Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of children and families.

 Meeting Times Class Length: 10 weeks

For every 1 hour in a theory class, it is expected that students complete 2–3 hours of study in preparation for class. For this course, it is expected that a minimum of 10–15 hours of study outside of class is completed each week. Please check your Student Portal for specific class meeting times, dates, and locations.

In some courses, there is a required online Zoom session in week 10. Please see course specifics below.

You are not required to complete any pre-work before Week 1, however, preparation for class is recommended.

 Contact Information

 Course Description This course focuses on nursing concepts in the therapeutic care of children, adolescents, and their families. Concepts include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based practice, teaching/learning principles, and role development.

2 semester credits/3.5 contact hours per week/30 hours per term

Total Course Credits:

Total Course Hours:

Lecture Hours In-Class:

Lab Hours:

Supervised Clinical/Practicum Hours:

Externship/Internship Hours:

Requisites Course Prerequisites: NURS 120 and 121L A & B Course Corequisites: NURS 317L

 Course Learning Outcomes 1. Interpret how the Healthy People 2030 Objectives and other major health promotion and disease prevention concepts will improve

the health and welfare of children and families. 2. Discuss current issues regarding children’s health care as they transition through the different stages of development.

Miami · West Coast University

NURS 307 Developing Family and Community (PEDS) 202111FAII D-02 202111FAII 2021 Section D-02 11/01/2021 to 01/23/2022 Modified 10/16/2021

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https://westcoastuniversity.campusconcourse.com/#content
3. Discuss and apply the nursing process to the pediatric client suffering from a variety of acute and chronic disease states, assessing health deviations, developing expected outcomes, and identifying and validating the effectiveness of nursing interventions.

4. Apply evidence-based nursing research from a variety of sources including pharmaceutical, biological, psychosocial and behavioral sciences in the nursing process when planning care for children and families.

5. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of children and families. 6. Compare and contrast nutritional requirements for pediatric clients throughout the stages of development and plan nursing

interventions for actual and potential nutritional deficits. 7. Analyze the role of the nurse as provider, manager, and coordinator of therapeutic care for children and families. 8. Evaluate community resources and referrals appropriate for children with particular attention to families facing major health

problems and special health care needs.

 Program Learning Outcomes

College of Nursing Mission Statement

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

College of Nursing Philosophy

The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes

The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to educate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). (https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1)

1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences. 2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity. 3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using

evidence-based practice. 4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations. 5. Design healthcare education for individuals, families, and communities. 6. Comply with the professional standards of moral, ethical, and legal conduct in practice. 7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team. 8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with

oversight and accountability for care delivery. 9. Use patient care technology and information systems when providing nursing care in a variety of settings.

 Course Materials Visit the West Coast University bookstore (https://bncvirtual.com/westcoastuniversity) to purchase any required materials, including publisher access codes, as needed.

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Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materials that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However, students will be held accountable for obtaining these materials in order to meet all course requirements.

Publication Manual of the American Psychological Association Author: American Psychological Association Publisher: American Psychological Association Edition: 7th Optional

Principles of Pediatric Nursing: Caring for Children Plus MyNursingLab With Pearson eText.

Author: Ball, J., Bindler, R., Cowen, K., Shaw, M.R. Publisher: Pearson Edition: 7th

Recommended Learning Resources: National Health Objectives (http://www.healthypeople.gov) United States Department of Health and Human Services (http://www.hhs.gov/)

Optional

ATI Assessment Technologies Institute. (2019)

ATI product solutions (http://atitesting.com/)

ATI is required throughout the program.

Remind App Remind app will be used as a course communication tool. Initial communication will come from a telephone number individualized for each student. Please feel free to save that number and use it either by text or telephone during “office hours”.

Alternatively, you can download the Remind app (https://www.remind.com/apps/) and communicate using in-app messaging. If this is your first time using Remind, please login using your university email address and click on the Forgot Password link to set a new password.

For support please contact support@remindhq.com from your university email address or visit https://help.remind.com/

 Evaluation

West Coast University Grading Scale (Reflective of final course grade; see associated policy in Catalog)

Grade Points WCU Grading Scale

A 4 93–100

A- 3.7 90–92

B+ 3.3 87–89

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http://www.healthypeople.gov
http://www.hhs.gov/
http://atitesting.com/
https://www.remind.com/apps/
mailto:support@remindhq.com
https://help.remind.com/
B 3.0 83–86

B- 2.7 80–82

C+ 2.3 76–79

C 2.0 73–75

C- 1.7 70–72

D+ 1.3 66–69

D 1.0 63–65

D- 0.7 60–62

F 0.0 59 or below

AU 0.0 Audit

CR 0.0 Credit

P 0.0 Pass

NP 0.0 Not Passed

I 0.0 Incomplete

TC 0.0 Transfer Credit

W 0.0 Withdrawal

(Before Drop Deadline)

WF 0.0 Withdrawal

(After Drop Deadline)

Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and- Procedures/Calculating-the-Cumulative-Grade-Point-Average)

A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional information.

Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)

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http://westcoastuniversity.edu/admissions/catalog.html
Evaluation Criteria

The evaluation criteria consists of Formative and Summative assessments of student learning.

Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an ongoing learning process. Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or lab assignments, practice exams

Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been achieved. Examples: Final exam, term paper, or term project Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course and program learning outcomes.

Additional Information:

All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for credit in any other course unless approved by the faculty or noted in the syllabus. Please review all rubrics in the course for assignment grading criteria, found under the Grades tab. It is important that you save all of your completed assignments for your records. Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.

Criteria *Critical Assignments (where applicable)

If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments will be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly clinical reports, must achieve a 76% average grade to pass. If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining course assignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of the Critical Assignment points.

It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met the minimum requirements for critical assignments. Some courses do not have critical assignments.

It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in the course syllabus. Please see your instructor if you have questions about grading or assignment criteria.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignments that will be late after 3 days and receive a zero score must be submitted. Not applicable to Capstone and VATI assignments.

All tests are cumulative. They confirm a cognitive level based on the NCLEX test plan structure.

Time to test: Each assessment is limited to a specific time per question. All ATI Proctored tests are 1 minute per question. For all faculty-created tests, students are allowed 1.5 minutes per question for 100-level courses and 1 minute per question for 200 and higher-level courses (e.g. 300, 400).

Assignment

Weight / Points

Week Due Details

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Formative

ATI Growth and Development Templates

20 1 ATI Growth and Development Templates

Infants, toddlers, preschool, school age, adolescents

To be handwritten, dated, and submitted via Canvas

ATI Real Life RN Case Studies

120 3, 5 ATI Real Life RN Case Studies

30 points each

Week 3: Well child Week 3: Cystic Fibrosis Inpatient Care Week 5: Gastroenteritis and dehydration Week 5: Diabetes mellitus

ATI Practice Assessments With Remediation

40 5, 6 These assessments will be in a monitored environment

RN Nursing Care of Children Online Practice 2019 A with remediation RN Nursing Care of Children Online Practice 2019 B with remediation

1. Complete Practice Assessment A and B with remediation. 2. Complete active learning template for each Content Area scoring 75% or Below 3. Complete Focused Review Quiz 4. Submit score report, proof of completed quiz, and one (1) handwritten active learning template for each of

the content areas scoring 75% or Below via Canvas by due date.

To earn points for both practice assessments, students must complete the remediation provided following the first attempt at each practice assessment.

The following is mandatory for the student to sit for proctored assessment.

Completion of Practice assessment A & B Submission of score reports including proof of completed focused review quiz. Submission of one (1) handwritten active learning template for each Content area with a score of 75% or below for each assessment

*Assessments 480 2-7 80 points each

Week 2: Assessment 1 Week 3: Assessment 2 Week 4: Assessment 3 Week 5: Assessment 4 Week 6: Assessment 5 Week 7: Assessment 6

Nursing Evolution

10 9 This is a portfolio assignment that must be completed at the end of the course.The student will not be allowed to sit for the final without having completed the evolution for this course.

Active Learning Engagement

40 9

Virtual Class Session Summary

25 10 Attend the virtual session. Participation is required. Your instructor will post details regarding the session in the announcements. There is no in-class meeting during week 10. After attending the session, submit a 1 paragraph (4-5 sentence) summary to Canvas for grading. Details of the summary requirements will be presented during the session.

Summative

Assignment

Weight / Points

Week Due Details

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*ATI Proctored Exam With Remediation

90 8 RN nursing care of children 2019 with remediation

1. Complete Proctored Assessment and remediation. 2. For each Content Area missed (75% or below) – complete one (1) active learning template. 3. Submit score report and one (1) handwritten active learning template per each Content Area scoring 75% or

Below via Canvas by 11:59 pm on the due date.

To earn points on the proctored assessment, students must complete the remediation provided following the assessment.

Credit will not be awarded for the proctored assessment until remediation has been completed and one (1) handwritten active learning template per Content Area missed (75% or Below) is submitted to instructor by due date.

*Comprehensive Final Exam

175 9

Total 1,000 points total

*Total Critical Assignments Points

745

Assignment

Weight / Points

Week Due Details

 Course and Program Specific Policies

ATI Policy Tutorials (where applicable)

Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to spend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for tutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post- tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the course grade.

Practice Assessments and Focused Reviews (where applicable)

Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice assessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored exam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare for proctored exams.

Proctored Exams and Focused Reviews (where applicable)

Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a Level 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area.A focused review is always required after proctored exams.

Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading parameters.

Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.

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All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.

Nursing Program or Accreditation Requirements Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the program.

NURS 493: See details in course criteria. NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not be dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will result in dismissal from the university.

A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of “F” in the course.

Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for more information under Course Withdraw and Dismissal Policies.

Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)for more information.

Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam.The student will not be allowed to sit for the final without having completed the evaluation for this course.

AACN Essentials of Baccalaureate Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing and assessing baccalaureate education programs for professional nursing practice. You may access the full publication here: AACN Essentials (http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf)

Late and Make Up Work (Not Applicable to NURS 493) Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):

Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignments submitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3 days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided for extenuating circumstances only.

Quizzes and Tests*

It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48 hours of the original examination date will earn a zero.

Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*

Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of

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the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is final.

Extenuating Circumstances

An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.

The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of the next class. The make-up examination may not be the same examination but may be an alternative format such as an essay examination. The student must take the make-up examination in a proctored environment. If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the maximum score that the student may earn on the examination is 76%. Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of missing the examination will receive a zero score for the examination. One form is required for each request. Any future make-up requests require a new form. Receiving the maximum amount of points on a make-up examination will be considered only for students who provide documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion of the Academic Dean, Director, or designee.

*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review each syllabus for assignment criteria.

** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.

No work is accepted after the last scheduled class (on ground) or the last day of class (online).

Minimum Passing Grade The minimum passing grade in the core nursing program is a C+.

“P” or “NP” are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and NURS 493).

Sigma Theta Tau Nurse Manager Certificate Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your courses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of completion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS 497 portfolio.

ATI’s partnership with Sigma Theta Tau International Honor Society of Nursing provides students the opportunity to earn their Sigma Nurse Manager Certificate for no additional cost through atitesting.com. Graduates who earn this certificate are more compelling in the workforce. In 2020, content was updated and the new version Sigma Nurse Manager Certificate Program 2020 was added to all new and in progress classes. In June 2022, the older 2017 version, Sigma Theta Tau 2017, will be removed from student and faculty accounts. The 2020 version will remain

To earn the Sigma Nurse Manager Certificate, students must complete all 16 modules in the same Sigma year. Half cannot be in 9 of 23

2017 and the other half in 2020. ATI recommends students who began using the 2017 version, finish all 16 modules by June 2022. Students who only completed modules in the 2020 version can continue with 2020.

 Course Outline The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is subject to change in the event of extenuating circumstances.

Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes. Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill throughout the duration of the course.

*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section and/or in your assignment dropbox.

Week Topic Objectives Activities & Assignments

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1 Child Health and Pediatric Nursing

1. Interpret how the Healthy People 2030 objectives will improve the health and welfare of the pediatric population and their families.

2. Describe the role of the nurse in the care of the pediatric patient and the expanding family.

3. Analyze the central role of therapeutic care relationship in providing nursing care to pediatric patients in all care settings and situations.

4. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to the health care of pediatric populations and their families.

Reading

Ball, Bindler, & Cowen Ch. 1–2 Ch. 4–11 Ch. 15 Ch. 17

Content Outline

Perspectives of pediatric nursing Social, cultural and religious influences on child health promotion Family influences on child health promotion Communication and physical assessment of the child Pain assessment Family health

Promotion of the infant and family health Promotion of the toddler and family health Promotion of the preschooler and family Promotion of the school-age child Promotion of the adolescent and family

Specific Course Activities

Discuss 5 or more NCLEX-style test questions related to class content

ATI

ATI nursing care of children review module Ch. 1–10

Medications

Tylenol/ibuprofen/opioids

Assignments

ATI Growth and Development Templates Infants, toddlers, preschool, school age, adolescents

Week Topic Objectives Activities & Assignments

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2 Respiratory Dysfunction; Cognitive, Sensory, and Communication Impairment; Drug Therapy-ADHD

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high-risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

3. Identify principles, concepts, research, and evidence-based findings from a variety of sources including the pharmaceutical, biological, psychosocial, and behavioral sciences for inclusion when planning nursing care for pediatric populations and their families.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthcare needs.

Reading

Ball, Bindler, & Cowen Ch. 19–20 Ch. 28

Content Outline

Caring for the child with disturbance of oxygen and carbon dioxide exchange Caring for the child with respiratory dysfunction and disorders of unknown etiology Caring for the child with cognitive, sensory, or communication impairment Drug therapy for ADHD and narcolepsy Amphetamines: amphetamine and dextroamphetamine sulfate (Adderall) Methylphenidate: methylphenidate (Ritalin, Concerta) Non-amphetamine: modafinil (Provigil)

Specific Course Activities

Discuss 5 or more NCLEX-style test questions related to class content

ATI

ATI nursing care of children review module Ch. 15–19 Ch. 29 Ch. 37, 42, 43,44

Medications

Respiratory Module

Beta 2-Adrenergic Agonists – albuterol (Proventil HFA, Ventolin HFA),

Anti-Inflammatory Drugs/Leukotriene modifiers – montelukast (Singulair)

Drug Therapy for Upper Respiratory Disorders

Inhalation – beclomethasone dipropionate (QVAR)

ADHD medications -Methylphenidate/ritalin

Antibiotics – clarithromycin (Biaxin), amoxicillin (Amoxil), metronidazole (Flagyl)

Oral- Prednisone

Penicillin – amoxicillin (Amoxil), amoxicillin and clavulanic acid (Augmentin)

Nonopioid Drug – dextromethorphan -NOT FOR CHILDREN UNDER 4

Dornase alfa/acetylcysteine , Pancrelipase, Theophylline/mag sulfate, Methylphenidate, Dextroamphetamine

Assignments

Assessment 1

Week Topic Objectives Activities & Assignments

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3 Children With Cardiovascular Dysfunction; Immunizations and Communicable Disease

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high-risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthzare needs.

Reading

Ball, Bindler, & Cowen Ch. 16 Ch. 21

Content Outline

Caring for the child with cardiovascular dysfunction Childhood immunizations

ATI

ATI nursing care of children review module Ch. 20 Ch. 35–36

Medications

Cardiac module and Immunologic module

Penicillin – amoxicillin (Amoxil), amoxicillin and clavulanic acid (Augmentin)

aspirin (for cardiac not pain) for pediatrics, IVIG

Macrolides – erythromycin

Diuretics, ACE inhibitors, Beta Blockers, Digoxin, Potassium Supplements, Immunizations

Assignments

ATI Real Life RN Case Studies Well child Cystic fibrosis inpatient care

Assessment 2

Week Topic Objectives Activities & Assignments

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4 Children With Gastrointestinal and Endocrine Dysfunction

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthcare needs.

Reading

Ball, Bindler, & Cowen Ch. 14 Ch. 25 Ch. 30

Content Outline

Caring for the child with gastrointestinal dysfunction, hernias, food sensitivity and conditions related to feeding Caring for the child with endocrine dysfunction

ATI

ATI nursing care of children review module Ch. 22–23 Ch. 33–34

Medications

Endocrine Module and GI Module

Fluoroquinolones – ciprofloxacin (Cipro)

Insulin, growth hormones, type 2 diabetes medications, Synthroid, steroids

Assignments

Assessment 3

Week Topic Objectives Activities & Assignments

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5 Children With Renal and Cerebral Dysfunctions; Fluid and Electrolyte Imbalance

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high-risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthcare needs.

Reading

Ball, Bindler, & Cowen Ch. 18 Ch. 26–27

Content Outline

Caring for the child with conditions that produce fluid and electrolyte imbalance Caring for the child with renal dysfunction and health problems of the male and female reproductive systems; genitourinary tract Caring for the child with cerebral dysfunction and CNS malformations

Specific Course Activities

Discuss 5 or more NCLEX-style test questions related to class content

ATI

ATI nursing care of children review module Ch. 12–14 Ch. 24–26 Ch. 29 Ch. 42

Medications

Neurologic System P. 1&2, Genitourinary System Module

Aminoglycosides – gentamicin

Sulfonamides – trimethoprim and sulfamethoxazole (Bactrim, Septra)

Seizure Medications – Phenobarbital, diastat, valproic acid, Lamictal, carbamazepine

Assignments

ATI Real Life RN Case Studies Gastroenteritis and dehydration Diabetes mellitus

RN Nursing Care of Children Online Practice 2019 A with remediation Assessment 4

Week Topic Objectives Activities & Assignments

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6 Musculoskeletal Defects, Integumentary System, Child Maltreatment, and Chronic Illnesses and Disabilities

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high-risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthneeds.

Reading

Ball, Bindler & Cowen Ch. 12 Ch. 29 Ch. 31

Content Outline

Caring for the child with integumentary dysfunction Caring for the child with musculoskeletal or articular dysfunction and skeletal defects Caring for the child with neuromuscular or muscular dysfunction and child maltreatment Family-centered care of child with chronic illness or disability

Specific Course Activities

Discuss 5 or more NCLEX-style test questions related to class content

ATI

ATI nursing care of children review module Ch. 27–32

Medications

Pain medications and opiods with musculoskeletal

Griseofulvin, Premetherin, Antihistamines

Tetracyclines – tetracycline , doxycycline (Vibramycin), minocycline (Minocin)

Assignments

RN Nursing Care of Children Online Practice 2019 B with remediation Assessment 5

Week Topic Objectives Activities & Assignments

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7 Hematologic or Immunologic Dysfunction; Infectious Disorders; Cancer

1. Analyze potential and actual problems to the health and well-being of children and families and plan age-appropriate nursing interventions for selected cases, including high-risk cases.

2. Describe major health promotion and disease prevention concepts for children and families across the life cycle.

3. Identify principles, concepts, research, and evidenced based findings from a variety of sources including the pharmaceutical, biological, psychosocial, and behavioral sciences for inclusion when planning nursing care for pediatric populations and their families.

4. Identify the role of the nurse in the care of children and families in relation to the provider, manager, and coordinator of therapeutic care.

5. Analyze family structures, coping mechanisms, roles, relationships, and stages for use in planning, implementing, and evaluating nursing care.

6. Identify community resources and referrals appropriate for children with major health problems and special healthcare needs.

Reading

Ball, Bindler, & Cohen Ch. 13 Ch. 22–24

Content Outline

Caring for the child with a hematologic or immunologic dysfunction and infectious disorders Drug therapy for hemophilia

Factor VIII—plasma-derived (Hemofil-M) or recombinant factor VIII (Advate) Factor IX—plasma-derived (AlphaNine SD) or recombinant factor IX (BeneFix)

Desmopressin—desmopressin (DDAVP, Stimate)

Caring for the child with cancer Family centered end-of-life care

Specific Course Activity

Discuss 5 or more NCLEX-style test questions related to class content

ATI

ATI nursing care of children review module Ch. 11 Ch. 21 Ch. 38-41

Medications

Opioids and dosing for sickle cell, cancer and end of life

Hydroxyurea, Iron Supplements, Epoetin alfa, Filgrastim, HIV drugs/chemo generally

First Generation Antihistamines/Sedating Antihistamines – diphenhydramine (Benadryl)

Assignments

Assessment 6

8 Comprehensive Review Specific Course Activity

Comprehensive review

Assignments

Active Learning Engagement ATI Proctored Exam With Remediation

RN nursing care of children 2019

9 Course Evaluation Specific Course Activity

Course evaluation

Assignments

Nursing Evolution Comprehensive Final Exam

Week Topic Objectives Activities & Assignments

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10 Virtual Session Participate in the virtual class session. There is no in-class session this week. Assignment

Submit 1 paragraph (4-5 sentences) summary of the virtual session to Canvas.

Week Topic Objectives Activities & Assignments

 Institutional Policies

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

Institutional Learning Outcomes Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated programmatic learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:

1. Implement intellectual and practical problem-solving skills through information assessment and critical thinking. 2. Demonstrate effective written communication skills. 3. Demonstrate effective oral communication skills. 4. Demonstrate computer proficiency and information literacy. 5. Describe ethical standards and legal guidelines associated with one’s chosen career field. 6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality

in one’s discipline. 7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.

Academic Integrity and Dishonesty Students should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)

Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)

Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) and the Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)

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https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog
http://westcoastuniversity.edu/student-affairs/student-services.html
Classroom Policies Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.

Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.

WCU Quiz, Test, and Exam Policies Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.

Late and Make-Up Work Policy All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or third-party content providers.

Missed Quizzes, Tests, and Exams All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented emergency situation (e.g., death in the immediate family), it is the student’s responsibility to contact the faculty member within 48 hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.

Final Week of Term/Semester/Trimester Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for maximum absences and other details. Technology

West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7 days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in Canvas or utilized in a course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html) for minimum technical requirements. For tech support options, please click on the Help link located on the left menu navigation. Canvas can be accessed here: https://canvas.westcoastuniversity.edu (https://canvas.westcoastuniversity.edu)

Library Information You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or here: https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library- resources.html)

Course Related Policies West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully

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completed, add/drop and withdrawal. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for course related policies.

Diversity Equity and Inclusion West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from diverse backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion, nationality, sexual orientation, age, physical ability, learning styles, and political perspectives.

The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives and the free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help them thrive in a culturally diverse world.

Course Delivery Modalities West Coast University offers courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous, synchronous).

Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship, internship) and uses the institution’s Learning Management System. Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship, internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning Management System. Online course

Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time with live online instruction and uses the institution’s Learning Management system. Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online instruction and uses the institution’s Learning Management System.

*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.

Student Responsibilities and Expectations for 100% Online Asynchronous Courses

1. Class Week: A “class week” for 100% online asynchronous learning courses starts on a Monday and ends on the following Sunday at 11:59 PM PST.

2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learning resources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To access the course, login to Canvas (https://canvas.westcoastuniversity.edu) using your West Coast University username and password. For help with Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for the required equipment including hardware and software.

3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Students are not required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses are engaging and enriched and include but are not limited to video content, simulations, adaptive quizzing, and self-guided and faculty created learning resources. Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, and Technical Support is available through a hotline, live chat, email, and links to academic resources and academic support associates.

4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through the Canvas learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabus for more details.

5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the course includes participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific Policies section of the syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Points are typically posted 3-4 days after submission of assignments or assessments. No late submission of assignments or assessments are accepted after the academic term ends. Final course grades are typically available 3-4 days after the end of the term. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for the University attendance policy for 100% online asynchronous courses.

6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate are appropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professional decision making. While these experiences may similar to interactions students engage in on social media, it is important to

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maintain academic composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactions with faculty and peers online. Online safety is important. Before commenting or posting, consider:

Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings, social norms, and cultural/personal identity. Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING. Respect the privacy of others. Delay writing during instances if you are angry, emotional, or frustrated. Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s. Cite fully the work of others. Academic integrity is valued and expected. Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor. Follow the “Golden Rule,” do unto others….

7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronous course, contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effective professional. Make sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can assist in finding a solution and providing academic support.

8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for details. Students taking 100% online asynchronous courses are provided comprehensive support through numerous self-guided experiences. These online experiences provide an orientation to online learning, guide students through an overview of the Canvas learning management system and course tour, and access to helpful mobile applications. In addition to access to technology support, online resources provide students access to library services, electronic textbooks, research and writing help, study tools, and student success tips to master life skills necessary for student success.

Differentiated Essential Competencies (Texas Students Only) The differentiated essential competencies (DEC’s) are written to guide nursing programs in the state of Texas to meet the approval criteria established by the Board of Nurses and to ensure that nursing programs prepare graduates to provide safe, competent care to the people of Texas (Texas Board of Nursing, 2011). A competency is described as “an expected level of performance that integrates knowledge, skills, abilities, and judgment” (American Nurses Association, 2008, p.3). All courses in the ADN program at West Coast University are aligned to the DEC’s to ensure the progression of skills and knowledge showing progression across the curriculum. The DEC’s contain four major roles (a member of the profession, provider of patient-centered care, patient safety advocate, and member of the health care team) for each nursing level addresses the subsections of each of the DEC’s roles.

Essential Competencies of Graduates of Texas: Diploma and Associate Degree in Nursing Education Programs

Member of the Profession:

1. Function within the nurse’s legal scope of practice and in accordance with the policies and procedures of the employing health care institution or practice setting.

2. Assume responsibility and accountability for the quality of nursing care provided to patients and their families. 3. Participate in activities that promote the development and practice of professional nursing. 4. Demonstrate responsibility for continued competence in nursing practice, and develop insight through reflection, self-

analysis, self-care, and lifelong learning.

Provider of Patient-Centered Care :

1. Use clinical reasoning and knowledge based on the diploma or associate degree-nursing program of study and evidence- based practice outcomes as a basis for decision-making in nursing practice.

2. Determine the physical and mental health status, needs, and preferences of culturally, ethnically, and socially diverse patients and their families based upon interpretation of comprehensive health assessment findings compared with evidence-based health data derived from the diploma or associate degree-nursing program of study.

3. Analyze assessment data to identify problems, formulate goals/ outcomes, and develop plans of care for patients and their families using information from evidence-based practice in collaboration with patients, their families, and the interdisciplinary health care team.

4. Provide safe, compassionate, comprehensive nursing care to patients and their families through a broad array of health care services.

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5. Implement the plan of care for patients and their families within legal, ethical, and regulatory parameters and in consideration of disease prevention, wellness, and promotion of healthy lifestyles.

6. Evaluate and report patient outcomes and responses to therapeutic interventions in comparison to benchmarks from evidence-based practice, and plan follow-up nursing care.

7. Develop, implement, and evaluate teaching plans for patients and their families to address health promotion, maintenance, and restoration.

8. Coordinate human, information, and material resources in providing care for patients and their families.

Patient Safety Advocate:

1. Demonstrate knowledge of the Texas Nursing Practice Act (NPA) and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards.

2. Implement measures to promote quality and a safe environment for patients, self, and others. 3. Formulate goals and outcomes using evidence-based data to reduce patient risks. 4. Obtain instruction, supervision, or training as needed when implementing nursing procedures or practices. 5. Comply with mandatory reporting requirements of the Texas NPA. 6. Accept and make assignments and delegate tasks that take into consideration patient safety and organizational policy.

Member of the Health Care Team:

1. Coordinate, collaborate, and communicate with patients, their families, and the interdisciplinary health care team to plan, deliver, and evaluate patient-centered care.

2. Serve as a health care advocate in monitoring and promoting quality and access to health care for patients and their families. 3. Refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance, and

restoration; and ensure confidentiality. 4. Communicate and collaborate in a timely manner with members of the interdisciplinary health care team to promote and

maintain the optimal health status of patients and their families. 5. Communicate and manage information using technology to support decision-making to improve patient care. 6. Assign and/or delegate nursing care to other members of the health care team based upon an analysis of patient or unit

need. 7. Supervise nursing care provided by others for whom the nurse is responsible by using evidence-based nursing practice

Differentiated Essential Competencies for Graduates of Diploma and Associate Degree Nursing Education Programs Aligned with Program Learning Outcomes.

PLO 1 2 3 4 5 6 7 8 9 10

I. Member of the Profession:

A. X X X X X

B. X X

C. X X

D. X

II. Provider of Patient-Centered Care:

A. X X X X

B. X X

C. X X X

D. X X

E. X X X X

F. X

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G. X

H. X X X

III. Patient Safety Advocate:

A. X X X X

B. X

D. X

E. X X

F. X X X

IV. Member of the Health Care Team:

A. X X

B. X X X

C. X

D. X

E. X

F. X X

G. X X X

PLO 1 2 3 4 5 6 7 8 9 10

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NURS 307 Developing Family and Community (PEDS) 202111FAII D-02
Meeting Times
Contact Information
Course Description
Course Learning Outcomes
Program Learning Outcomes
Course Materials
Publication Manual of the American Psychological Association
Principles of Pediatric Nursing: Caring for Children Plus MyNursingLab With Pearson eText.
Recommended Learning Resources:
ATI
Remind App
Evaluation
Criteria
Course and Program Specific Policies
ATI Policy
Nursing Program or Accreditation Requirements
Late and Make Up Work (Not Applicable to NURS 493)
Minimum Passing Grade
Sigma Theta Tau Nurse Manager Certificate
Course Outline
Institutional Policies
Differentiated Essential Competencies (Texas Students Only)

Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of children and families.

Explain the use of hospital, state and national data comparison requirements in Magnet designation and quality improvement.

What is the role of the nurse in providing input for the design of this healthcare program?

Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of children and families.