program catalog contents
TRANSCRIPT
LPN Program Catalog
1
Aquarius
Institute
Originated: 01/23/2014;
Updated: 3/28/14; 12/24/14; 1/23/15; 04/20/15; 12/21/15 Submitted to Illinois Board of Higher Education
for review for renewal of PN program
PRACTICAL NURSE PROGRAM CATALOG
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TO AQUARIUS INSTITUTE
The Aquarius Institute currently offers comprehensive health care educational training and
placement assistance in the Chicago land area.
Programs consist of hands-on classroom and clinical instructions depending on the type of
program selected. We limit the size of our classes to 16 students in order to provide good
interaction with every student.
The professionals at the Aquarius Institute are always available to support its every
student’s needs. We take a hands-on personal and professional interest in our student’s enrollment.
By providing qualified and skilled instructors, career seminars, and placement assistance in the
Chicago land area, we are not only more than capable to educate our students, but to also prepare
them for the job market that lies ahead.
1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and
maintain health and prevent illness for diverse patients across the lifespan in a variety of
structured healthcare settings within the scope of practice of the Practical Nurse.
2. Engage in critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse.
3. Incorporate quality improvement activities to improve patient outcomes. CATALOG GOOD THRU: FEBRUARY 2014 – JUNE 2015
PUBLICATION DATE: January 30th 2014
WELCOME
Welcome 3
Mission 3
Choose, Commit, Succeed 4
The Aquarius Institute Information 5 to 14
LICENSED PRACTICAL NURSE PROGRAM (LPN 900) CIP Code 51-3901 15
Course Number Course Name
Nursing 101: Fundamentals of Nursing 23
Nursing 102: Critical Thinking in Nursing 31
Nursing 105: Family Health (Maternal-Child) Nursing 36
Nursing 106: Communicating in Nursing 44
Nursing 107: Geriatric/Mental Health Nursing 50
Nursing 108: Adult Health Nursing 58
Nursing 109: Transition to PN Practice 66
Item and Page #
LPN Job Description
METHODOLOGY
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LPN JOB DESCRIPTION
Mission 1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and
maintain health and prevent illness for diverse patients across the lifespan in a variety of
structured healthcare settings within the scope of practice of the Practical Nurse.
2. Engage in critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse.
3. Incorporate quality improvement activities to improve patient outcomes.
4. Address patient needs through teamwork and collaboration with the interprofessional team,
the patient, and the patient's support persons
5. Use information and patient care technology to support and communicate the provision of
patient care.
6. Use management, legal, and ethical guidelines within the scope of practice of a Practical
Nurse.
7. Provide a caring environment to ensure holistic, compassionate patient care.
To be the leading provider of career training with a specific interest in high
demand job trends in America’s ever changing job market.
Our Mission
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Aquarius Institute currently provides Health Care training through the use of real hands on
practice, adult learning methodology, and technology used in the field. In an age of health and
technological globalization, the healthcare field must find methods to garner the technology and
care and transform it into a competitive advantage through quality healthcare. At Aquarius, we
train our students to enter the business and healthcare world with the knowledge and skills
necessary to add immediate value to a company/organization. However, technical knowledge
alone is not enough. But rather, a fine integration of technical, communication skills, and core
competencies that empower the individual to deliver value-added work service to their
clients/patient/customers in a clear and concise manner is where the emphasis is placed in training.
To achieve the aforementioned goal, Aquarius stresses the importance of individual
attention, state-of-the-art facilities, and clinical internships held at affiliated Healthcare Centers.
Our training is focused on empowering graduates with the ability to grasp healthcare
concepts in the human being which gives them the flexibility to solve healthcare issues that may
arise during the course of the life span of clients/patient/customers. Certified professionals earn
higher salaries than non-certified professionals; our professional certification programs give our
students the edge in today’s demanding job market.
Aquarius strives to achieve providing its students with the feeling of complete satisfaction. It is
Aquarius’ motivation to move ahead as one of the leaders in the Allied Healthcare Industry.
The individual who decides that they are going to make a change usually makes
different choices to transition from one part of their life to another. The individual
who chooses themselves to make the change in their lives has to also choose to
commit themselves to making that change. In making that commitment the
individual makes a plan, implements the plan, and evaluates the plan as it goes along
to ensure that they reach the goal that the change will lead to in the end. This
commitment to follow and adjust the plan as needed leads to success. Once they
have reached the goal then the individual knows they have succeeded and their life
is changed until they decide to make another change. If you are going through this
process and healthcare is where you want to start then the practical nursing program
is a good place to start.
Aquarius Methodology
Choose. Commit. Succeed
METHODOLOGY
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Graduation depends on the valid marks scored on the examinations conducted at appropriate times
after sufficient instruction has been provided. Passing and graduation are based upon the final
examinations and the percentage of marks scored on all the assignments.
Note: Students who achieve a grade of “D” and below are considered to have failed and
will need to repeat the course or program until they have achieved a passing grade
of “C” or above in order to graduate.
90 % - or higher “A”
80% - 89% “B”
70% - 79% “C” 60% - 69% “D”
59% or less “F”
Note: Students who score a below “C” course grade are considered to have failed and
will need to repeat the course again until they have completed it successfully with
a grade of “C” or above. Passing all clinical practicums with “satisfactory” is
mandatory.
The scoring procedure is determined by successful completion of all
homework assignments and scheduled exams. The number of exams is dependent on
the duration of the course and program. All courses have a minimum of a mid-term
and final exam. Programs with multiple modules require, on average, one exam per
module. Homework assignments are also dependent on program duration. All
exercises, specifically, homework assignments and examinations, are combined and
then averaged to produce a final program grade.
Graduation Guidelines
Grading
Scoring Procedure
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Besides a grade of “C” or better, 80%attendance is
MANDATORY to be considered for graduation.
If a student acquires a sickness or gets into an accident that precludes them from attending
classes via the established schedule, the student can retake the program at a later time without any
penalty, or if the student wants to drop the program as a result of the aforementioned possibility
then the refund policy process is applicable to them.
PURPOSE: Evaluations are a professional responsibility of both the faculty and student.
Constructive evaluation is a valuable tool utilized as a method for quality control of the
curriculum. Student evaluations are viewed by the faculty and administration as one method for
maintaining high, consistent levels of quality education. The evaluation of clinical is part of the
evaluation of classroom learning of nursing courses.
As a student whose goal is to become a licensed practical nurse the student should expect and
welcome the evaluation process with maturity and objectivity. The evaluation is a way for the
student to participate in on-going discussion and correlation with classroom learning.
Aquarius Institute believes in providing quality training and individual attention to each of
its students. As a result, Aquarius limits its classroom size to no more than 16 students – a 16:1
student to teacher ratio.
The limit for Practical Nursing students in the clinical area is a 10:1 student to teacher ratio
according to the standards and practices of the clinical affiliations and the institute policy.
Several payment options are available for registration fees and tuition payment:
Students can obtain a private educational loan from their desired private bank.
Students who are eligible to obtain the Workforce Investment Act (WIA) Grant through
the State of Illinois unemployment agencies, can submit their approved WIA Grant
Voucher towards their payments (see below)
Students can make their payments by cash/checks.
Aquarius Institute also accepts student payments via Visa, MasterCard, American
Express, or Discover.
Aquarius Institute has the option of an installment payment plan (see below).
Attendance
Student /Teacher Ratio
Methods of Student Payments
Student Evaluation Remediation Policy
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Students have the option of paying for their program of choice via an installment plan.
The student is required to sign a separate Aquarius Institute Installment Plan agreement. A copy of
the AI Installment Plan Agreement and Promissory Note will be provided to the student at the time
of enrollment. For students using the Installment Plan: if the student has a tuition and fees balance,
the balance must be paid by continuing to make installment payments upon completion of the
program. This step is completed by the student signing and additional promissory note before
requesting a certificate of completion if it was not signed at the time of the enrollment agreement. If for some reason the credit card company declines to approve any particular transactions, Aquarius Institute requires the student to replace the payment method with new and working credit card information. When the student fails to make any of the monthly payments as scheduled whether by cash, Promissory Note or credit card/debit card, then Aquarius Institute will use legal processes to collect the payments.
No interest is charged for using the installment method of payment, but a late fee of $10
per week applies to all installment payments not paid on schedule; see installment plan form for
details.
We are listed with: Work Force Development Council
Illinois Employment & Training Center
We are approved by the above agencies to provide financial aid for
unemployed and under-employed individuals for updating their skills in Healthcare
programs. Ask our career counselor how to contact the above agencies directly to find
out if you are eligible for financial aid. Prior to admission, if applicable, the
prospective student is required to gain approval from one of the above approved
agencies.
After the completion of a program, a student may repeat the completed program within
twelve months of its completion. There is no fee for repeating a program. However, space must be
available. An application must be submitted 2 weeks prior to class start date.
Installment Plans
WIA Grant
Repeating a Program
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The student has the right to cancel the enrollment agreement until midnight of the 7th
business day after the enrollment agreement has been signed by the student and the student has
been accepted by Aquarius Institute; and if the right to cancel is not given to any prospective
student at the time the enrollment agreement is signed, then the student has the right to cancel the
agreement at any time and receive a refund of all monies paid to date within 10 days of the
cancellation.
Notice of cancellation must be made in writing and sent to:
Aquarius Institute
1011 E. Touhy Avenue
Suite: 335
Des Plaines, IL. 60018
847-296-8870
Aquarius Institute wants its students to be completely satisfied. Our refund policy allows
our students to withdraw from the program up until 60% of the program has been completed.
Our refund policy also follows the guidelines set by Illinois statutes in relation to private
business and vocational schools as per PBVS Act of 2012.
The detailed refund policy is as follows:
A. The pre-entrance examination and application fees are non-refundable
and shall not exceed $200.
B. When the notice of cancellation is given before midnight of the 7th
business day following acceptance, but prior to the close of business
on the student’s first day of class attendance, Aquarius may retain no
more than the non-refundable pre-entrance examination and
application fees, i.e. $200. Aquarius will refund the entire tuition,
textbook fees, and the registration fee of $150.
C. When the notice of cancellation is given after midnight of the 7th
business day following acceptance but prior to the close of business
on the student’s first day of class attendance, Aquarius may retain no
Buyers Right to Cancel
Refund Policy
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more than the non-refundable pre-entrance examination, application,
and registration fees, i.e. $350.
D. When the notice of cancellation is given after the student’s
completion of the first day of scheduled class attendance, but prior to
the student’s completion of 5% of the program, Aquarius will retain
the non-refundable pre-entrance examination, application, and
registration fee, and an amount not to exceed 10% of the tuition and
other instructional charges, plus the cost of any books or materials,
which have been provided by Aquarius.
E. When the student has completed in excess of 5% of the program of
instruction, Aquarius will retain the non-refundable pre-entrance
examination, application, registration fees, and the cost of any books
and materials which have been provided by Aquarius, but shall refund
a part of the tuition and other instructional charges in accordance with
the following: Aquarius will retain an amount computed pro rata by
days in class plus 10% of tuition and other instructional charges up to
completion of 60% of the program of instruction. When the student
has completed in excess of 60% of the program of instruction,
Aquarius will retain the non-refundable pre-entrance examination,
application, registration fees and the entire tuition and other charges.
F. Applicants not accepted by Aquarius shall receive a refund of all tuition and
refundable fees paid within 30 days of the determination of non-acceptance.
G. Deposits and down payments shall become part of tuition.
H. All student refunds will be made by Aquarius within 30 calendar days from the
date of receipt of a student’s written cancellation notice.
I. Aquarius will refund all refundable money paid to it in any of the following three
(3) circumstances:
1. Aquarius did not provide the prospective student with a copy of the student’s
valid Enrollment agreement.
2. Aquarius cancels or discontinues the program of instruction in which the
student has enrolled.
3. Aquarius fails to conduct classes on days and times scheduled; detrimentally
affecting the student, with the exception below.
J. Aquarius Institute will reschedule the classes to make-up for the lost time due to
bad weather (natural calamities), or due to the instructor’s illness.
K. If a student is on a payment plan with Aquarius for their tuition payments, the
above refund policy is applicable for that student as well.
L. In the event a student withdraws from a program, or if the student made lesser
payments than student’s liability determined by the refund policy, the student has
to make up the difference of payment in seven (7) business days from official
withdrawal otherwise collection procedures will begin.
M. Students who enrolled as a package deal for a few courses together have to finish
all the courses within two years from the date of enrollment. Otherwise they are
not eligible to attend those courses after two years and the entire tuition and fees
paid for the courses will be retained by Aquarius Institute.
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N. If there is an unresolved problem, please first address your written grievance to
the School Director at the following address: Aquarius Institute, Corporate Office,
1011 East Touhy Avenue, Suite 335, Des Plaines, IL 60018
If after first contacting the School Director the grievance remains unresolved,
relating to the return policy or student contract/enrollment agreement, students
may submit complaints to the following Board of Education office or website:
Illinois Board of Higher Education
431 East Adam Street, 2nd Floor
Springfield, IL 62701 Or www.ibhe.org
T
We have created several programs designed to assist with placing you in the best
possible career that compliments your specialization in computers, or the healthcare
field including practical nursing. Aquarius conducts regular job fairs with local
employers and other career services.
1. Our job placement program starts with an interview performed by our Job Placement
Director to help you prepare a dynamic resume illustrating your core-competencies and
skill sets.
2. Several healthcare organizations/facilities ask us to submit resumes for different healthcare
job skills. We forward to those healthcare organizations/facilities resumes of our graduating
students with qualifying performances.
3. Aquarius Institute job placement staff makes frequent calls to employers to find possible
job openings for the students.
4. Student Services facilitate each student's intellectual, academic, social and career
development. This reflects respect for cultural, racial, religious, social, intellectual, and
economic diversity. Our commitment empowers students to become self-confident, self-
reliant, productive, resilient, compassionate, and creative individuals. Services include
making copies, resume review, interview skills and job placement assessment and
assistance.
Note: Graduate Verification
I understand that if I am responsible to provide the following information as soon as it becomes
available, after the completion of the program: Registry/License Exam: Each attempt and Result;
Registry/License Number: After passing the exam; Employer's name; Employer’s Address;
Employer’s phone number; Job Title (position held); Name of Supervisor; First day of
Employment; Hourly Wage; and Average Hours per Week. AI also has the permission to contact
my employer for this information, if needed. I understand that this information will remain
confidential and no personal information will be disclosed. Only anonymous statistical
calculations are used for the Illinois Board of Higher Education’s (IBHE) disclosure statement
and the Illinois Department of Financial and Professional Regulations (IDFPR) statistics from
AI.
Job Placement Assistance
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Students have access to the electronic library and computer lab any time during regular hours
while enrolled in a class at Aquarius. Food & drink is not allowed in the computer lab or
Library. Check at the front desk for availability. Some of the dates and times are blocked off for
study, class content, and/or final exam times on the computer.
Students should conduct themselves in a manner appropriate and conducive to a business/
educational environment. Any student involved in obstruction/disruption of the training/business
activities, theft, damage of Aquarius property or misconduct will be subject to dismissal and no
refunds will be issued. Theft or damage will be reported to the police.
1. All the students are welcome to put their comments and suggestions into the
“Comment, Suggestion and Complaint” box located in the administrative
office.
2. If the complaints are not resolved within 5 business days by the
administration, the student must first see or write to the Director of Education
at Aquarius Institute
Computer Lab. and Library
Conduct & Courtesy
STUDENT SUGGESTIONS
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1. If there is any problem, please first address your written grievance/complaint to:
Director of Education
Aquarius Institute
1011 East Touhy Avenue Suite 335
Des Plaines, IL 60018
2. For any grievances/complaints, not first resolved by the school, then students may
file complaints about the school with the Board of Higher Education at the
following office:
Illinois Board of Higher Education
431 East Adams Street, 2nd Floor
Springfield, IL 62701
Or at www.ibhe.org.
EQUAL OPPORTUNITY ASSURANCE STATEMENT
It is the policy of Aquarius to comply with Section 188 of the Workforce Investment Act
of 1998 (WIA), which prohibits discrimination against all individuals in the United States on the
basis of race, color, religion, sex, national origin, age, sexual orientation, disability, political
affiliation or belief and against beneficiaries on the basis of either citizenship/status as a lawfully
admitted immigrant authorized to work in the United States or participation in any WIA Title 1
financially assisted program or activity.
Aquarius complies with Title VI of the Civil Rights Act of 1964, as amended which
prohibits discrimination on the basis of race, color, and national origin.
Aquarius complies with the American with Disabilities Act of 1990 and Section 504 of
the Rehabilitation Act of 1973, as amended, which prohibits discrimination against qualified
individuals with disabilities. The student needs to understand that if they need any instructional
accommodations and/or have any special learning needs, they must notify the Aquarius
administrator prior to enrollment.
STUDENT COMPLAINTS/GRIEVANCE
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Aquarius complies with Section 188 of the WIA, which provides that persons with
disabilities must be provided with reasonable accommodations and modifications for their
disabilities. The section also requires that individuals with disabilities be given services
alongside (not segregated from) people without disabilities, unless the program or activity
providing services performs an individualized assessment of a particular individual with a
disability and concludes that the individual needs special, segregated services.
Aquarius complies with the Age Discrimination in Employment Act of 1975, as
amended, which prohibits discrimination on the basis of age.
The Aquarius Institute also assures that it will comply with 29 CFR, Part 37 and all other
regulations implementing the laws listed above. The Aquarius Institute is an “equal opportunity
employer/program” and “auxiliary aids and services are available upon request to individuals
with disabilities.”
If any individual feels discriminated against based on any of the above conditions by an
Aquarius Institute staff member, that individual may file a complaint with the director of
Aquarius Institute. The director of Aquarius Institute is Jameel Ahmed; he can be reached at
(847) 296-8870. If any individual needs to file a complaint, the individual can do so by
contacting the director of Aquarius Institute or by writing to Aquarius Institute at 1011 East
Touhy Avenue, Suite 335, Des Plaines, IL 60018.
SEXUAL HARASSMENT STATEMENT
The courts have determined that sexual harassment is a form of discrimination under Title VII of
the U.S. Civil Rights Act of 1964, as amended in 1991.
Policy Statement:
It is the responsibility of each individual employee and program participant to refrain from
sexual harassment, and it is the right of each individual employee and program participant to
work in an environment free from sexual harassment.
Definition of Sexual Harassment:
According to the Illinois Human Rights Act, sexual harassment is defined as any unwelcome
sexual advances or requests for sexual favors or any conduct of a sexual nature when -
1. Submission to such conduct is made either explicitly or implicitly a term of condition
of an individual’s employment or program participation in a Aquarius Program,
2. Submissions to or rejection of such conduct by an individual is used as the basis for
employment or program participation decisions or program participation affecting
such individual, or
3. Such conduct has the purpose or effect of substantially interfering with an
individual’s work or learning performance or creating an intimidating, hostile, or
offensive working or learning environment.
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Other conduct commonly considered to be sexual harassment:
Verbal: Sexual innuendos, suggestive comments, insults, humor and jokes about sex,
anatomy – or gender – specific traits, sexual propositions, threats, repeated requests for
dates, or statements about other employees/students, even outside of their presence, of a
sexual nature.
Non-verbal: Suggestive or insulting sounds (whistling), leering, obscene gestures,
sexually suggestive bodily gestures, “catcalls,” “smacking” or “kissing” noises.
Visual: Posters, signs, pin-ups or slogans of a sexual nature.
Physical: Touching, unwelcome hugging or kissing, pinching, brushing the body,
coerced sexual intercourse, or actual assault.
Sexual harassment most frequently involves a man harassing a woman. However, it can also
involve a woman harassing a man or harassment between members of the same gender.
The most severe and overt forms of sexual harassment are easier to determine. On the other end
of the spectrum, some sexual harassment is more subtle and depends to some extent on
individual perception and interpretation. The trend in the courts is to assess sexual harassment
by a standard of what would offend a “reasonable woman” or a “reasonable man,” depending on
the gender of the alleged victim.
An example of the most subtle form of sexual harassment is the use of endearments. The use of
terms such as “honey,” “darling,” and “sweetheart,” is objectionable to many women who
believe that these terms undermine their authority and their ability to deal with men on an equal
and professional level.
Responsibility of Individual Employees or Program Participants:
Each individual employee or program participant has the responsibility to refrain from sexual
harassment in the workplace and learning environment.
An individual or program participant who sexually harasses a program participant or fellow
program participant is, of course, liable for his or her individual conduct.
The harassing employee or program participant will be subject to disciplinary action up to and
including discharge or dismissal from employment or the program in accordance with the
employment and/or program policy.
All Aquarius Institute students must refrain from sexual harassment and follow the policies set
forth for the Aquarius Institute students. Students should read the details on sexual harassment
found in this course catalog.
If any individual feels sexually harassed based on any of the above conditions by an Aquarius
Institute student or staff, and needs to file a complaint, that individual may file a complaint with
the director of Aquarius Institute. The director of Aquarius Institute is Jameel Ahmed; he can be
reached at (847) 296-8870 or by writing to Aquarius Institute at 1011 East Touhy Avenue, Suite
335, Des Plaines, IL 60018.
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Description: The Licensed Practical Nurse program is a full time one year program. This program
will prepare individuals to provide fundamental nursing skills in healthcare for sick, injured,
convalescent, disabled, and terminal individual patients/clients under the directions of physicians,
physicians’ assistants, nurse practitioners, and registered nurses. The students’ training is based on
the role of the practical nurse as defined by the Illinois Nurse Practice Act (sec 55-30). The students
are prepared to provide practical nursing assistance in structured healthcare settings where policies
and procedures are specified and guidance is available in areas as basic bedside care and taking of
vital signs – examples are temperature, blood pressure, pulse and respiration. They are also prepared
to evaluate and monitor patients/clients, provide injections, prepare and administer enemas, prepare
patients/clients for EKG tests, monitor catheters, apply dressings, for treatment regimen for bedsores
and pressure ulcers, collect urine samples, and perform simple laboratory tests.
Apart from providing medical care LPN’s are also prepared to provide personal care for
convalescent, disabled, and rehabilitating individuals, such as range of motion, feeding, bathing,
dressing, personal hygiene and bedside care.
LPN’s are prepared in handling Medical Administrative Assistant duties in doctors’ offices including
scheduling appointments, updating medical records, ordering medical supplies, collecting payments
from patients, and processing medical billing.
It will be the responsibility of the School to provide Clinical Internship opportunities to the LPN
students in nursing homes, clinics, doctor offices, and/or hospitals. The school reserves the right
to assign the student to any available Clinical Site. Clinical Internship sites are located according
to affiliations and relationships formed between Aquarius Institute and community and Chicago
land companies/organizations/facilities. And the clinical internship sites may be in excess of a
30 mile radius of Aquarius Institute’s Des Plaines’ campus. Graduates of the Practical Nurse
Certificate Program are eligible to apply to sit for the NCLEX-PN Examination and seek
licensure as a practical nurse.
Mission of Aquarius Institute Licensed Practical Nursing Certificate Program
The LPN program supports the mission of the Aquarius Institute to aspire to excellence in
preparation of competent healthcare professionals to assume practical nursing roles in the
community to meet the high demand in the changing healthcare job market.
Licensed Practical Nurse (LPN)
LPN - 900
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Program Learning Outcomes
1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and
maintain health and prevent illness for diverse patients across the lifespan in a variety of
structured healthcare settings within the scope of practice of the Practical Nurse.
2. Engage in critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse.
3. Incorporate quality improvement activities to improve patient outcomes.
4. Address patient needs through teamwork and collaboration with the interprofessional team, the
patient, and the patient's support persons
5. Use information and patient care technology to support and communicate the provision of
patient care.
6. Use management, legal, and ethical guidelines within the scope of practice of a Practical
Nurse.
7. Provide a caring environment to ensure holistic, compassionate patient care.
Admission Requirements:
General
The following must be completed after acceptance into the nursing program and prior to the first
day of class. If not completed by the first day of class, the applicant will not be admitted into the
program.
1. Health assessment and physical examination submitted to the Admissions Office. This
examination and necessary titers/vaccines are at the student’s expense. A current history and
physical examination is required to comply with clinical agency requirements. The complete exam
must include:
TB test or Chest x-ray
Rubella, Rubeola, Mumps, Varicella titers (if no immunity exists, student must obtain
appropriate vaccinations and provide evidence of those vaccinations)
Hepatitis B titers (Hepatitis B vaccine is strongly recommended, but not required)
Note: Additional requirements may be necessary depending on the clinical site.
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In submitting this information the student understands that any false answer or statements made
in this application, or any supplement there to, will be grounds for immediate dismissal from the
nursing program classes/program.
IMPORTANT: A statement from the physician must document the student’s health status will
allow him/her to safely pursue the educational objectives of the nursing program at Aquarius
Institute. Students are responsible for their own medical care and health insurance.
Failure to complete the medical examination and vaccinations, and obtain written
clearance from a physician to participate in all program activities (no restrictions/physical
limitations), will result in ineligibility for admission into the program.
2. Applicants with chronic medical problems must advise the program Director concerning their
current health status, medications, and medical needs. A written statement from the applicant’s
physician addressing the applicant’s ability to perform the following activities: moving, lifting,
and transferring patients without restriction. If an acute condition arises while enrolled in the
nursing program, a written statement must also be obtained by the student from a physician stating
the student’s ability to perform the following activities: moving, lifting, and transferring patients
without restriction. This requirement also pertains to pregnancy. Students are responsible for their
own medical care.
3. Ll students enrolled in health career programs with direct patient contact must be drug tested
annually prior to a clinical experience. Any student with a positive drug screen will be
considered ineligible for the program. Information about the drug testing process is available
through the Job Developer. (Because you are a private institution, U.S. Constitutional protections
are not afforded your students. But, at the same time, you cannot act in an arbitrary, capricious,
or discriminatory manner. How does testing the student annually prior to a clinical experience
determine his/her drug use while in clinical or after the test is completed? The timing of the test
is what is confusing. Also, remember that the ADA applies to your Institute. If there is a positive
drug screen, what is required of you under the ADA? The Section of the ADA that should be
reviewed is Title III, Places of Public Accomodation (privately owned establishments that make
goods, services, or programs available to the public).
Purchase required nursing liability insurance at the time of registration.
Cost In addition to the tuition and course fees, students enrolled in the Practical Nursing Program are
required to complete and/or obtain the following which may involve additional costs:
Physical examination with possible immunization
TB testing
CPR for the healthcare provider
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Malpractice insurance coverage
Official student uniform
Criminal background check
Mandatory drug testing
Completion of these requirements is the sole responsibility of the student.
Note: Foreign students may use Educational Credential Evaluators, Inc. (ECE) or any other
U.S. equivalent agency. Contact Educational Credential Evaluators, Inc. (ECE) at
https://www.ece.org/ or ECE 101 W. Pleasant St. Suite 200 Milwaukee WI 53212-3963
Telephone number: 414-289-3400 available Monday through Friday, 9:00 a.m. to 4:00 p.m.
CST. Educational Credential Evaluators, Inc. (ECE) evaluates a foreign diploma and
transcript from an English translation only. Estimated cost $195.
To participate in the Practical Nursing Program, which has a direct patient care or clinical
education component, applicants must possess additional non-academic skills. These
occupational standards are consistent with the duties of the entry-level practical nurse. These
skills which protect the health and well-being of patients may include but are not limited to the
ability to:
1. Lift and carry thirty pounds of weight.
2. Lift and transfer patients to and from wheelchairs, stretchers, beds, and examination tables.
3. Move, adjust, and manipulate equipment.
4. Position patients for exams.
5. Respond appropriately to sounds such as the patient’s voice and movements, at a normal
conversational volume.
6. Respond appropriately to equipment signals such as sound and light.
7. Manipulate the necessary hospital equipment for patient care such as dials, switches, push
buttons, and keyboards.
8. Perform for a prolonged period such as for 4 to 8 to 12 hours.
9. Communicate clearly and effectively in oral communication and in writing with patients,
doctors, and other personnel.
10. Able to follow verbal and written directions.
Students who do not meet these standards may be considered ineligible for the Practical Nursing
Program and can be withdrawn from all program classes. If you are unsure whether you can meet
these requirements, you are advised to consult with the program director to discuss the situation,
and/or schedule an appointment with your physician, prior to making application or enrolling for
classes.
LPN Program Catalog
19
Conditional Acceptance Status:
The pre-entrance examination has to be completed before acceptance into the program. When
this requirement has been met, the student would be accepted into the program on a
conditional acceptance status.
After being conditionally accepted into the program the potential student has to complete a
satisfactory physical examination by a qualified physician (stating they are free of emotional,
physical, infectious, and/or contagious disease), passing the drug screen, and passing the
background check.
When these three requirements have been met, then the student would be allowed to enroll
into the program by signing the enrollment agreement and providing the initial down payment
towards tuition.
Meeting minimal requirements does not guarantee acceptance.
Accreditation: Aquarius Institute is not accredited with a U.S. Department of Education
recognized accrediting body.
Length of Program: One year (12 months) of course work and clinical internship (classroom and
clinical internship combined).The total program time, including clinicals, may take in excess of 12
months if the student does not complete all course work and clinical hours by the end of the
program. A student failing the course, program, or clinical has to repeat that course, program, or
clinical when it is available. This may cause the student to be in the program longer than 12
months. If there is some personal incident/disaster/circumstance, etc. that keeps the student from
completing the course or program on time, this may cause the student to be in the program longer
than 12 months.
Vocational Objectives:
This program has been designed to meet the growing demand for Licensed Practical Nurses (LPN)
in the field of Healthcare. The objectives of this program are to provide efficient and well trained
LPNs to satisfy the present day job market needs.
Credentials Received: Upon completion of the program (classroom and clinical internship) the
student will receive a Certificate of Completion and an Official Transcript from Aquarius Institute.
This certificate is not transferable to any other College, University or Institute. Please consult
with any institute of higher learning you are applying to for their transfer requirements.
LPN Program Catalog
20
Eligibility to take Licensure Examination: Completion of the complete program is the
prerequisite to be eligible to apply to take the Illinois NCLEX-PN Examination, but does not
guarantee passing the NCLEX-PN Examination. The Illinois Department of Financial and
Professional Regulations (IDFPR) in Springfield, Ill grants licensure for LPNs and RNs in Illinois.
Program Instructor License Requirements: Instructors teaching the field specialty parts of the
program are Master’s prepared with teaching experience per IDFPR regulations.
Job Prospect:
The LPN profession is a high demand career. According to the U.S. Bureau of Labor Statistics,
Occupational Outlook
The Licensed Practical nurse is expected to grow 25% in the 2012 – 2022 period
much faster than the average of other occupations. As the baby boom population
ages, the overall need for healthcare services is expected to increase. LPN’s…
will be needed in residential care facilities and in home healthcare environments
to care for geriatric clients.
Source: http://www.bls.gov/ooh/Healthcare/Licensed-practical-and-licensed-vocational-
nurses.htm
PAYMENTS to SCHOOL:
Non-Refundable Application Fee $50
Registration Fee $150
Non-Refundable Pre-Entrance Exam $150
Text Books $1,450
Materials and Supplies $750
Clinical Lab equipment and supplies $500
Tuition Fee $15,000
Total: 18,050
Installment Payment Plan Option: $2,500 down payment followed by $600 monthly payments
No interest is charged for using the installment method of payment.
Note: A late fee of $10 per week applies to all installment payments not paid on
schedule; see installment plan sheet for details
LPN Program Catalog
21
OTHER ESTIMATED COSTS:
Uniforms $150
Nursing shoes $85
Immunizations and Hepatitis Vaccine $400
Tuberculosis test or Chest x-ray $150
Background check - see note #3 below $45
CPR Healthcare Provider Certification – see note #5 below $75
10-Panel Urine Drug Screen – see note #4 below $50
Liability Insurance annual – see note #1 below $37
History and Physical examination $100
Evaluation of learning tests $700
Total Other Estimated Costs $1,792
* Above subject to change prior to enrollment
Notes: 1. You need to go to the HPSO web site to obtain the liability insurance. The cost is $38
for a 12 month policy. http://www.hpso.com/professional-liability-insurance/student-coverage-
description.jsp.
2. Personal Healthcare cost will vary according to individual’s situation.
3. Background check is sent from the school to the “Uniform Conviction Information Act
Name Inquiry” an Illinois state police report.
4. The 10-Panel Urine Drug Screen is completed by Quest Diagnostics at 1600 Dempster
St, Suite 218, Park Ridge, IL 60068-1172. The student may use any of the other
locations given on their web site at www.questdiagnostics.com
5. CPR courses are available twice a year at Aquarius. The alternate is for the potential
student to go to CPR Associates in Chicago at Address: 2616 W. Peterson Ave,
Chicago, IL 60659, Phone: (773) 973-6933 or where ever the student wants to choose
to obtain an AHA Healthcare Providers Certification card.
6. Note to Foreign Students: you may need to add an estimated cost of $195 for
education evaluation of diplomas and/or transcripts.
The concepts of the laws of thermodynamics; electric charge; electric potential; electric
currents; DC circuits; electromagnetic induction and Faraday’s Law; electromagnetic waves;
light: geometric optics, the wave nature of light; optical instruments; early quantum theory and
LPN Program Catalog
22
models of the atom; quantum mechanics of atoms; molecules and solids; nuclear physics and
radioactivity; nuclear energy; effects of uses of radiation; and elementary particles are parts that
influence, direct, and sustain the human being. This is why the theories, principles and
application of physics in nursing are explored.
Chemistry
Chemistry in our lives and for nursing starts with the cell. Chemistry assists us to identify the
major components of chemistry that relate to nursing and be able to apply the principles and
applications to nursing care. Some of these principles and application include measurements;
matter and energy; atoms and elements; electronic structure and periodic trends; chemical
quantities and reactions; properties of solids and liquids; gases; solutions; chemical equilibrium;
acids and bases; oxidation and reduction; nuclear chemistry; organic chemistry; biochemist.
LPN Program Catalog
23
Nursing 101: Fundamentals of Nursing SYLLABUS
Department: Nursing
Nursing 101 - Fundamentals of Nursing
Course Duration: 15 weeks
Clock Hours: Theory - 7hr/wk 15 wk = 105 hr
Skills Lab - 4 hr/wk 15 wk = 60 hr
Clinical - 12 hr/wk 15 wk = 180 hr
Contact Hours: 345
Prerequisite: Admission into PN program
Corequisites: BioSci, Anatomy and Physiology; Nursing 102, Critical Thinking in Nursing
Catalog Description:
This course focuses on fundamental concepts necessary for safe, patient-centered nursing care to diverse patients
with well-defined healthcare concerns while integrating legal and ethical responsibilities of the Practical Nurse. The
course also covers the basic principles of pharmacology and introduces medication administration skills, providing
the basis for continued learning throughout the program to meet the Illinois Board of Nursing standards for
pharmacology/administration of medication course for practical nurses. Laboratory and clinical experiences provide
opportunities to apply fundamental practice and basic nursing skills in the care of older adults with normal and
common health problems.
Course Student Learning Outcomes and Competencies
1. At a basic level provide safe, quality, evidence-based, patient-centered nursing care to
promote, restore, and maintain health and prevent illness for diverse patients with well-
defined healthcare concerns within the scope of practice of the Practical Nurse.
a. At a basic level, collect data related to basic physical, developmental, spiritual,
cultural, functional, and psychosocial needs of diverse patients with well-defined
healthcare concerns.
b. Discuss with the Registered Nurse patient needs based on collected information.
c. Identify aspects of a patient-centered plan of care developed to meet the
individual patient's needs.
LPN Program Catalog
24
d. Offer ways to provide patient-centered care when working with the Registered
Nurse to revise the plan of care.
e. Reinforce basic teaching to promote, restore, and maintain optimal health of
patients.
f. Identify patient-centered care that respects the diversity of patients with well-
defined healthcare concerns.
g. At the beginning level, safely and competently perform basic nursing skills
including medication administration.
h. Identify therapeutic communication techniques to use when interacting with
patients and the patient’s support network.
i. Communicate to the Registered Nurse information about care provided.
j. Accurately document aspects of patient care provided.
2. Begin to use critical thinking to make patient-centered care decisions within the scope of
practice of the Practical Nurse for diverse patients with well-defined healthcare concerns.
a. Begin to use critical thinking to ensure accurate and safe care when implementing steps of the
nursing process.
b. Discuss the importance of identifying potential risks that can occur in diverse
patients with well-defined healthcare concerns.
c. Begin to prioritize patient care.
3. Discuss quality improvement activities used by the Practical Nurse to improve patient care.
a. Identify quality improvement activities used to improve care of diverse patients
with well-defined healthcare concerns.
b. Relate data from quality improvement activities to patient care.
c. Identify the role of other healthcare personnel (e.g., nurse manager, risk manager, etc) related to
quality improvement.
d. Demonstrate the relationship between National Patient Safety Goals and providing basic nursing
care.
4. Identify the ways the Practical Nurse collaborates with members of the interprofessional
team when providing care.
LPN Program Catalog
25
a. Begin to identify pertinent information to share with members of the
interprofessional team.
b. Identify ways the Practical Nurse works with other members of the healthcare
team to provide safe care for diverse patients with well-defined healthcare
concerns.
c. Discuss the impact of team functioning on safety and quality improvement.
5. Begin to use information and patient care technology to support and communicate the
provision of patient care.
a. Discuss how to maintain patient confidentiality when using information
technology
b. Identify high quality electronic sources of healthcare information.
c. Document accurately, completely, and in a timely manner care provided.
6. Describe the scope of practice of a Practical Nurse within the context of legal and ethical
practice.
a. Discuss the relationship of ethical, legal, and regulatory frameworks of nursing to
the practice of the Practical Nurse.
b. Explain accountability within the context of nursing for care given.
c. Provide examples of a Practical Nurse advocating for patients.
7. Begin to identify aspects of a caring environment when providing patient care to diverse
patients with well-defined healthcare concerns.
a. Cite examples of providing support and caring to diverse patients with well-defined
healthcare concerns.
b. Discuss ways to improve caring relationships.
c. Discuss attributes of the healthcare environment conducive to well-being.
Course Outline
I. The Field of Nursing
A. Succeeding as a Nursing Student
B. History of Nursing
LPN Program Catalog
26
C. Promoting Culturally Proficient Care
D. Legal and Ethical Issues in Nursing
E. Critical Thinking and Nursing Theories and Models
F. The LPN and the Nursing Process
II. Introduction to Clinical Practice
A. Health Care Delivery Systems
B. Complementary and Alternative Medicine
C. Safety
D. Infection Control and Asepsis
E. Admission, Transfer, and Discharge
F. Client Communication
G. Client Teaching
H. Documentation and Writing a Nursing Progress Note
III. Promoting Psychosocial Health
A. Life Span, Heath Promotion, and Family Systems
B. Psychosocial Issues
C. Loss, Grief, and Death
IV. Promoting Physiological Health
A. Introduction to the Body
B. Health Assessment Data Collection
C. Hygiene
D. Vital Signs
E. Pain: the Fifth Vital Sign
F. Activity, Rest, Sleep, and Sensory Perception
G. Wound Care and Skin Integrity
H. Nutrition
I. Fluids, Electrolytes, and Acid-Base Balance
J. Medication Administration
K. IV Therapy
V. Medical-Surgical Nursing Care
A. Nursing Care of Clients Having Surgery
B. Clients with Integumentary System Disorders
C. Clients with Musculoskeletal System Disorders
D. Clients with Respiratory System Disorders
E. Clients with Cardiovascular Disorders
F. Clients with Hematopoietic and Lymphatic System Disorders
G. Clients with Immune System Disorders
H. Clients with Neurosensory System Disorders
I. Clients with Gastrointestinal System Disorders
J. Clients with Endocrine System Disorders
K. Clients with Urinary System Disorders
VI. Gerontology
A. Health Promotion for Older Adults
B. Nursing Care of Ill Older Adults
VII. Specialized Nursing Care
A. Caring for Chronically or Terminally Ill Clients
LPN Program Catalog
27
B. Caring for Clients with Cancer
C. Long-Term Care and Rehabilitation Nursing
D. Emergency Room and Urgent Care Nursing
E. Community Health Nursing
VIII. Survey of Nursing Specialties & Subspecialties
A. Mental Health
B. Maternal-Newborn
C. Pediatric & Adolescent
D. Elder Care
E. Medical-Surgical Subspecialties
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Demonstration
Slides
Videos
Power Point Presentations
Small Group Projects
Internet Research
Computer Assisted Instruction
Case Studies
Textbooks:
Berman, Audrey and Shirley Snyder. (2015). Skills in Clinical Nursing, 7th ed. Prentice-
Hall
Ramont, Roberta Pavy., et. al. (2015). Comprehensive Nursing Care. Rev. 2nd ed.
Prentice-Hall.
Tabloski, Patricia A. (2014). Gerontological Nursing. 3rd ed. Prentice-Hall.
Thompson, Janice and Melinda Manore. (2015). Nutrition: An Applied Approach. 4th
ed. Pearson.
Wilson, Billie Ann, et. al. (2015). Pearson Nurse’s Drug Guide 2016. Prentice-Hall.
Olsen, June, et. al. (2015). Medical Dosage Calculations: A Dimensional Analysis
Approach, 10th ed. Prentice-Hall.
Fremgen, Bonnie F., and Suzanne S. Frucht. (2015). Medical Terminology: A Living
Language. 5th ed. Prentice-Hall.
LPN Program Catalog
28
Instructor:
Debbie O'Brien, RN, MSN
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
Grading: The grades will be determined from 2 quizzes, 1 midterm exam, 1 written paper, 1
oral presentation, and a final exam. The final exam will be cumulative. The weight of each is
broken down as follows:
Quiz I – 10%
Midterm – 25%
Paper – 10%
Oral Presentation – 5%
Quiz II – 10%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Note: Points are allocated for the didactic portion only. The skills lab and clinical portions are
pass/fail only. Students must pass the skills lab and clinical portions in order to pass the whole
course.
Quizzes & Exams: The quiz and exam schedule is as follows:
Quiz I – February 14
Midterm – March 14
Quiz II – April 18
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
LPN Program Catalog
29
Paper: The paper will focus on a specific aspect of nursing. You are expected to
research an area in the basics of nursing that is of interest to you. The paper should be 5-
10 pages in length (no more than 10 pages, though), typed, double spaced, and fully
referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 15 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of basic nursing. For this
paper, you should either pick a topic we did not cover or choose a topic we discussed briefly
and research it in more depth. You may use a variety of sources for this paper, but keep in
mind that your emphasis should be on basic nursing care. Considerations of ethical, legal,
biophysical, and psychosocial factors impacting nursing care are fine, as long as they are
presented and discussed from the aspect of the patient. Be sure to reference your paper
carefully. If the idea was not yours, reference it! Some important points to keep in mind
when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
LPN Program Catalog
30
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
31
Nursing 102: Critical Thinking in Nursing
SYLLABUS
Department: Nursing
Nursing 102 - Critical Thinking in Nursing
Course Duration: 8 weeks
Clock Hours: Theory - 2 hr/wk 8 wk = 16 hr
Skills Lab - NA
Clinical - NA
Contact Hours: 16
Prerequisite: Admission into PN program
Corequisites: BioSci 100, Anatomy and Physiology; Nursing 101,Fundamentals of Nursing
Catalog Description:
This course introduces the learner to critical thinking/clinical decision making used in nursing. In
this course students learn to use critical thinking/clinical decision making that underscores the
thinking represented in the nursing process as well as dealing with aspects of the healthcare
system for safe practice in the current healthcare environment. The course covers the thinking
skills and strategies used by practical nurses that make up the larger concept of critical thinking.
This course forms the basis for the thinking processes applied throughout all nursing courses.
Course Learning Outcomes and Competencies
Apply critical thinking basic to clinical decision making to make patient-centered care decisions and solve
problems in the healthcare environment.
a. Explain the critical thinking skills and strategies that are used when applying clinical decision
making in nursing.
b. Begin to use critical thinking skills and strategies in patient care situations.
c. Begin to use critical thinking skills and strategies to problem solve in the healthcare environment.
d. Begin to use clinical decision making to identify patient risks and potential complications.
e. Explain the steps that make up the nursing process.
LPN Program Catalog
32
f. Discuss how the nursing process is just one way nurses apply critical thinking as a Practical Nurse.
Course Outline
I. Overview of Critical Thinking
A. Task Orientation Vs. Thinking Orientation
B. Critical Thinking and Nursing Process
C. NCLEX-PN in the Context of Critical Thinking
II. Ways of Thinking
A. Critical Thinking
B. Nonfocused Thinking
C. Directed Thinking
D. Problem-oriented Thinking
III. Critical Thinking and Practical Nursing
A. Critical Thinking Based on Scientific Principles
B. The Thinking of a Scientist Vs. the Thinking of a Nurse
C. Reflecting on Key Critical Thinking Questions
D. Challenging Oneself to Think Critically
IV. What One Needs to Think Critically
V. Factors that Influence Critical Thinking
A. Upbringing and Culture
B. Motivation
C. Attitude
D. Effective Reading
E. Maturity
F. Problem Solving and the Nursing Process
G. Communication Skills
H. Self-confidence
I. Moral Development
J. Capability in Nursing
K. Collaboration
L. Anxiety
M. Mentors and Experience in Nursing
VI. Characteristics/Attitudes of Critical Thinkers
A. Self-confident
B. Inquisitive
C. Honest and Upright
D. Aler to Context
E. Open and Fair-minded
F. Analytical and Insightful
G. Logical and Intuitive
H. Reflective and Self-corrective
I. Sensitive to Diversity
VII. Critical Thinking and NCLEX-PN
A. Cognitive Levels
B. Integrating Cognitive Levels into NCCLEX-PN
VII. Making Critical Thinking Work
LPN Program Catalog
33
X. Reflective Critical Thinking to Determine Where to Go from Here
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Slides
Videos
Power Point Presentations
Small Group Projects
Textbooks:
Alfaro-LeFevre, Rosalinda. (2016). Critical Thinking, Clinical Reasoning, and Clinical
Judgment: A Practical Approach. 6th ed. Elsevier.
Hill, Signe S. and Helen Stephens Howlett. (2009). Success in Practical/Vocational
Nursing. 6th ed. Elsevier.
Instructor:
Darrel Follman, RN, MS
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral
presentation, and a final exam. The final exam will be cumulative. The weight of each is broken
down as follows:
Midterm – 30%
Paper – 10%
Oral Presentation - 10%
Final Exam – 50%
Grading Scale
Percentage Grade
90 – 100 A
LPN Program Catalog
34
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Quizzes & Exams: The quiz and exam schedule is as follows:
Midterm – March 14
Final Exam – May 9
Note: The only valid reasons for rescheduling an exam are illness (with documentation
from physician) or death in the family (with documentation, e.g., newspaper clipping of
obituary notice).
Paper: The paper will focus on the use of critical thinking in nursing. You are expected to
research an area related to critical thinking that is of interest to you. The paper should be
3-5 pages in length (no more than 5 pages, though), typed, double-spaced, and fully
referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 5 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of critical thinking in
nursing. For this paper, you should either pick a topic we did not cover or choose a topic we
discussed briefly and research it in more depth. You may use a variety of sources for this
paper, but keep in mind that your emphasis should be on basic nursing care. Considerations
of ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as
long as they are presented and discussed from the aspect of the patient. Be sure to reference
your paper carefully. If the idea was not yours, reference it! Some important points to keep
in mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
LPN Program Catalog
35
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
36
Nursing 105: Family Health (Maternal/Child) Nursing SYLLABUS
Department: Nursing
Nursing 105 - Family Health (Maternal/Child) Nursing
Course Duration: 7 weeks
Clock Hours: Theory - 5 hr/wk 7 wk = 35 hr
Skills Lab - 3 hr/wk 7 wk = 21 hr
Clinical - 6 hr/wk 7 wk = 42 hr
Contact Hours: 98
Prerequisite: Successful Completion of Term I Courses
Corequisites: Nursing 106, Communicating in Nursing
Catalog Description:
This course incorporates and builds on previous nursing courses for the acquisition and
application of family health nursing theory necessary for safe, patient-centered nursing care to
diverse families during childbearing and the care of children. The course incorporates the legal
and ethical responsibilities of the Practical Nurse in the care of the childbearing family and
children. Pharmacology is incorporated throughout the course. Application of knowledge and
skills occurs in the nursing skills laboratory and a variety of clinical settings.
Course Student Learning Outcomes and Competencies
1. Assist the Registered Nurse in providing safe, quality, evidence-based, patient-centered
nursing care to promote, restore, and maintain health and prevent illness for the childbearing
family and children.
a. Relate knowledge of physical, developmental, spiritual, cultural, functional, and
psychosocial needs of the childbearing family and children.
b. Work with the Registered Nurse or other healthcare provider to incorporate
knowledge of evidence and patient information/preferences into the plan of care
for the childbearing family and children.
LPN Program Catalog
37
c. Assist with the implementation of patient-centered care as delegated.
d. Assist with the revision of the plan of care based on an ongoing collection of data
for the childbearing family and children.
e. Provide basic patient teaching and counseling to promote, restore, and maintain
optimal health of patients.
f. Implement basic nursing care with sensitivity and respect for the diversity of the
human experience when providing care for the childbearing family and children.
g. Safely and competently perform basic nursing skills for the childbearing family
and children including medication administration.
h. Examine the effectiveness of therapeutic communication techniques when
interacting with the childbearing family and children.
i. Communicate to the Registered Nurse information about care provided and
evaluation data collected.
j. Accurately document aspects of patient care provided to the childbearing family
and children.
2. Apply critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse for the childbearing family and children.
a. Apply critical thinking skills to engage in clinical decision making to ensure accurate and safe care
when implementing the nursing process in the care of the childbearing family and children.
b. Begin to anticipate risks, and predict and manage potential complications for the
childbearing family and children.
c. Explain rationale for prioritization of patient care.
3. Apply basic quality improvement activities to improve patient care for the childbearing
family and children.
a. Examine quality improvement activities as they relate to the care of the
childbearing family and children.
b. Plan ways to use data from quality improvement activities to plan care for the
childbearing family and children.
c. Discuss quality improvement concerns with appropriate personnel (e.g., nurse manager, risk
manager, etc).
LPN Program Catalog
38
d. Apply National Patient Safety Goals to the care of the childbearing family and children.
4. Apply knowledge of teamwork and collaboration when interacting with the interprofessional
team, the patient, and the patient's support persons in the care of the childbearing family and
children.
a. Plan ways to share pertinent, accurate, and complete information with the
interprofessional team when caring for the childbearing family and children.
b. Practice engaging in teamwork and collaboration with members of the
interprofessional team to provide safe care for the childbearing family and
children.
c. Summarize observations about team functioning and its effect on safety and
quality improvement in the maternal/child and pediatric healthcare environments.
5. Apply data collected using information and patient care technology to support and
communicate the provision of care for the childbearing family and children.
a. Maintain patient confidentiality when using information technology.
b. Apply patient care technologies, information systems/technologies, and
communication devices to support safe nursing practice.
c. Locate high quality electronic sources of healthcare information for the
childbearing family and children.
d. In the computer information system, locate patient information to use when
providing care for the childbearing family and children.
6. Apply management, legal, and ethical guidelines within the scope of practice of a Practical
Nurse when caring for the childbearing family and children.
a. Apply ethical, legal, and regulatory frameworks of nursing and the scope of
practice as outlined in the Nurse Practice Act of Illinois when caring for the
childbearing family and children.
b. Apply principles of accountability for nursing care provided to the childbearing
family and children.
c. Begin to advocate for patient rights and needs.
LPN Program Catalog
39
7. Apply knowledge of a culture of caring to plan ways to ensure holistic, compassionate care
for the childbearing family and children.
a. Begin to demonstrate compassionate care toward the patient and the patient’s
support network.
b. Differentiate between caring and uncaring relationships on the maternal/child and
pediatric units.
c. Apply practice behaviors that promote an environment conducive to well-being.
Course Outline
I. Introduction to Maternal-Newborn Nursing
A. The LPN/LVN in Maternal-Newborn Nursing
B. Critical Thinking in Maternal-Newborn Nursing
C. Legal and Ethical Issues in Maternal-Newborn Nursing
D. Introduction to Nursing Care of the Family
II. Nursing Care During the Prenatal Period
A. Fetal Development
B. Prenatal Fetal Development
C. Care During Normal Pregnancy
D. Prenatal, Postpartum, and Neonatal Nutrition
E. Care of the Pregnant Adolescent
F. Care During High Risk Pregnancy
III. Nursing Care During Labor and Birth
A. Care During Normal Labor and Birth
B. Care During High Risk Labor and Birth
IV. Nursing Care During Postpartum Period
A. Care During the Postpartum Period
B. Care of the Normal Newborn
C. Care of the High Risk Newborn
V.. Introduction to Pediatric Nursing
A. Pediatric Nursing in the Community
B. Critical Thinking in Pediatric Care
C. Legal and Ethical Issues in Pediatric Care
D. Introduction to Care of the Family
E. Life Span Growth and Development
F. Illness Prevention, Health Promotion, and Nutrition in Children
VI. Care of the Ill Child
A. Care of the Hospitalized or Chronically Ill Child
B. Procedures for the Pediatric Client
C. Care of the Family with a Dying Child
D. Care of the Child with Communicable Diseases
VII. Pediatric Disorders
A. Care of the Child with Fluid, Electrolyte, and Acid-Base Disorders
LPN Program Catalog
40
B. Care of the Child with Respiratory Disorders
C. Care of the Child with Cardiovascular Disorders
D. Care of the Child with Hematologic or Lymphatic Disorders
E. Care of the Child with Psychosocial Disorders
F. Care of the Child with Neurologic and Sensory Disorders
G. Care of the Child with Gastrointestinal Disorders
H. Care of the Child with Genitourinary Disorders
I. Care of the Child with Endocrine Disorders
J. Care of the Child with Musculoskeletal Disorders
K. Care of the Child with Integumentary Disorders
L. Care of the Child with Immune Disorders
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor. See Student Handbook for grading policy.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Demonstration
Slides
Videos
Power Point Presentations
Small Group Projects
Internet Research
Computer Assisted Instruction
Case Studies
Textbooks:
Towle, Mary Ann and Elise D. Adams. (2012). Maternal-Newborn Nursing. Prentice-
Hall.
Adams, Elise and Mary Ann Towle. (2012). Pediatric Nursing Care. Pearson.
Pearson Resources. Real Nursing Skills: Skills for Pediatric Nursing, 2nd ed. Prentice-
Hall.
Thompson, Janice and Melinda Manore. (2015). Nutrition: An Applied Approach. 4th
ed. Pearson.
Wilson, Billie Ann, et. al. (2015). Pearson Nurse’s Drug Guide 2016. Prentice-Hall.
Holland, L.N., et. al. (2015). Core Concepts in Pharmacology. Prentice-Hall.
Instructor:
LPN Program Catalog
41
Cassandra Land, RN, MSN
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral
presentation, and a final exam. The final exam will be cumulative. The weight of each is broken
down as follows:
Midterm – 30%
Paper – 15%
Oral Presentation – 15%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Note: Points are allocated for the didactic portion only. The skills lab and clinical portions are
pass/fail only. Students must pass the skills lab and clinical portions in order to pass the whole
course.
Quizzes & Exams: The quiz and exam schedule is as follows:
Midterm – March 14
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
Paper: The paper will focus on a specific aspect of family health nursing. You are
expected to research an area in family health nursing that is of interest to you. The
paper should be 3-5 pages in length (no more than 5 pages, though), typed, double
spaced, and fully referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
LPN Program Catalog
42
class. The intent is to share your information with others in the class. The
presentation should be about 5 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of family health nursing.
For this paper, you should either pick a topic we did not cover or choose a topic we discussed
briefly and research it in more depth. You may use a variety of sources for this paper, but
keep in mind that your emphasis should be on family health nursing care. Considerations of
ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as long
as they are presented and discussed from the aspect of the patient. Be sure to reference your
paper carefully. If the idea was not yours, reference it! Some important points to keep in
mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
LPN Program Catalog
43
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
44
Nursing 106: Communicating in Nursing SYLLABUS
Department: Nursing
Nursing 106 - Communicating in Nursing
Course Duration: 15 weeks
Clock Hours: Theory - 2 hr/wk 15 wk = 30 hr
Skills Lab - NA
Clinical - NA
Contact Hours: 30
Prerequisite: Successful Completion of Term I Courses
Corequisites: Nursing 105, Family Health Nursing; Nursing 107, Geriatric/Mental Health
Nursing
Catalog Description:
Collaboration with the healthcare team, necessary for safe nursing care, requires education in
communication theory and techniques. This course provides the basic concepts of clear, effective
communication in both the verbal and written format. Students practice applying communication
theory and techniques to various nursing situations including effective recording, reporting, and
constructing hand-off communications.
Course Student Learning Objectives and Competencies
1. Use effective communication for the purpose of assisting the Registered Nurse in providing
safe, quality, evidence-based, patient-centered nursing care to promote, restore, and maintain
health and prevent illness for diverse patients across the lifespan in a variety of structured
healthcare settings within the scope of practice of the Practical Nurse.
a. Indicate communication techniques to use when interacting with the Registered
Nurse.
b. Use acceptable communication skills when interacting with patients and the
patient’s support network.
LPN Program Catalog
45
c. Use acceptable written communication skills to provide data to other healthcare
providers.
d. Accurately document in writing patient care provided.
2. Use proper English language to develop professional documents.
a. Use proper English grammar in both verbal and written communications.
b. Demonstrate use of basic writing skills when producing professional documents.
c. Present information in a logical manner in oral and written forms.
3. Address patient needs through teamwork and collaboration with the interprofessional team,
the patient, and the patient's support persons.
a. Differentiate between acceptable and unacceptable use of the English language
when engaged in role playing sharing of patient information.
b. Evaluate a variety of verbal and nonverbal messages.
c. Discuss how poor communication skills can result in errors in the healthcare
environment.
Course Outline
I. Basics of Communication
A. Dynamics of Communication
B. Methods of Communication
C. Influences on Communication
D. Listening/Observing
E. Reading/Writing
F. Psychosocial Factors
G. Barriers to Communication
H. Writing and Speaking Styles
II. Documentation of Nursing Care
A. Purposes of Documentation
B. Documentation and the Nursing Process
C. The Medical Record
D. Methods of Documentation (Charting)
E. The Documentation Process
III. Communication and the Nurse-Patient Relationship
A. The Communication Process
B. Therapeutic Communication Techniques
C. Blocks to Effective Communication
LPN Program Catalog
46
D. Interviewing Skills
E. The Nurse-Patient Relationship
F. Nurse-Patient Communication
F. Professional Boundaries
G. Communication within the Health Care Team
H. Communication in the Home and Community
IV. Patient Teaching and Health Promotion
A. Purposes of Patient Teaching
B. The Teaching Plan
C. Communication as an Adjunct to Care Coordination
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Demonstration
Slides
Videos
Power Point Presentations
Small Group Projects
Role Play
Internet Research
Textbooks:
[Textbook(s) yet to be adopted and announced.]
Instructor:
Darrel Follman, RN, MS
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
LPN Program Catalog
47
Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral
presentation, and a final exam. The final exam will be cumulative. The weight of each is broken
down as follows:
Midterm – 25%
Paper – 20%
Oral Presentation – 15%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Quizzes & Exams: The quiz and exam schedule is as follows:
Midterm – March 14
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
Paper: The paper will focus on a specific aspect of communicating in nursing. You are
expected to research an area related to communication that is of interest to you. The
paper should be 3-5 pages in length (no more than 5 pages, though), typed, double
spaced, and fully referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 5 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of communication in
nursing. For this paper, you should either pick a topic we did not cover or choose a topic we
LPN Program Catalog
48
discussed briefly and research it in more depth. You may use a variety of sources for this
paper, but keep in mind that your emphasis should be on basic nursing care. Considerations
of ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as
long as they are presented and discussed from the aspect of the patient. Be sure to reference
your paper carefully. If the idea was not yours, reference it! Some important points to keep
in mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
LPN Program Catalog
49
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
50
Nursing 107: Geriatric/Mental Health Nursing
SYLLABUS
Department: Nursing
Nursing 107 - Geriatric/Mental Health Nursing
Course Duration: 8 weeks
Clock Hours: Theory - 4 hr/wk 8 wk = 32
Skills Lab - NA
Clinical - 6 hr/wk 8 wk = 48 hr
Contact Hours: 80
Prerequisite: Successful Completion of Term I Courses
Corequisites: Nursing 106, Communicating in Nursing
Catalog Description:
This course incorporates and builds on previous nursing courses for the acquisition and
application of geriatric/mental health nursing theory necessary for safe, patient-centered nursing
care to diverse patients with mental health issues and the elderly while integrating legal and
ethical responsibilities of the Practical Nurse. Pharmacology is incorporated throughout the
course. Application of knowledge and skills occurs in a variety of clinical settings.
Course Student Learning Outcomes and Competencies
1. Assist the Registered Nurse in providing safe, quality, evidence-based, patient-centered
nursing care to promote, restore, and maintain health and prevent illness for diverse patients
with mental health issues and the elderly.
a. Relate knowledge of physical, developmental, spiritual, cultural, functional, and
psychosocial needs of diverse patients with mental health issues and the elderly
LPN Program Catalog
51
b. Work with the Registered Nurse or other healthcare provider to incorporate
knowledge of evidence and patient information/preferences into the plan of care
for diverse patients with mental health issues and the elderly.
c. Assist with the implementation of patient-centered care as delegated.
d. Assist with the revision of the plan of care based on an ongoing collection of data
for diverse patients with mental health issues and the elderly.
e. Provide basic patient teaching and counseling to promote, restore, and maintain
optimal health of patients.
f. Implement basic nursing care with sensitivity and respect for the diversity of the
human experience when providing care for diverse patients with mental health
issues and the elderly.
g. Safely and competently perform basic nursing skills for diverse patients with
mental health issues and the elderly including medication administration.
h. Examine the effectiveness of therapeutic communication techniques when
interacting with diverse patients with mental health issues and the elderly.
i. Communicate to the Registered Nurse information about care provided and
evaluation data collected.
j. Accurately document aspects of patient care provided to diverse patients with
mental health issues and the elderly.
2. Apply critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse for diverse patients with mental health
issues and the elderly.
a. Apply critical thinking skills to engage in clinical decision making to ensure accurate and safe care
when implementing the nursing process in the care of diverse patients with mental health issues
and the elderly.
b. Begin to anticipate risks, and predict and manage potential complications for
diverse patients with mental health issues and the elderly.
c. Explain rationale for prioritization of patient care.
3. Apply basic quality improvement activities to improve patient care for diverse patients with
mental health issues and the elderly.
LPN Program Catalog
52
a. Examine quality improvement activities as they relate to the care of diverse
patients with mental health issues and the elderly.
b. Plan ways to use data from quality improvement activities to plan care for diverse
patients with mental health issues and the elderly.
c. Discuss quality improvement concerns with appropriate personnel (e.g., nurse manager, risk
manager, etc).
d. Apply National Patient Safety Goals to the care of diverse patients with mental health issues and
the elderly.
4. Apply knowledge of teamwork and collaboration when interacting with the interprofessional
team, the patient, and the patient's support persons in the care of diverse patients with mental
health issues and the elderly.
a. Plan ways to share pertinent, accurate, and complete information with the
interprofessional team when caring for diverse patients with mental health issues
and the elderly.
b. Practice engaging in teamwork and collaboration with members of the
interprofessional team to provide safe care for diverse patients with mental health
issues and the elderly.
c. Summarize observations about team functioning and its effect on safety and
quality improvement in the mental health and geriatric healthcare environments.
5. Apply data collected using information and patient care technology to support and
communicate the provision of care for diverse patients with mental health issues and the
elderly.
a. Maintain patient confidentiality when using information technology.
b. Apply patient care technologies, information systems/technologies, and
communication devices to support safe nursing practice.
c. Locate high quality electronic sources of healthcare information for diverse
patients with mental health issues and the elderly.
d. In the computer information system, locate patient information to use when
providing care for diverse patients with mental health issues and the elderly.
LPN Program Catalog
53
6. Apply management, legal, and ethical guidelines within the scope of practice of a Practical
Nurse when caring for diverse patients with mental health issues and the elderly.
a. Apply ethical, legal, and regulatory frameworks of nursing and the scope of
practice as outlined in the Nurse Practice Act of Illinois when caring for diverse
patients with mental health issues and the elderly.
b. Apply principles of accountability for nursing care provided to the diverse
patients with mental health issues and the elderly.
c. Begin to advocate for patient rights and needs.
7. Apply knowledge of a culture of caring to plan ways to ensure holistic, compassionate care
for diverse patients with mental health issues and the elderly.
a. Begin to demonstrate compassionate care toward the patient and the patient’s
support network.
b. Differentiate between caring and uncaring relationships on the mental health and
geriatric units.
c. Apply practice behaviors that promote an environment conducive to well-being.
Course Outline
I. Foundations of Mental Health Nursing
A. Understanding Mental Health and Mental Illness
B. Ethical and Legal Issues
C. Personality Theory
D. The Nurse-Client Relationship and Communication
E. Stress and Coping
F. Psychobiology and Psychopharmacology
II. Nursing Care of Clients with Mental Disorders
A. Schizophrenia
B. Mood Disorders
C. Personality Disorders
D. Anxiety Disorders
E. Substance Abuse and Dependency
III. Nursing Care of Clients with Disorders Related to Development
A. Disorders in Childhood and Adolescence
B. Eating Disorders
C. Dementia and Cognitive Disorders
IV. Special Topics in Mental Health Nursing
LPN Program Catalog
54
A. Violence and Abuse
B. Psychosocial Issues in General Client Care
V. Foundations of Gerontologic Nursing Practice
A. Principles of Gerontology
B. Contemporary Gerontological Nursing
C. Principles of Geriatrics
VI. Challenges of Aging and the Cornerstones of Excellence in Nursing Care
A. Cultural Diversity
B. Nutrition and Aging
C. Pharmacology and Older Adults
D. Psychological and Cognitive Function
E. Sleep and the Older Adult
F. Pain Management
F. Violence and Elder Mistreatment
G. Care at the End of Life
VII. Physiological Basis of Practice
A. Integument
B. Mouth and Oral Cavity
C. Senses
D. Cardiovascular
E. Respiratory
F. Genitourinary
G. Musculoskeletal
H. Endocrne
I. Gastrointestinal
J. Hematologic
K. Neurologic
L. Immune
M. Caring for Frail Elderly with Comorbidities
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Role Play
Slides
Videos
Power Point Presentations
Small Group Projects
LPN Program Catalog
55
Internet Research
Computer Assisted Instruction
Case Studies
Textbooks:
Tabloski, Patricia A. (2014). Gerontological Nursing. 3rd ed. Prentice-Hall.
Eby, Linda and Nancy J. Brown. (2009). Mental Health Nursing Care. 2nd Ed.
Prentice-Hall.
Holland, L.N., et. al. (2015). Core Concepts in Pharmacology. Prentice-Hall.
Wilson, Billie Ann, et. al. (2015). Pearson Nurse’s Drug Guide 2016. Prentice-Hall.
Instructor:
Debra O'Brien, RN, MSN
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral
presentation, and a final exam. The final exam will be cumulative. The weight of each is broken
down as follows:
Midterm – 30%
Paper – 15%
Oral Presentation – 15%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Note: Points are allocated for the didactic portion only. The skills lab and clinical portions are
pass/fail only. Students must pass the skills lab and clinical portions in order to pass the whole
course.
Quizzes & Exams: The quiz and exam schedule is as follows:
LPN Program Catalog
56
Midterm – March 14
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
Paper: The paper will focus on a specific aspect of geriatric or mental health nursing. You are
expected to research one of these areas in nursing that is of interest to you. The paper
should be 3-5 pages in length (no more than 5 pages, though), typed, double spaced, and
fully referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 5 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of geriatric/mental health
nursing. For this paper, you should either pick a topic we did not cover or choose a topic we
discussed briefly and research it in more depth. You may use a variety of sources for this
paper, but keep in mind that your emphasis should be on geriatric/mental health nursing care.
Considerations of ethical, legal, biophysical, and psychosocial factors impacting nursing care
are fine, as long as they are presented and discussed from the aspect of the patient. Be sure
to reference your paper carefully. If the idea was not yours, reference it! Some important
points to keep in mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
LPN Program Catalog
57
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
58
Nursing 108: Adult Health Nursing SYLLABUS
Department: Nursing
Nursing 108 - Adult Health Nursing
Course Duration: 10 weeks
Clock Hours: Theory - 7 hr/wk 10 wk = 70 hr
Skills Lab - 2 hr/wk 10 wk = 20 hr
Clinical - 13 hr/wk 10 wk = 130 hr
Contact Hours: 220
Prerequisite: Successful Completion of Term II Courses
Corequisites: None
Catalog Description:
This course incorporates and builds on all previous nursing courses to provide for the acquisition and application of
adult health nursing theory necessary for safe, patient-centered nursing care to diverse adults focusing on wellness
and common health problems requiring various medical/surgical interventions. The course incorporates the legal and
ethical responsibilities of the Practical Nurse in the care of these patients. Pharmacology is incorporated throughout
the course. Application of knowledge and skills occurs in the skills laboratory and in a variety of clinical settings.
Course Student Learning Objectives and Competencies
1. Provide safe, quality, evidence-based, patient-centered nursing care to promote, restore, and
maintain health and prevent illness for diverse adults requiring medical/surgical
interventions.
a. Collect data related to basic physical, developmental, spiritual, cultural,
functional, and psychosocial needs of diverse adults requiring medical/surgical
interventions.
b. Collaborate with the Registered Nurse or other healthcare provider to use
knowledge of research, evidence, and patient information/preferences to develop
a comprehensive plan of care for diverse adults requiring medical/surgical
interventions.
c. Implement all aspects of the plan of care as delegated.
LPN Program Catalog
59
d. Assist with the revision of the plan of care based on an ongoing collection of
patient data including recognition of alterations to previous patient conditions.
e. Participate in health teaching and counseling to promote, restore, and maintain
optimal health of patients, as delegated.
f. Provide patient-centered care with sensitivity and respect for the diversity of the
human experience.
g. Safely and competently perform all basic nursing skills including medication
administration when caring for diverse adults requiring medical/surgical
interventions.
h. Use therapeutic communication skills when interacting with patients and the
patient’s support network.
i. Communicate information about care provided and evaluation data including
appropriate hand-off at each transition in care.
j. Accurately document all aspects of patient care provided for diverse adults
requiring medical/surgical interventions.
2. Engage in critical thinking/clinical decision making to make patient-centered care decisions
within the scope of practice of the Practical Nurse when caring for diverse adults requiring
medical/surgical interventions.
a. Use clinical decision making to ensure accurate and safe care when implementing steps of the
nursing process.
b. Anticipate risks, and predict and manage potential complications for diverse
adults requiring medical/surgical interventions.
c. Prioritize patient care.
3. Incorporate quality improvement activities to improve patient outcomes when caring for
diverse adults requiring medical/surgical interventions.
a. Participate in analyzing errors and identifying system improvements.
b. Use the data from quality improvement activities to plan patient care.
c. Report identified quality improvement concerns to appropriate personnel (e.g., nurse manager, risk
manager, etc).
d. Implement National Patient Safety Goals on the adult health unit.
LPN Program Catalog
60
4. Address patient needs through teamwork and collaboration with the interprofessional team,
the patient, and the patient's support persons when caring for diverse adults requiring
medical/surgical interventions.
a. Share pertinent, accurate, and complete information with the interprofessional
team.
b. Work with the Registered Nurse to plan for patient safety and quality
improvements within the context of the interprofessional team.
c. Interpret the impact of team functioning on safety and quality improvement.
5. Use information and patient care technology to support and communicate the provision of
care for diverse adults requiring medical/surgical interventions.
a. Maintain patient confidentiality.
b. Use patient care technologies, information systems/technologies, and
communication devices to support safe nursing practice.
c. Use high quality electronic sources of healthcare information.
d. Enter computer documentation accurately, completely, and in a timely manner.
6. Use management, legal, and ethical guidelines within the scope of practice of a Practical
Nurse when caring for diverse adults requiring medical/surgical interventions.
a. Comply with the ethical, legal, and regulatory frameworks of nursing and the
scope of practice as outlined in the Nurse Practice Act of Illinois.
b. Demonstrate accountability for nursing care provided.
c. Advocate for patient rights and needs.
d. Initiate a plan for ongoing professional development and lifelong learning.
7. Provide a caring environment to ensure holistic, compassionate care to diverse adults
requiring medical/surgical interventions.
a. Demonstrate compassionate care toward the patient and the patient’s support
network.
b. Reflect on care provided to continue to improve caring relationships.
LPN Program Catalog
61
c. Maintain an environment conducive to well-being on the adult health unit.
Course Outline
I. Introduction to Adult Health Nursing
A. Contemporary Practice
B. Practice Settings
C. Considerations for the Older Adult
D. Client Assessment Guidelines
II. Core Concepts in Medical-Surgical Nursing—Caring for Clients with
A. Altered Fluid, Electrolyte, or Acid-Base Balance
B. Pain
C. Inflammation and Infection
D. Surgery
E. Altered Immunity
F. Cancer
G. Loss, Grief, or End of Life Issues
H. Shock, Trauma, or Disaster
III. Care for Patients with Physiologic Dysfunction
A. Cardiovascular
B. Hematologic
C. Respiratory
D. Gastrointestinal
E. Urinary
F. Reproductive
G. Endocrine
H. Neurologic
I. Musculoskeletal
J. Integumentary
IV. Care for Patients with Mental Health Dysfunction
A. Mind-Body Continuum
B. Psychosomatic Dynamics
V. Holistic Considerations
A. Biological
B. Physical
C. Psychological
D. Social
E. Cultural
F. Spiritual
VI. Gerontological Considerations
VII. Nutritional Considerations
LPN Program Catalog
62
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Demonstration
Slides
Videos
Power Point Presentations
Small Group Projects
Internet Research
Computer Assisted Instruction
Case Studies
Textbooks:
Burke, Karen M., et. Al. (2015). Medical-Surgical Nursing Care. 8th ed. Prentice-Hall.
Tabloski, Patricia A. (2014). Gerontological Nursing. 3rd ed. Prentice-Hall.
Thompson, Janice and Melinda Manore. (2015). Nutrition: An Applied Approach. 4th
ed. Pearson.
Smith, Sandra F., et. al. (2015). Clinical Nursing Skills: Basic to Advanced Skills, 8th
ed. Prentice-Hall.
Kee, Joyce Lefever. (2015). Pearson Handbook of Laboratory & Diagnostic Tests:
With Nursing Implications, 7th ed. Prentice-Hall.
Wilson, Billie Ann, et. al. (2015). Pearson Nurse’s Drug Guide 2016. Prentice-Hall.
Instructor:
Debra O'Brien, RN, MSN
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
LPN Program Catalog
63
Course Policies
Grading: The grades will be determined from 2 quizzes, 1 midterm exam, 1 written paper, 1
oral presentation,and a final exam. The final exam will be cumulative. The weight of each is
broken down as follows:
Quiz I – 10%
Midterm – 25%
Paper – 10%
Oral Presentation – 5%
Quiz II – 10%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Note: Points are allocated for the didactic portion only. The skills lab and clinical portions are
pass/fail only. Students must pass the skills lab and clinical portions in order to pass the whole
course.
Quizzes & Exams: The quiz and exam schedule is as follows:
Quiz I – February 14
Midterm – March 14
Quiz II – April 18
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
Paper: The paper will focus on a specific aspect of nursing. You are expected to
research an area of adult health nursing that is of interest to you. The paper should
be 5-7 pages in length (no more than 7 pages, though), typed, double spaced, and fully
referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 10 minutes in length. All should be prepared to do
their presentations by April 4.
LPN Program Catalog
64
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of adult health nursing. For
this paper, you should either pick a topic we did not cover or choose a topic we discussed
briefly and research it in more depth. You may use a variety of sources for this paper, but
keep in mind that your emphasis should be on adult health nursing care. Considerations of
ethical, legal, biophysical, and psychosocial factors impacting nursing care are fine, as long
as they are presented and discussed from the aspect of the patient. Be sure to reference your
paper carefully. If the idea was not yours, reference it! Some important points to keep in
mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
LPN Program Catalog
65
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
66
Nursing 109: Transition to PN Practice
SYLLABUS Department: Nursing
Nursing 109 - Transition to PN Practice
Course Duration: 5 weeks
Clock Hours: Theory - 9 hr/wk 5 wk = 45 hr
Skills Lab - NA
Clinical - NA
Contact Hours: 45
Prerequisite: Completion of Term II Courses; Nursing 109, Adult Health Nursing
Corequisites: None
Catalog Description:
This advanced, comprehensive course provides a synthesis of all concepts and nursing theory
and skills taught throughout the program. This course enables the individual student to recognize
areas that need enhancement prior to entering Practical Nursing practice. Includes a review for
the NCLEX-PN® and strategies for success.
Course Student Learning Objectives and Competencies
1. Analyze patient situations to plan safe, quality, patient-centered, evidence-based nursing
care.
a. Contribute to a plan of care considering patient-centered care for a variety of
patients across the lifespan.
b. Analyze nursing care to determine if safe, quality, patient care was delivered.
c. Examine evidence-based practices used by the Practical Nurse.
2. Apply critical thinking/clinical decision making when addressing patient situations.
LPN Program Catalog
67
a. Apply knowledge of Practical Nursing competencies using clinical decision
making and the nursing process.
b. Incorporate risk factors and potential complications to case studies that present a
variety of patient situations across the life span.
c. Prioritize patient care.
3. Evaluate quality measures for the purpose of improving patient care.
a. Examine patient outcomes to determine if quality measures were implemented.
b. Examine nursing care to determine the effect of quality improvement measures
used to prevent errors and protect patient safety.
c. Review case studies to determine if National Patient Safety Goals were addressed.
4. Determine the effect of teamwork and collaboration with the interprofessional team, the
patient, and the patient's support persons.
a. Determine pertinent, accurate, and complete information to share with the
interprofessional team.
b. Interpret the impact of team functioning on safety and quality improvement.
5. Demonstrate the use of information technology to support and communicate the
provision of patient care.
a. Use patient care technologies, information systems/technologies, and
communication devices to document nursing care.
b. Determine sources of high quality electronic sources of healthcare information.
c. Accurately and completely document patient care.
6. Incorporate knowledge and application of management, legal, and ethical guidelines to
patient situations based in a variety of healthcare settings.
a. Incorporate practice standards and guidelines for legal and ethical conduct to
patient situations across the life span based in a variety of healthcare settings.
b. Determine if care meets acceptable standards of practice.
LPN Program Catalog
68
7. Determine ways to promote a culture of caring that supports holistic, compassionate
patient care.
a. Plan ways to provide support, empowerment, and hope when caring for diverse
patients across the lifespan.
b. Identify compassionate, culturally-competent care that respects patient and family
preferences.
8. Articulate personal performance strategies for success in passing the licensure
examination.
a. Plan study strategies for preparation for the NCLEX-PN.
b. Develop an action plan for success on the NCLEX-PN.
Course Outline
I. The Adult Learner and the Practical/Vocational Nursing Program
A. The Adult Learner: Hints to Succeed
B. Time Management: Making Time Work for You
C. Learning Methods and Skills: How Do You Learn?
D. Using Your Methods and Skills: Studying and Testing
E. Learning During School: Using Available Resources
F. Personal Health Promotion: A Role Model for Patients
II. Building Blocks for Your Career
A. How Practical/Vocational Nursing Evolved: 1836 to Present
B. Critical Thinking: A Lifelong Journey
C. Nursing Process: Your Role
D. Nursing Theory, Research, and Evidence-Based Practice
E. Ethics Applied to Nursing: Personal vs. Professional Ethics
F. Nursing and the Law: What are the Rules?
III. Patients and Coworkers
A. Straightforward Communication: Instructors, Coworkers, and Patients
B. Assertiveness: Your Responsibility
C. The Health Care Team: Where the Practical/Vocational Nurse Fits In
D. Cultural Uniqueness Sensitivity and Competence
E. Spiritual Needs: Spiritual Caring and Religious Differences
IV. Health Care Environment
A. Health Care Settings: Potential Job Sites
B. Health Care Systems: Financing Issues and Trends
V. Leading and Managing Others
LPN Program Catalog
69
A. Leadership Skills
B. LPN/LVN Charge Nurse Skills: Management Including Assignment and
Delegation
VI. End and a New Beginning
A. Finding a Job: What Works, and What Doesn’t
B. NCLEX-PN Examination
C. Future Career Decisions: Choosing what is Right For You
Clientele for Course:
Students enrolled in the Practical Nursing Program.
Methods of Evaluating Student Performance:
Frequency and types of assignments, tests, examinations, papers, and projects to be
determined by instructor.
Types of Instruction Used:
Lecture
Class Discussion
Group Discussion
Demonstration
Slides
Videos
Power Point Presentations
Small Group Projects
Internet Research
Computer Assisted Instruction
Case Studies
Textbooks:
[Textbooks TBD.]
Instructor:
Cassandra Land, RN, MSN
Office: LPN Admin Rooms
Phone: (847) 296-8870
E-mail: [email protected]
Office hours: 5:00 – 6:00 Wednesdays
Course Policies
Grading: The grades will be determined from 1 midterm exam, 1 written paper, 1 oral
presentation, and a final exam. The final exam will be cumulative. The weight of each is broken
down as follows:
LPN Program Catalog
70
Midterm – 30%
Paper – 15%
Oral Presentation – 15%
Final Exam – 40%
Grading Scale
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 & below F
The numeric value of exams and final course grades will not be rounded.
Quizzes & Exams: The quiz and exam schedule is as follows:
Quiz I – February 14
Midterm – March 14
Quiz II – April 18
Final Exam – May 9
Note: The only valid reasons for rescheduling a quiz or exam are illness (with
documentation from physician) or death in the family (with documentation, e.g.,
newspaper clipping of obituary notice).
Paper: The paper will focus on a specific aspect of nursing. You are expected to
research an area related to transitioning to nursing practice that is of interest to you.
The paper should be 5-7 pages in length (no more than 7 pages, though), typed, double
spaced, and fully referenced. All papers are due April 4.
Oral Presentation: The oral presentation should be based on the paper written for the
class. The intent is to share your information with others in the class. The
presentation should be about 10 minutes in length. All should be prepared to do
their presentations by April 4.
Class Participation: The level of class participation will be taken into account when
determining the final grade.
Guidelines for Paper
Each person will research and write a paper on a specific aspect of transitioning to nursing
practice. For this paper, you should either pick a topic we did not cover or choose a topic we
discussed briefly and research it in more depth. You may use a variety of sources for this
paper, but keep in mind that your emphasis should be on transitioning to nursing practice.
Considerations of ethical, legal, biophysical, and psychosocial factors impacting nursing care
LPN Program Catalog
71
are fine, as long as they are presented and discussed from the aspect of the patient. Be sure
to reference your paper carefully. If the idea was not yours, reference it! Some important
points to keep in mind when writing scientific papers:
> Avoid Direct Quotations: Scientists are trying to impart factual information, not mood
or symbolism. Therefore, the specific sentence structure of phrasing is not crucial to the
information being presented. This means that direct quotes are unnecessary. You should read
what they say and then paraphrase in your own words. Obviously you need to reference the
authors for the idea or information. I will lower the grade of any paper that abuses the use of
direct quotes (one or two brief quotes are sometimes appropriate). Overuse of direct quotes
implies that you did not make an effort to actually try to understand what the author was saying.
> Diagrams Can be Useful: When trying to explain a biological mechanism, it is often
useful to refer to a diagram or picture. If you come up with your own figure, great! If you use
someone else’s you must reference it; otherwise it is plagiarism.
> Referencing:
Journal Articles:
Journal articles are referenced in the text by the author(s) and the year it was published.
It is not necessary to insert the whole reference. EXAMPLE: …Studies have demonstrated a
correlation between antioxidant levels and stroke in elderly patients (Smith et al., 1988) which
suggests an….
The complete reference is then listed in the bibliography as:
Smith, A.B., Jones, C.D., and Brown, E.F. (1988). Antioxidant levels and stroke incidence.
Journal of Physiology, 100: 200-208.
Books.
Use the same author and year referencing style as mentioned above. In this case, you can
either just reference the book without page numbers (if you used it as a general source) or you can
give specific page numbers in the bibliography, but you don’t need to list page numbers in the text
of the paper. EXAMPLE: …Several theories of aging have been proposed, including the
disposable soma theory (Ross, 1995)
….
The complete reference is listed in the bibliography as:
Ross, I.E. (1995). Aging of Cells,, Humans, & Societies. Wm. C. Brown Publishers, pp. 11-13.
Web Pages:
A great deal of information can be obtained from the web. In this case, you need to
reference the web page itself (so that someone else could also access this information). The easiest
LPN Program Catalog
72
method is to cite the homepage for the information source. EXAMPLE: …Recent studies have
focused on the importance of diet in increased longevity (www.nih.gov/nia).
This website refers to the National Institute on Aging at the NIH. In the
complete references you might want to indicate this by: National Institute on
Aging, www.nih.gov/nia.
LPN Program Catalog
73
Institutional Disclosures Reporting Table
Reporting Period: January 1, 2013 – July 1, 2014
INSTITUTION NAME: Aquarius Institute Indicate all ways the disclosure information is distributed or made
available to students at this institution: XX Attached to Enrollment Agreement
XX Provided in Current Academic Catalog
_____ Reported on School Website _____ Other: __________________________________
Per Section 1095.200 of 23 Ill. Adm. Code 1095:
The following information must be submitted to the Board annually; failure to do so is grounds for immediate revocation of the permit of
approval.
DISCLOSURE REPORTING CATEGORY
Insert Name of Program or Course of Instruction
here:
Licensed Practical Nurse Program
A) For each program of study, report:
1) The number of students who were admitted in the program or course of instruction* as of July 1 of this reporting period.
NA
2) The number of additional students who were admitted in the program or course of
instruction during the next 12 months and classified in one of the following categories:
a) New starts
b) Re-enrollments NA
c) Transfers into the program from other programs at the school NA
3) The total number of students admitted in the program or course of instruction during
the 12-month reporting period (the number of students reported under subsection A1 plus the total number of students reported under subsection A2).
NA
4) The number of students enrolled in the program or course of instruction during the
12-month reporting period who:
a) Transferred out of the program or course and into another program or course at the school
NA
b) Completed or graduated from a program or course of instruction NA
c) Withdrew from the school NA
d) Are still enrolled NA
5) The number of students enrolled in the program or course of instruction who were:
a) Placed in their field of study NA
b) Placed in a related field NA
c) Placed out of the field NA
d) Not available for placement due to personal reasons NA
e) Not employed NA
B1) The number of students who took a State licensing examination or professional certification examination, if any, during the reporting period.
NA
B2) The number of students who took and passed a State licensing examination or
professional certification examination, if any, during the reporting period.
NA
C) The number of graduates who obtained employment in the field who did not use the
school's placement assistance during the reporting period; such information may be
compiled by reasonable efforts of the school to contact graduates by written correspondence.
NA
D) The average starting salary for all school graduates employed during the reporting
period; this information may be compiled by reasonable efforts of the school to contact graduates by written correspondence.
NA
Information Updated February 2014
*Course of Instruction is defined as a stand-alone course that meets for an extended period of time and is directly creditable toward a certificate or other completion credential; individual courses that make up a Program of Study are not considered courses of instruction.
Note: As indicated in the PBVS Administrative Rules, Section 1095.200, student retention and graduation rates must be maintained that
are appropriate to standards in the field. Furthermore, a State licensing examination or professional certification examination passage
rate of at least 50% of the average passage rate for schools within the industry for any State licensing examination or professional
certification examination must be maintained.
In the event that the school fails to meet the minimum standards, that school shall be placed on probation.
If that school's passage rate in its next reporting period does not exceed 50% of the average passage rate of that class of schools as a whole, then the Board shall revoke the school's approval for that program to operate in this State. Such revocation also shall be
grounds for reviewing the approval to operate as an institution.
LPN Program Catalog
74
LPN PROGRAM CATALOG
Call 1-847-296-8870 and let the
Aquarius Institute create a course plan for your company
or visit www.aquariusinstitute.com for more information
Convenient Chicago-area location:
O’Hare Offices
1011 East Touhy Ave.
Des Plaines, IL - 60018
1-847-296-8870
Aquarius
Institute