of undescended testes on fertility. Discuss the impact of genitourinary surgery on the growth and development of children at

various ages.




Chapter 30-The Child With A Skin Condition

Objectives: Completion of this unit of study will enable the student to: Define each key term listed. Recall the differences between the skin of the infant and that of the adult. Identify common congenital skin lesions and infections.



Describe two topical agents used to treat acne. Summarize the nursing care for a child who has infantile eczema. State the rationale for

each nursing measure. Discuss the nursing care of various microbial infections of the skin. Discuss the prevention and care of pediculosis, and scabies. Differentiate among first-, second-, and third-degree burns in anatomical structures involved,

appearance, level of sensation, and first aid required. List five objectives of the nurse caring for the burned child. Describe how the response of the child with burns differs from the adult. Identify the principles of topical therapy. Differentiate four types of topical medication. Examine the emergency treatment of three types of burns. Discuss the prevention and treatment of frostbite.

Reading Assignments:Introduction to Maternity and Pediatric Nursing, Leifer, Chapter 30, pages 683-702.

Instruction: Lecture, Discussion, Power Points, Videos, and Clinical Practicum


Chapter 31– The Child with a Metabolic Condition

Objectives:Completion of this unit of study will enable the student to: Define each key term listed. Relate why growth parameters are of importance to patients with a family history of

endocrine disease. List the symptoms of hypothyroidism in infants. Discuss the dietary adjustment required for a child with diabetes insipidus. Compare the signs and symptoms of hyperglycemia and hypoglycemia. Differentiate between type I and type II diabetes mellitus. List three precipitating events that might cause diabetic ketoacidosis. List a predictable stress that the disease of diabetes has on children and families during the

following periods of life: infancy, toddlerhood, preschool age, elementary school age, puberty, and adolescence.

Outline the educational needs of the diabetic child and parents in the following areas: nutrition and meal planning, exercise, blood tests, administration of insulin, skin care, and glucose monitoring.

List three possible causes of insulin shock. Explain the Somogyi phenomenon. Discuss the preparation and administration of insulin to a child, highlighting any differences

between pediatric and adult administration.



Reading Assignments: Introduction to Maternity and Pediatric Nursing, Leifer, Chapter 31, pages 703-720.



Chapter 32- Childhood Communicable Diseases, Bioterrorism, Natural Disasters, and the Maternal-Child Patient

Objectives: Completion of this unit of study will enable the student to: Define and know terminology in this chapter. Interpret the detection and prevention of common childhood communicable diseases. Discuss the characteristics of common childhood communicable diseases. Discuss three principles involved in standard and transmission-based precautions used to

prevent the transmission of communicable diseases in children. Discuss national and international immunization programs. Describe the nurse’s role in the immunization of children. Understand the vulnerability of pregnant women, young infants, and children to exposure to

bioterrorism agents. Understand the role of the nurse in the hospital and in the community in preventing and

responding to disaster events. Demonstrate a teaching plan for preventing sexually transmitted infections in an adolescent. 8. Formulate a nursing care plan for a child with AIDS.




Chapter 33- The Child with an Emotional or Behavioral Condition

Objectives:Completion of this unit of study will enable the student to: Define each key term listed. Differentiate among the following terms: psychiatrist, psychoanalyst, clinical psychologist,

and counselor. Discuss the impact of early childhood experience on a person’s adult life.



Discuss the effect of childhood autism on growth and development. Discuss behavioral therapy and how it is applied to obsessive compulsive disorders and

depression in children. List symptoms of potential suicide in children and adolescents. Discuss immediate and long-range plans for the suicidal client. List four behaviors that may indicate substance abuse. Name two programs for members of families of alcoholics. Discuss problems facing children of alcoholics. List four symptoms of attention deficit hyperactivity disorder. Describe techniques of helping children with attention deficit hyperactivity disorder to adjust

to the school setting. Compare and contrast characteristics of bulimia and anorexia nervosa.




Chapter 34-Complementary and Alternative Therapies in Maternity and Pediatric Nursing

Objectives: Completion of this unit of study will enable the student to:

Define each key term listed. Define complementary and alternative medicine (CAM) therapy. Identify the role of the nurse in CAM therapy.

Discuss the integration of CAM therapy in nursing practice. Discuss the impact on nursing care of patients who use CAM therapy. State three herbs that should be discontinued 2 weeks before surgery. Describe the involvement of the federal government in CAM therapy. State the use of meridians, dermatomes, and reflexology lines in CAM therapy. State five types of CAM therapy in common use. State three herbal products contraindicated in pregnancy. State three herbal products commonly used in pediatrics. State popular herbs used during menopause. Discuss the use of hyperbaric oxygen therapy in the care of carbon monoxide poisoning and

necrotic ulcers.

Reading Assignments: Introduction to Maternity and Pediatric Nursing, Leifer, Chapter 34, pages 760-770.




Evaluation: Quizzes, Exams, Workbook, and Clinical Evaluation

Program outcome and assessment: The Practical Nursing Program faculty continually strives to meet the needs of the practical nursing student through program improvements. This is a cooperative effort that includes input from the faculty, students, the Practical Nursing Advisory Board and other appropriate agencies or entities. Students are assessed on mastery of the course concepts and essential skills throughout the courses of the Practical Nursing Program. Other program assessments are part of the comprehensive Practical Nursing Assessment Plan that includes clinical performance criteria, essential skills mastery, the clinical process evaluation, NCLEX-PN testing, successful licensure, placement rates, follow-up surveys, and accreditation from the Missouri State Board of Nursing.

INSTRUCTOR POLICIES:

Attendance: Daily attendance records will be kept on all students. Absenteeism is discouraged. Attendance of classroom and clinical activities in the practical nursing program differs from the college attendance policy and is outlined in the Practical Nursing Student Handbook.

Grading/Student Assessment: The student’s progress will be assessed by the administration of a minimum of four unit exams. The student is informed of progress at midterm and upon request by appointment.

Tardiness, make-up, and late work: Refer to the Practical Nursing Student Handbook.

Parental responsibility for children: Students who are parents have the responsibility to arrange for suitable child care of their child while they attend class. Students should not bring children to class, nor should children be left unattended anywhere on campus. Procedures to protect the safety and welfare of unattended children will be handled by the college.

Pets in class: Pets are not allowed in class except as required for individuals with a medical disability.

Refer to student handbook for the following policies:Drop policyDrug/alcohol policyGrade appeal procedureStudent code of conductStudent due process and grievance procedureStudent rights and privacy act



Use of computing resources

COLLEGE POLICIES:

Academic Dishonesty:MACC aboard policy is as follows: “Academic dishonesty by students damages institutional credibility and unfairly jeopardizes hones students; therefore it will not be tolerated in any form.” Forms of academic dishonesty include but are not limited to the following: violations of copyright law, plagiarism, fabrication, cheating, collusion, and other academic misconduct. Incidents of dishonesty regarding assignments, examinations, classroom/laboratory activities, and/or the submission of misleading or fase information to the College will be treated seriously. The procedure for handling academic dishonesty is outlined in the Student Handbook (Policy Handbook M.010). In cases of alleged academic dishonesty, the burden of proof is on the student, not on the instructor.

ADA Statement: Students who have disabilities that qualify under the Americans with Disabilities Act may register for assistance through the Office of Access and ADA Services. Students are invited to contact the Access Office to confidentially discuss disability information, academic accommodations, appropriate documentation and procedures. For more information, please call either the Moberly office at (660) 263-4100 ext. 11240 or the Columbia office at (573) 234-1067 ext. 12120, or visit our web page at http://www.macc.edu/index.php/services/access-office.

Title IX Statement:MACC maintains a strict policy prohibiting sexual misconduct in any form, including sexual harassment, sexual discrimination, and sexual violence. All MACC employees, including faculty members, are considered mandated reporters of sexual misconduct and as such are expected to contact the Title IX Coordinator when they become aware, in conversation or in writing, of an incident of sexual misconduct. For more information on this policy or to learn about support resources, please see http://www.macc.edu/sexual-misconduct-policy or contact Dr. Jackie Fischer, MACC’s Title IX Coordinator, at (660) 263-4100 ext. 11236 or [email protected].

http://www.macc.edu/sexual-misconduct-policy

http://www.macc.edu/index.php/services/access-office

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