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Nursing Planning and Implementation Ⅰ

Course Code: 1000126                    College: HOPE School of Nursing

Semester:Spring                         Intended Students: Sophomore

Credits: 4                               Instructor: Zou ZhijieChina

Course Content:

Course Objectives: At the end of the course, the student will be able to:

1.   Discuss the care to be given to clients based on physiological alterations.

2.   present alternatives of care for specific physiological based on body systems:

3.   Analyze adaptive responses of clients with psychological alterations.

4.   Evaluate care given to clients for its effect upon resolution of clients problem(s).

5.   Teach clients content appropriate to individual level of comprehension about personal health, disease, diet, medications, treatment, etc.

6.   Evaluate the implementation of care in given situations based upon nursing theory.majorTeaching content:

Topic outline:

Module 1: Nursing care of the clients with Altered psychological status

Module2: Nursing care of the clients with Genetic /Chronic Alterations

Module3: Nursing care of the clients with physiological alterations from Disease, Diet and Deterioration

Module 4: Nursing care of the clients experiencing surgical Alterations

Module 1 nursing care of clients with genetic/chronic alterations

Module description:

Module 1 presents the elements of decision-making and various factors that influence the decision-making process. Nursing care based on nursing diagnosis for clients with genetic/chronic alterations is presented by students.

 

Module Objectives

At the end of the module the student will be able to:

1. Discuss elements of a conceptual framework for decision-making.

2. Analyze factors influencing the decision-making process.

3. Discuss appropriate nursing care for clients with chronic physical alterations.

4. Assess client/family response to the diagnosis of a genetic/chronic alteration.

5. Consider community resources for the individual and family with a chronic debilitating condition.

6. Discuss the importance of genetic screening and genetic counseling for families.

Objectives 1:Discuss elements of a conceptual framework for decision-making.

(1 class hour;Lecture and discussion)

Contents:

1.   Introduce the objectives, schedule, requirement, evaluation, and references of this module.

2.   What are the major elements of the decision-making process? Discuss them according to the students’ clinical experiences.

Pre-class preparation:

1. The students should review the knowledge of health assessment, fundamental of nursing, human development, physiology, pathophysiology, pharmacology.

 

Objectives 2: Analyze factors influencing the decision-making process.

(2 class hours; Discussion)

Contents:

1.   Analyze one current article from a nursing journal in which decision-making has been demonstrated.

2.   Identify factors that influenced nursing actions.

Pre-class preparation:

1. The students should read the article before the class.

Assignment: the students need to improve their ability of decision making during the practice. They need to turn in the written report of the most success decision making during the four weeks practice before 8pm of the fourth Sunday each shift.

 

Objectives 3:Discuss appropriate nursing care based nursing diagnosis for clients with genetic/chronic alterations.

Contents:

1.   The definition of genetic/chronic illness. Let the students list the name of genetic/chronic illness they met or know. (1 class hours; Lecture and Discussion)

2.   Risk factors and relationship between lifestyle and genetic/chronic illness. (1 class hours; Lecture and Discussion)

3.   The mechanism and manifestation of genetic/chronic illness. (Review, Self-learning)

4.   Nursing diagnosis and scientific rationale. (Review, Self-learning)

5.   The developmental needs in vary stages of genetic/chronic illness. (Review, Self-learning)

6.   Medications management of patients with genetic/chronic illness. Give the students the concept of medication management. Then give 4 case scenarios to the students and let them do medication management on SimMan. (2 class hours; Lecture and Simulation activity)

Pre-class preparation:

1) The students should review the required knowledge and skills before the simulation activity.

2) The students should to finish a detailed medication management plan before the simulation activity.

3) The students need to make sure their roles before the simulation activity.

Assignment: the students help the patient to do medication management. Report the results and experience to the teacher by written before 8pm of the third Sunday of each shift.

 

7.   Nutritional needs and diet management of patients with genetic/chronic illness. Give the students 4 cases. Let the students practice to make a detail nutritional instruction. (2 class hours; Lecture and Case Study)

Pre-class preparation:

1) The students should review the required knowledge and skills before the simulation activity.

2) The students should to finish a detailed medication management plan before the simulation activity.

3) The students need to read the report of diet, activity, and health by WHO before the class.

Assignment: the students need to assess the nutrition of the patient and give the patient diet instruction. Turn in the detailed nutrition instruction before 8pm of the third Sunday of each shift.

8.   Develop a comprehensive nursing plan for client/families experiencing chronic illness / disability based upon assessment, nutritional needs, medications, therapies, etc. (3 class hours; Case presentation)

Give 10 genetic/chronic alteration cases. Divide the students into 5 groups. Each group chooses 1 case free. Each group needs to discuss and make the nursing plan as teamwork before the class. Then each group has 15 min to do presentation. After the presentation, the teacher will hold a discussion among the students. 

1) Divide the students into 5 groups. Each group can choose one case.

2) Students presentation and discussion in class: 15-20 minutes are given to each group; every student should take part in presentation and discussion. The content includes nursing problems in nursing client with a genetic/chronic alteration, nursing plan and scientific rationale. Discussion in class needs students to present options based on topic. The option should be clear and rationale is enough.

9.   Let the students choose 2 of above nursing plans by themselves. Then let them implement their nursing plans on SimMan. (3 class hours; Simulation activity)

Pre-class preparation:

1) The students should review the required knowledge and skills before the simulation activity.

2) The students should to finish a detailed medication management plan before the simulation activity.

3) The students need to make sure their roles before the simulation activity.

Objectives 4:Assess client/family response to the diagnosis of genetic/chronic alterations.

(3 class hours; Multimedia teaching and Discussion)

Contents:

1. Discuss client response to the diagnosis of genetic/chronic alteration.

2. Discuss family response to the diagnosis of genetic/chronic alteration.

3. Discuss the client /family needs to nursing care, social resource, and others.

4. Discuss the coping strategy that client/family can apply.

Choose 1-2 movies and let the students watch. Give them the outline of the discussion and let them discuss after they watch the movies.

 

Pre-class preparation:

1. The students should read the knowledge of stress and coping of psychological alteration module.

2. The students should review Maslow’s need theory.

 

Case study:

1. Xiao Hong (age 20) with bronchiectasis is admitted to the hospital for treatment of respiratory infection.

2. Lao Li (age 65) came to the clinic because of headache. He is diagnosed with hypertension.

3. Xu Yang (age 12) is newly diagnosed with diabetes.

4. Li Mei (age 6) came to the emergency room in acute respiratory distress. She was diagnosed with asthma.

5. Liu Hong (age 18) is admitted to the hospital because of a bleeding episode resulting from hemophilia.

6. Yi Jin (age 40) is newly diagnosed with acquired immune deficiency syndrome.

7. Gao Hong (age 60) has been diagnosed with Coronary Heart Disease for 5 years.

8. Yang Min (age 50) had blood in his stool for one month. He was diagnosed with gastrointestinal cancer.

9. Jiang Yi (age 10) is diagnosed with nephritic syndrome. He got a cold two week ago.

10. Chen Si (age 35) is found to have suicidal tendency. She was diagnosed with depression.

Module 2  Nursing care of the patient with psychological alternations

Module description:

This Module is designed to address nursing concepts related to altered psychological status (psychiatric and mental health). The focus is on clients with acute and chronic psychiatric disorders and their mental health. Nursing strategies that are appropriate for assessment and intervention with individuals, families, and groups to facilitate optimal holistic health especially mental health will be discussed and practiced.

 

Module Objectives

By the completion of this course, the student will achieve the following objectives related to the care of persons with psychosocial disorders:

1. Integrate theoretical knowledge from nursing and related disciplines, in the development of a framework for clinical nursing practice that addresses intrapersonal, interpersonal, and extrapersonal influences on mental health promotion and illness prevention.

2. Articulate the importance of self-awareness in mental health nursing.

3. Formulate clinical nursing judgments and skills in providing direct care to clients experiencing acute and chronic alterations in mental health.

4. Discuss treatment modalities utilized with clients who are experiencing alternations in mental health.

5. Educate and counsel clients within the context of the family and group about mental health, mental illness, and health-seeking behaviors.

6. Develop collaborative relationships with members of the interdisciplinary health care team in planning and implementing optimal client care.

7. Implementing strategies based on corresponding theories (Peplau, therapeutic interpersonal process) to develop the therapeutic nurse-patient relationship.

8. Identify the types of therapeutic communication applicable to mental health nursing. Analyze the processes of therapeutic communication and therapeutic use of self with children, adolescents, adults and families experiencing mental health concerns(Travelbee, 1971).

9. Utilize professional nursing standards and clients rights as guidelines for interacting with clients experiencing acute and chronic alterations in mental health.

10. Summarize relevant research findings related to the diagnosis, nursing care, or modalities of treatment of clients experiencing a variety of psychosocial disorders.

11. Identify ineffective coping behavioral patterns in clients of all ages.

12. Relate patterns of ineffective coping in clients with psychological alternations.

Corresponding objectives : objective 1678(Holistic framework; building interdisciplinary relationship; therapeutic nurse-patient relationship; therapeutic communication)

Week 1. Relationship Development and Therapeutic Communication (Class 5 hr)

Pre-class preparation

1. Review the knowledge of General Psychology and human development; pay more attention to basic concepts of communication and the communication characteristics of all ages

2. Review past experience of interpersonal relationship building during social activities and clinic practice.

Contents and teaching strategies:

Lecture Ⅰ3hr

1. Introduce the objectives, schedule, requirement, evaluation, and references of this module.

2. The importance of therapeutic communication (discuss together), basic concepts (lecture).

3. Theories of therapeutic communication: feedback theory, territoriality theory, transactional analysis (demonstrate by students).

4. Differentiate between verbal and nonverbal communication (observing photos)

5. Role play based on 2 designed scenarios (divided into 2 groups-use balloons), and then discuss following items:

1)   Identify factors that influence communication

2)   Principles of therapeutic communication

3)   Process analysis: identify therapeutic communication techniques and non-therapeutic communication behavior.

4)   How to do process record.

5)   Mutually evaluate.

6)   Conclude therapeutic communication skills and non-therapeutic communication behaviors.

6. Discuss “Communication in Nursing Process”

Case study:Mr. Liu comes to the clinic complaining of upset stomach and headache.  The doctor orders medication to calm the stomach.  After several weeks, the problems persist, each time the doctor increases the dose of medication. The nurse notices that Mr. Liu seems to be rubbing his eyes, and asks if he is having any problems with vision or other changes. A) What other questions might be asked? B) What other problems might Mr. Liu is experiencing?  C) What diagnostic tests might be done?  D) What might the best treatment be? E) How might the patterns of communication change?

Lecture Ⅱ2hr

7. Discuss the role of psychiatric nurse based on the Peplau’s Nurse-Patient Relationship framework.

8. Compare therapeutic relationship to social relationship (group discussion)

9. Discuss the dynamics of a therapeutic nurse-client relationship.

10. Identify goals of the nurse-client relationship.

11. Identify and discuss essential conditions for a therapeutic relationship to occur, therapeutic use of self.

12. Describe the phases of relationship development and the tasks associated with each phase. (case study, videos if possible).

13. Describe how to develop comfort teamwork atmosphere, how to build interdisciplinary relationship (group discussion,SBAR ).

Assignments: the students need to improve their ability of therapeutic communication during clinic practice. They need to identify and analyze therapeutic communication skills and non-therapeutic communication behaviors, and report the impressed ones during the next class. Submit a written shift exchange report into BB before 8pm of second Sunday each shift.

Corresponding objectives : objective 123(Holistic framework; promote self-awareness;formulate clinical nursing judgments and skills in providing direct care)

Week2.  Simulation: The Nursing Process in Psychiatric/Mental Health Nursing and How to promote self-awareness (Class 5 hr)

Pre-class preparation

1. Prepare the knowledge of Diagnosis and statistical manual of mental disorders, (Fourth Edition.-Text Revision.)

2. Prepare Nursing Process related knowledge, including assessment, diagnosis, planning, implementation and evaluation.

3. Prepare the knowledge about psychopathology: disturbance of perception (auditory hallucination) and disturbance of thought

4. Review: Nursing Diagnoses approved by NANDA

5. Identify and analyze your views on clients with mental illness and the feelings during care.

Contents and teaching strategies

Lecture 3hr  Distress hearing voices-how our clients feeling about the world

 

Time

Procedure

Remarks

8:00

Arrived at Classroom

Make sure leave your cell-phone and any other video-taped tools in  your dormitory

8:05

  1. Discuss the importance of self-awareness in the nurse-client relationship.
  2. Empathy and sympathy.
  3. Discuss basic concepts of hearing voices.
  4. Discuss coping strategies to deal with hearing voices.

Review related knowledge

8:35

Group Discussion :

What your feelings toward to clients live with mental illness.

What about those who around you.

Identify own feelings

8:50

Form Small groups (1 hr: Mp3 player on)

Stage 1:

Group1: stay in room (30min)

Group2: Instructions to go outside (30min)

Stage 2:

Group2: stay in room (30min)

Group1: Instructions to go outside (30min)

Turn off Mp3 player

Those who go outside(around or on campus) have to communicate with other people (Not communicate with each other)

 

Patricia Deegan - Distressing Voices

9:50

Large Group Discussion

Evaluation

 

10:10

How could we be more empathy

 

Assignments:write down your feeling during suffering from the hearing voices, submit before 8pm of second Sunday each shift.

Lecture 2hr 

Safety and risk management: Deal with unexpected events-more than mental illness

Specific Pre-class preparation:

1. The students should review the required knowledge and skills before the simulation activity. (e.g. how to care for clients with Sch;risks stem from drug side effects)

2. Utilize concept map finish a nursing care plan before the simulation activity.

3. The students need to make sure their roles before the simulation activity.

Simulation:

Introductory learning:  regular risks stem from psychopathology and psychiatric emergences.

Objective:

  1. Emphasize somatic problems among clients with mental illness.
  2. medication management: how to identify and manage side effects
  3. how to deal with unexpected event

Scenario:  a 22-year-old woman with Sch, use chlorpromazine 2 weeks, risk for postural hypotension.

Arrangement: students divided into 2 groups, simulate in the scenario in sequence and debriefing separately.

Assignment: Identify and analyze the major problems during simulation and submit into BB before 8pm of the third Sunday of each shift.

Corresponding objectives : objective 2,10,11,12;(empathy, Summarize relevant research findings related to the diagnosis, nursing care, or modalities of treatment;Coping)

Week 3.  Stress management (Class 5 hr)

Pre-class preparation

1. Prepare knowledge of basic concepts of stress and stress management.

2. Psychological adaptation to stress

3. Literature review: at least 3 English papers(the latest 3 years)referring to stress management and read in detail. Reading and then report in class room as 3 groups.

Contents and teaching strategies:

Lecture 3hr

1. Mental health and mental illness: the dynamic process (lecture)

2. Basic concepts of stress and stress management (analyze by students as groups)

3. Defensive mechanism: Case study, 12 cases (briefly described), students analyze as 3 groups. 4 cases each group.

4. Adaptive coping strategies: students demonstrate strategies as 3 groups (encourage role play).

5. Non-adaptive coping behaviors: case study as 3 groups. Analyze the coping style of individuals in case, how to intervention.

6. Literature report: Comments of literature reading

Lecture 2hr

  1. Psychological adaptation to stress:anxiety and grief, basic concepts(lecture)
  2. Cases study: Behavioral adaptation responses to anxiety, students identify and analyze adaptation responses, pay more attention to defense mechanism. 
  3. fragments of movies:The Shrink,Identify adaptive grief responses and coping strategy.
  4. Group discussion, how to help clients coping adaptive based on emphasy , and how to identify and record self-awareness, and relieve negative emotion.

Assignments:Review major stressor you once experienced, and thinking how you deal with them, submits into BB before 8pm of the Third Sunday of each shift. Students will be encouraged to sharing during the next Class.

 

 Corresponding objectives : objective 1,3,4,9;(Holistic framework; promote self-awareness;formulate clinical nursing judgments and skills in providing direct care,treatment modalities,Utilize professional nursing standards and clients rights as guidelines)

Week 4.  Crisis intervention: Crises reflecting psychopathology and Psychiatric emergencies (Class 3 hr)

Pre-class preparation

1. Prepare knowledge of basic concepts of Crisis and crisis management.

2. Review past clinic experience; conclude popular unexpected and violence events in psychiatric as well as general ward.

Contents and teaching strategies:

Lecture 3hr

1. Unexpected risks and violence in ward: Guided review and conclusion

2. Case study:

1) Violence risk factors assessment

2) Prevention and coping

3) Nurses’ psychological responses and attitude.

4) Suicide assessment.

3. Domestic violence or abuse: physical battering, psychological or emotional abuse and destruction of property or pets, sexual violence

4. Current Prevention and management

5. How to deal with domestic violence.

Module 3 Nursing Care of Clients with Physiological Alterations from

Disease, Diet, and Deterioration

Module description:

This module is designed to address nursing concepts related to physiological alterations. The focus is method and caring that help clients adapt their physiological alterations.

 

Module Objectives:

At the end of the module, the student will be able to:

1.    Discuss appropriate nursing care based on nursing diagnosis for clients with physiological alterations of pregnancy.

2.    Discuss appropriate nursing care based on nursing diagnosis for clients with physiological alterations of childbearing.

3.    Nursing care for newborn.

4.    Nursing care for clients with physiological alteration related to general aging.

5.    Nursing care based on nursing diagnosis for clients with physiological alterations from selected diseases.

6.    Nursing care for clients with physiological alterations related to dietary imbalances.

Objective 1:Nursing care based on nursing diagnosis for clients with physiological alterations of pregnancy (Lecture 1,3 hours,methods:lecture, discussion, watch the radio )

Contents:

1. Introduce the objectives, schedule, requirement, evaluation, and references of this module.

2. physical and psychological changes of pregnancy (question and lecture )(watch the radio )

3. method of relieving the common discomforts of pregnancy

4. promotion of self-care during pregnancy (focus on this item )

5.prenatal examination

6. maternal nutrition

Pre-class preparation: The students should read the article before the class

Assignment: antenatal training methods and how to do -- search the materials , finish the assignment by group

Objective 2:  Nursing care based on nursing diagnosis for clients with physiological alterations of childbearing (Lecture 2, 2 hours, method:lecture, watch the radio )

Contents:

1.    critical factors in labor

2.    threatened labor,  false labor, in labor

3.    methods of childbirth preparation

4.    physiology changes of pregnancy and fetal during labor

5.    Stage of labor and birth, nursing care during the different stages of labor

6.    postpartum physical adaptations

7.    postpartum psychological adaptation

8.    nursing care for maternal comfort and well-being, rest and activity

9.    postpartum nutrition

10.  promotion of maternal comfort and well-being

11.  promotion of family wellness and shared parenting

Pre-class preparation:The students should read the article before the class.

Assignment:

1. Students practicing in Obstetric department should take once the nursing care for the pregnancy during the whole process of labor and birth

2. Finish the a nutrition plan for the women in clinic, submit the report to BB plat before 10pm of the second week

Objective 3: Newborns and their care (lecture 3, 3 hours, method: lecture, watch the radio, Demonstration )

1.Timing of Newborn Assessments

2.Neonatal characteristics and assessment

3.Nursing care for Common health problems

   ⑴birth injury: ①soft tissue injury; ②head injury; ③fracture; ④nerve injury  ⑵neonatal infections:

4.Newborn nutrition

(1)    nutritional needs

(2)    choice of feeding: breast versus milk

(3)    feeding process

5.The establishment of parent-child relationship : time, methods

6.Community-based nursing care for mothers, infants and families

pre-class preparation:

1.    the basic knowledge on newborn,

2.    how to establish a good parent-child relationship

Assignment:

1.    provide caring for the newborn

2.    provide the guidance on how to establish a good parent-child relationship

Objective 2:Simulation Teaching – nursing care of childbearing (Lecture 4,2 hours)

Objective 3 :  Nursing care for The Newborn at high risk  (Lecture 5, 3 hours, 讲授)

1.the definition and assessment of High-risk newborns

2.nursing care for premature infant

⑴reason for premature

⑵physiological characteristics of premature infant

3.Common high-risk newborns and their care:

⑴hyperbilirubinemia: Definitions and causes, medical management, nursing (focus: nursing newborn phototherapy, exchange transfusion newborn care measures)

⑵respiratory distress syndrome (self learning )

⑶meconium aspiration syndrome (self learning )

⑷neonatal sepsis (self learning )

⑸necrotizing enterocolitis (self learning )

⑹sudden infant death syndrome (self learning )

Pre-class prepare:

1.    the related knowledge in the book of nursing care for child

2.    observe how to provide caring for newborn with  hyperbilirubinemia

Objective 4 :Nursing care for clients with physiological alteration related to general aging —Ⅰ(lecture 6,2 hours, methods: lecture, activeity )

1.    physiological changes and psychological changes of clients for general aging

2.    the principles of nursing care for the issue of aging:

(1) physical health issues: nutrition needs; sleep pattern changes

(2) mental health problems: depression, delirium, etc.

(3) issues related to the elderly: medication; security issues; suicide; other issues related to the elderly

3.  Effects of aging on disease prognosis and recovery

4.  The holistic hospice care for terminal patient and family: (Classroom Activities: Communication)

Pre-class prepare:

1.第22章,李和惠,林丽秋,黄玉琪,吴碧云,林贵满. 内外科护理学,第三版,台湾,华杏出版社,2010  read chapter 22 in a book

2.Review communication skills

 

Objective 4 : Nursing care for clients with physiological alteration related to general aging — Ⅱ(Lecture 7, 3 hours, methods: lecture, discussion, case study)

3.The definition of death and dying

4.The psychological impact of death

5.nursing care for terminal patient

6.case study: terminal patient

Pre-class prepare:

1.第23章,李和惠,林丽秋,黄玉琪,吴碧云,林贵满. 内外科护理学,第三版,台湾,华杏出版社,2010  read chapter 23 in a book

2.provide a case for students to prepare how to take care of the client and family

Module 4 Nursing Care of the Patient Experiencing Surgical Alterations

Module description:

This module is to introduce the main concepts in patients with surgical experience. Identify the main influence on the patients and their families physiologically and psychologically. And make nursing care plans for the patients with surgery and make some interventions.

Objectives

At the end of the course ,the student will be able to:

1. Discuss and commend the components of surgery and its related nursing characteristics.

2. Familiar with collaboration in the surgery.

3. Master the preoperative and postoperative nursing in surgery.

4. Utilize related concepts in formulating holistic nursing plan.

 

Course arrangement

Objective 1:

Discuss the components of surgery and its related nursing characteristics.

Week 1: components of surgical nursing

Class objectives

  • Students can master three components in surgery experience.
  • Students can master nursing characteristic through the case study-thyroid surgery
  • Students can command the preoperative preparation.

Class arrangement

Introduction (3hours)

1. Introduce objectives, contents, teaching methods, requirement, references.

2. Introduce components of surgery (concept in surgery, surgical indications, pre-, intro-, postoperative nursing)

3. Discuss the components in nursing care of patients with thyroid surgery and summarize the main contents in taking care of patients with neck surgery

4. Assign the contents to preview

Preoperative preparation 2hours

1. introduce conventional practice of preoperative preparation

2. illustrate anorectal surgery to explain preoperative preparation of abdominal surgery

3. Provide literatures related with preoperative preparation to students

Assignment: view Private Practice season 6 episode 23, to familiar with the environment in OR and collaboration in surgery.

Objective 2: recognize the collaboration in surgery

Week 2intraoperative nursing (5hours)

Class objectives

1. Students can familiar with the environment in OR and collaboration in surgery

2. Students can sum up and classify nursing care in patients with different type of anesthesia

Class arrangement

collaboration in surgery and anesthesia nursing (3hours)

1. Discuss the environment of OR in episode, conclude the composition of the OR, explain the composition, roles and responsibilities of nurses.

2. Introduce the principles of surgical aseptic technique.

3. Illustrate abdominal surgery and cesarean section to explain the anesthesia nursing

4. Group discussion of nursing care of different type of anesthesia

5. Introduce class activity next class and assign work to preview.

Class activity(2hours)

Simulation—taking care of patients with rectal carcinoma and appendicitis

Assignment: preview injury and the application of analgesic drugs. Gather related regulation of managing the using of analgesic drugs.

Objective 3

 command main concepts of postoperative nursing

Week 3: Postoperative nursing (5hours)

Class objectives

1. Students can master the emphasis of monitoring after surgery.

2. Students can list the regular interventions to improve patients’ comfort.

3. Students can give up personal plans of pain management regarding to cases.

Class arrangement

Postoperative nursing (1) Introduction and monitoring

1. Review the components of postoperative nursing.

2.Illustrate patients with burn to introduce the monitoring condition.

Postoperative nursing (2) Comfort-position, pain management (2hours)

1. Introduce the different type of positions in different types of surgery.

2. Introduce the concepts in pain management.

3. Illustrate gastric cancer to introduce pain management.

4. Make plans to promote comfort in patients with gastric cancer

Assignment: organize students to visit the hospice unit in Zhongnan Hospital and preview related contents of hepatobiliary and thoracic surgery.

Utilize related concepts in formulating holistic nursing plan

Week 4 Postoperative nursing(5hours)

Class objectives

1. Students can master nursing intervention of incision management

2. Students can familiar with nursing intervention of colostomy in duodenal surgery

3. Students can grasp the basic rules of taking care of drainage tube

4. Students can utilize the basic principles mentioned last week and this week to make nursing plan for patient with abdominal surgery and thoracic surgery

Class Arrangement

Postoperative nursing (3) Incision and drainage tubes management (3hours)

1. Introduce basic principles of taking care of

2. Introduce colostomy nursing through duodenal surgery.

3. Introduce basic principles of taking care of drainage tubes through abdominal surgery and thoracic surgery.

Assignment: Integrate knowledge mentioned before to make a nursing plan for cases.

 

Teaching methods and approaches: The course will utilize a modular approach in small-size class to instruction. Teaching methods will include discussion, student presentations, case studies, scenario simulation, lecture and audio-visual materials such as films, video, and audio tapes.

 

Course Evaluation:

Evaluation will be based upon satisfactory completion of modules, active participation in classroom discussions, and course examinations including a comprehensive final test and quiz.

1. Attendance        10%

2. Class Performance  25%

3. Quiz             40%

4. Final test         25%

 

Textbook:

   

1.Smeltzer S.C. & Bare B. (2004). Chronic Illness. Textbook of Medical-Surgical Nursing (10thedition). Lippincott Williams & Wilkins.

2.尤黎明,吴瑛.内科护理学.第三版.北京:人民卫生出版社,2005.

3.Townsend, M.C. (2006). Psychiatric-mental health nursing: Concepts of care in evidence based practice (5th ed.). Philadelphia: F.A. Davis.

4.萧淑贞,王纯娟,刘玉云等.精神科护理概论:基本概念及临床应用. 台北: 华杏出版股份有限公司, 2010. (Xiao Shuzhen, Wang Chunjuan, Liu Yuyun, et. al.. Psychiatric Nursing: Concept and Practice. Taipei: Farseeing Publishing Group,2010.)

5.高玉玲等. 精神科临床护理导引:精神科个案护理. 台北:华杏出版股份有限公司,2000.

6.Deitra L Lowdermilk & Shannon E. Perry, Maternity & women’s health care, 8 edition, an affiliate of Elsevier, 2004

7.Michele R. Davidson, Marcia L. London, Patria A. Wieland Ladewig. Olds’ maternal-newborn nursing & women’s health across the lifespan, 8th edition, Prenrice hall, 2008

8.郑修霞,夏海鸥. 妇产科护理学, 第四版, 人民卫生出版社, 2006

9.陈月枝编著,实用儿科护理,华杏出版股份有限公司,2004年出版

10.曹伟新,李乐之。外科护理学。第4版,北京,人民卫生出版社,2006。

11.湖南医科大学附属湘雅医院。病人标准护理计划(外科分册)。第1版,长沙,湖南科学技术出版社,2002。

12.吴在德,吴肇汉。外科学。第六版,北京,人民卫生出版社,2004

13.李和惠,林丽秋,黄玉琪,吴碧云,林贵满。内外科护理学,第三版,台湾,华杏出版社,2010。

 

List of Recommended References:

Module 1

  1. Smeltzer S.C. & Bare B. (2004). Chronic Illness. Textbook of Medical-Surgical Nursing (10th edition). Lippincott Williams & Wilkins.
  2. http://www.rwjf.org
  3. 尤黎明,吴瑛.内科护理学.第三版.北京:人民卫生出版社,2005.
  4. 陆再英等.内科学.第七版.北京:人民卫生出版社,2008.
  5. http://www.who.int/chp/chronic_disease_report/part1/zh/index.html
  6. http://www.nihe.org.cn/
  7. http://www.tnbzy.com/default.html
  8. http://chinacdc.net/
  9. Brunner L.S. & Suddarth O.S. (1992). Textbook of Medical-Surgical Nursing (7th edition). Philadelphia: Lippincott, 1992
  10. 慢性非传染性疾病预防医学诊疗规范(试行).卫生部疾病控制司,2002.
  11. 中国慢性病报告.中华人民共和国卫生部疾病预防控制局,2006.
  12. Reinvention of Depression Instruments by Primary Care Clinicians. Baik SY.; Gonzales JJ.; Bowers B.J.; Anthony J.S.; Tidjani B.; Susman J.L. Reinvention of Depression Instruments. 2010, 8(3):224-230
  13. http://www.biomedcentral.com/1472-6963/10/95

http://www.implementationscience.com/content/5/1/43

Module 2

  1. Townsend, M.C. (2006). Psychiatric-mental health nursing: Concepts of care in evidence based practice (5th ed.). Philadelphia: F.A. Davis.
  2. 萧淑贞,王纯娟,刘玉云等.精神科护理概论:基本概念及临床应用. 台北: 华杏出版股份有限公司, 2010. (Xiao Shuzhen, Wang Chunjuan, Liu Yuyun, et. al.. Psychiatric Nursing: Concept and Practice. Taipei: Farseeing Publishing Group,2010.)
  3. 高玉玲等. 精神科临床护理导引:精神科个案护理. 台北:华杏出版股份有限公司,2000.
  4. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
  5. American Psychiatric Association. (2000). Diagnosis and statistical manual of mental disorders, (Fourth Edition.-Text Revision.) Washington DC: Author.
  6. Mary C T. Essentials of psychiatric mental health nursing, 3rd ed. Philadelphia: F.A. Davis Company, 2004.
  7. Katherine M F. Psychiatric nursing care plans, 4th ed. St. Louis: Mosby, 2003.
  8. Katherine M F, Patricia A. Psychiatric mental health nursing, 3rd ed. St. Louis: Mosby, 2003.
  9. Sheila L V. Psychiatric mental health nursing, 3rd ed. Philadelphia: Lippincott, 2004.
  10. Patricia D. Barry. Psychosocial Nursing, 3rd ed. Philadelphia: Lippincott, 1996.
  11. Rawlins Williams Beck. Metal Health Psychiatric Nursing-A Holistic-Cycle Approach, 3rd ed. St. Louis: Mosby, 1993.
  12. 沈渔邨. 精神病学. 第5版. 北京:人民卫生出版社, 2009.
  13. 姚树桥,孙树礼. 医学心理学. 第5版. 北京:人民卫生出版社, 2008.
  14. 李小妹.精神科护理学—护理双语教材.北京:人民卫生出版社, 2006.
  15. 李峥,王志英.临床护理学:认知/感知. 北京: 中国协和医科大学出版社, 2002.

Module 3

  1. Deitra L Lowdermilk & Shannon E. Perry, Maternity & women’s health care, 8 edition, an affiliate of Elsevier, 2004
  2. Michele R. Davidson, Marcia L. London, Patria A. Wieland Ladewig. Olds’ maternal-newborn nursing & women’s health across the lifespan, 8th edition, Prenrice hall, 2008
  3. 郑修霞,夏海鸥. 妇产科护理学, 第四版, 人民卫生出版社, 2006
  4. 陈月枝编著,实用儿科护理,华杏出版股份有限公司,2004年出版

5. 梁惠芳,林宝玉,林凤贞,等. 儿科护理学,华杏出版股份有限公司,2010年出版

6. 李和惠,林丽秋,黄玉琪,吴碧云,林贵满. 内外科护理学,第三版,台湾,华杏出版社,2010

  • 湖南医科大学附属湘雅医院,病人标准护理计划(内科分册), 第1版, 湖南科学技术出版社,2002

Module 4

1.    曹伟新,李乐之。外科护理学。第4版,北京,人民卫生出版社,2006。

2.    湖南医科大学附属湘雅医院。病人标准护理计划(外科分册)。第1版,长沙,湖南科学技术出版社,2002。

3.吴在德,吴肇汉。外科学。第六版,北京,人民卫生出版社,2004

4.李和惠,林丽秋,黄玉琪,吴碧云,林贵满。内外科护理学,第三版,台湾,华杏出版社,2010。

5. Smeltzer, S.C., Bare, B. G., Hinkle, J. L. Cheever, K. H. Brunner and Suddarth's Textbook of Medical-Surgical Nursing. 11th edition, Lippincott Williams & Wilkins 2008.

6.http://www.orlive.com

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