TEAM ONE COLLEGE

DEPARTMENT OF NURSING
N202
INTRODUCTION TO ACUTE CARE IN NURSING

SYLLABUS
Fall 2015

Norvella Hill RN, BSN

COURSE:

N202 Introduction to Acute Care in Nursing

COURSE FACILITATOR:

Norvella Hill RN, BSN

Email: Hill_Norvella@Roberts.edu
Office Location: Bldg A. Room 201
Office Phone & Voice Mail: 585-303-1087

COURSE CREDITS & STRUCTURE

Semester Credit Hours and Course Structure - 3 credits; 2 hours of lecture & theory
occurring Monday and Wednesday each week for 14 weeks, & 1 credit clinical experience on
Friday for 8 hours for 14 weeks.
Prerequisites: Successful completion of English, Math, Anatomy and Physiology,
Fundamentals of Nursing, Pharmacology, Med/Surg.

COURSE DESCRIPTION
The introduction to acute care in nursing is an advanced medical/surgical course that expands on
the knowledge the student has acquired in previous nursing courses and emphasizes the care of
the patient requiring more complex higher acuity of care. This course will expose the student to
patients who are facing emergent, life-threatening situations to encourage the application of the
theory of crisis, nursing assessment, and continue to develop critical thinking. Clinical
component of this class will include the direct care of patients in acute care environment and
observational experiences in an acute setting including the emergency department and the
intensive care unit.

COURSE OUTCOMES
Upon completion of this course, the student will:
1.

Integrate the principles of behavioral, natural, biological, and social sciences with
evidence-based practice in order to provide competent, safe, and holistic care to clients
and families across all care settings.
a. Synthesize and applies the knowledge of physical sciences and behavioral
sciences as it relates to medical/surgical nursing and the care of patients with
acute alterations in their health.

2.

Collaborate with the client, family, and other members of the multidisciplinary team to
provide holistic and safe care.
a. Applies critical thinking and applicable other nursing theories to the patient and
their families.

3.

Demonstrate accountability and responsibility and act within the legal, ethical, and
regulatory standards of professional nursing practice.
a. Demonstrate professional values, attitudes and actions that are mindful of the
nursing standards of care.

4.

Prove competence in the use of technology and clinical informatics.

a. Demonstrates the use of technology and information to the complex health care
needs of the critically ill patient.

5.

Provide culturally sensitive care for clients of diverse backgrounds.

a. Integrate culturally and religious sensitive care for clients and their families.

6.

Contribute to client education initiatives and health promotion strategies across all
care settings.
a. Collaborate with the health care team regarding the promotion of the restoration
of health, reduction of risk, and disease management in patients experiencing
acute alterations in their health.

7.

Demonstrate commitment to participation in lifelong learning.

a. Research and integrate EBP into patient care to improve patient outcomes.

8.

Recognize and incorporate the spiritual and health care needs of clients and families
into a comprehensive plan of care.
a. Provide safe, quality, and patient/family centered care to patients/family
experiencing complex emergent life-threating health care and spiritual needs.

TOPIC OUTLINE
Introduction to Care of the Critically Ill Patient
Hemodynamics in the Critically Ill Patient
Care of the Patient with Cardiovascular Disorders
Care of the Patient with Pulmonary Disorders
Care of the Patient with Neurological Disorders
Care of the Patient with Gastrointestinal Disorders
Care of the Patient with Renal Disorders
Care of the Patient with Endocrine Disorders
Care of the Patient with Hematological Disorders
Care of the Patient with Multisystem Disorders

METHOD OF TEACHING
Lecture, case study, group discussion, multimedia, clinical experiences, selected readings,
written assignments, and other methods/forms to support the learning process.

REQUIRED TEXTBOOK
Smeltzer, S.C., Bare, B.G., Hinkle, J.L., & Cheever, K.H.
Textbook

(2010). Brunner & Suddarths

of Medical - Surgical Nursing (12th ed.). J. B. Lippincott.

ADDITIONAL LEARNING RESOURCES

AACN (American Association of Critical Care Nurses) website: http://www.aacn.org
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8th ed.). Elsevier Mosby.
ENA (Emergency Nurse Association) http://www.ena.org/Pages/default.aspx
Hemodynamic: http://www.rnceus.com/course_frame.asp?exam_id=46&directory=hemo
Saddleback Skills Video: http://www.saddleback.edu/faculty/twhitt/videos.html
Vallerand, A.H., Sanoski, C.A. & Deglin, J.H. (2014). Daviss drug guide for nurses, (14th ed.).
Philadelphia: F.A. Davis

OTHER RESOURCES
Current nursing journal articles (5-6 years)
Relevant websites

EVALUATION METHOD
For evaluation purposes, N202 is divided into two segments, and a satisfactory grade must be
achieved for successful completion of the course. The two segments are as follows:
Class testing which will occur during scheduled class times; scheduled for approximately 1 hour
with the exception of the final exam which will be approximately 2 hours. There will be 3 unit
exams, and a final comprehensive exam. Students will be responsible for a group teaching
power point presentation where they will present an acute care topic and provide a quiz to class
at the end of the presentation.
Exam #1

10%

Exam #2

15%

Exam #3

25%

Final Exam

40%

Group presentation

10%
100%

A minimum grade average of 75% is required in order to successfully complete this course in
addition to the clinical requirements. The range for grades are as follows:
A = 90% - 100%
B = 80% - 89%
C = 75% - 79%
D = 60% - 74%
F = below 60%

Clinical experience is evaluated and graded on a Satisfactory or Unsatisfactory basis. A student

who receives a grade of satisfactory for the clinical portion of the course has demonstrated
knowledge and proficiency. A student who receives a grade of unsatisfactory for the clinical

portion of the class will fail and receive a final grade of F as they have not demonstrated the
necessary knowledge, skills, and or abilities to safely function as a nurse.

POLICIES & EXPECTATIONS

Late Work
All assignments and learning activities are due when stated unless otherwise negotiated with the
course facilitator. Work submitted after the stated deadline will be assessed a 5% penalty per
day.
ACADEMIC INTEGRITY STATEMENT
Roberts Wesleyan College and Northeastern Seminary seek to promote personal and intellectual
integrity within the academic community. Honesty and trustworthiness are not only fundamental
principles of the Judeo-Christian tradition, but essential practices within academe. The following
behaviors are, therefore, unacceptable:
Cheating in its various forms: copying another students work, allowing work to be copied,
using unauthorized aids on an examination, obtaining any part of an examination prior to its
administration, fabricating research data, submitting another persons work as ones own, and
receiving credit falsely for attendance at a required class or activity.
Plagiarizing (i.e. presenting someone elses words or specific ideas as ones own, including
inadequate documentation of sources and excessive dependence on the language of sources even
when documented). All quoted material and ideas taken from published material, electronic
media, and format interviews must be cited: direct quotations must be enclosed in quotation
marks. Therefore, whether quoting or paraphrasing, include an appropriate reference to the

source (in-text citation) and a Reference page. Refer to the APA Manual for proper citation
formats; consult the instructor regarding preferred citation style. (American Psychological
AssociationAPA.).
Violating copyright laws and license agreements, including but not limited to: making illegal
single copies of music or other print materials, making and/or distributing multiple copies of
printed, copyrighted materials without written permission, and making and/or distributing
unauthorized copies of computer software and/or digital information.
Denying others appropriate access to information in the classroom, library or laboratory
including but not limited to: removing pages from books or journals, and/or hiding or
intentionally damaging materials or electronic information.
Destroying, altering, or tampering with someone elses work.
Submitting the same or similar work for more than one course or assignment without prior
approval from the professors.
Destroying, altering or tampering with academic or institutional records.
Students who violate the Academic Integrity Policy shall be subject to disciplinary action as
outlined in the Student Handbook and Faculty Handbook.

MODULE 1
Introduction to Care of the Critically Ill Patient & Hemodynamics
TOPIC OVERVIEW
This module will focus on what the role of the critical care nurse is and the management of the
critical care patient in the critical care setting (ICU, ED). Nursing management of patients who
are requiring hemodynamic monitoring, artificial airways, mechanical ventilation, and circulatory
assist devices.

Learning Activities
Pre-Class required reading: Brunner & Suddarths Textbook of Medical-Surgical Nursing
Chapter 71 (Emergency Nursing) pp. 2153-2190
Chapter 26 (Hemodynamic Monitoring) pp. 715- 719
AACN website: ICU nurse role
http://www.aacn.org/wd/publishing/content/pressroom/aboutcriticalcarenursing.pcms?menu=
CLASS OBJECTIVES & OUTCOMES
At the completion of this unit, the student will be able to:
1. (Identify) appropriate nursing interventions to manage the care and needs of critically ill
patients (1).
2.
3.
4.
5.

(Describe) the certification opportunities for critical care nurses (7).

(Describe) how critical care units meet the needs of the acutely ill patients.
(Identify) ethical issues that may arise and impact the care of the critically ill patient (8).
(Identify) common treatments and care involved in the care of the critically ill patient
including acute issues such as hemodynamic monitoring (ABG, PAC, CVP, IABP, VAD,

and mechanical ventilation) (1).

6. Recognize policies in health care related to financial regulation, resuscitation, and end of
life care, organ donation, and introduction to the ICU environment (3).

CLINCAL LEARNING ACTIVITIES

1. Prior to clinical, please review patient assignment (it will be emailed to you two days
prior to clinical it will contain a brief summary of patient, which will include diagnosis,
and medication list). Make med cards for medications on flashcards to include the
following: Med name (trade name, and generic), classification, use (why is it given),
specific administration instructions, side effects, and teaching for patient.
2. Review of head to toe assessment as it relates to patient specific needs.
3. Complete SOAPE note before the end of clinical and turn in to clinical professor.
Learning activities textbook
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8th ed.). Elsevier Mosby.
Vallerand, A.H., Sanoski, C.A. & Deglin, J.H. (2014). Daviss drug guide for nurses, (14th ed.).
Philadelphia: F.A. Davis
CLINICAL OBJECTIVES & OUTCOMES
1. Identify what may qualify a patient as critically ill and/or admission to ICU.
2. Identify specific types of nursing care and monitoring of critically ill patients.
3. Identify common medications/treatments used in the critical care patient and rationale for
the use.
4. Identify specific medications used in the ICU only and the rationale for its use.

MODULE 2
Care of the Patient with Cardiovascular and Pulmonary Disorder
TOPIC OVERVIEW
This module will focus on cardiovascular and pulmonary disorders and the care of those patients
in the critical care setting.
Learning Activities

Pre-class required reading: Brunner & Suddarths Textbook of Medical-Surgical Nursing

Chapter 27 (Dysrhythmias and Conduction Problems) pp. 720-754
Chapters 14, 23, 24, 25 (Respiratory Disorders)
Interactive website: http://freenursetutor.com/matching-game-respiratory-disorders.html
CLASSROOM OBJECTIVES & OUTCOMES
1. (Describe) the precipitating factors, clinical presentation, and collaboration of care of
patients who are at risk for or have experienced cardiac and pulmonary related
emergencies (1).
2. (Relate) pathophysiology of CAD, angina, and acute coronary syndrome to the acutely ill
patient (1).
3. (Describe) the clinical manifestation, along with the complications, any necessary
diagnostic testing, and the collaborative care of the patient with acute coronary issues as
well as the care of the patient with STEMI (2, & 8).
4. (Describe) what role does nursing play in the promotion of therapeutic lifestyle changes
in patients suffering from CAD (3).
5. (Describe) the commonly used medications in the treatment of patients with CAD and
acute coronary syndrome (1).
6. (Describe) the commonly used treatments for respiratory disorders (6).

CLINCAL LEARNING ACTIVITIES

1. Prior to clinical, please review patient assignment (it will be emailed to you two days
prior to clinical it will contain a brief summary of patient, which will include diagnosis,
and medication list). Make med cards for medications on flashcards to include the
following: Med name (trade name, and generic), classification, use (why is it given),
specific administration instructions, side effects, and teaching for patient.
2. Review of head to toe assessment as it relates to patient specific needs.
3. Complete SOAPE note before the end of clinical and turn in to clinical professor.

Learning activities textbook

Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8th ed.). Elsevier Mosby.
Vallerand, A.H., Sanoski, C.A. & Deglin, J.H. (2014). Daviss drug guide for nurses, (14th ed.).
Philadelphia: F.A. Davis
CLINICAL OBJECTIVES & OUTCOMES
1. Explain the role of lungs, kidneys, and chemical buffers in maintaining acid-base balance.
2. Understand basic interpretation of arterial blood gases.
3. Differentiate the precipitating factors related to respiratory distress and/or cardiac
disorders and their clinical manifestation.
4. Identify the clinical manifestation and treatment of patients related to pulmonary and
cardiac disorders.
MODULE 3
Care of the Patient with Neurological, Gastrointestinal, and Renal Disorders
TOPIC OVERVIEW
This module will focus on neurological, gastrointestinal, and renal disorders and the care of those
patients in the critical care setting.
Learning Activities
Pre-class required reading: Brunner & Suddarths Textbook of Medical-Surgical Nursing
Chapter 64 (Neurological disorders) pp. 1950-1956
Chapter 34 (Gastrointestinal disorders) pp. 978-1024
Chapter 44 (Renal disorders) pp. 1311-1356

MODULE 4
Care of the Patient with Endocrine, Hematological, and Multisystem Disorders

TOPIC OVERVIEW
This module will focus on endocrine, hematological, and multisystem disorders and the care of
those patients in the critical care setting.
Learning Activities
Pre-class required reading: Brunner & Suddarths Textbook of Medical-Surgical Nursing
Chapter 33 (Endocrine disorders) pp. 1245-1287
Chapter 42 (Hematologic disorders) pp. 903-972
Website: http://ghr.nlm.nih.gov/condition/neonatal-onset-multisystem-inflammatory-disease

COURSE CALENDER
FALL 2015
September

Sun

Mon

Tue

Wed

Thu

Fri

Sat

30

31 Intro
to class

2 Intro
to
Critical
ill

4
Clinica
l

7
No Class

9
Critical/
Hemo

10

11
Clinica
l

12

13

14
Hemo

15

16
Exam
#1

17

18
Clinica
l

19

20

21
Cardio

22

23
Cardio

24

25
Clinica
l

26

27

28
Pulmona

29

30
Pulmona

ry

ry

October

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2
Clinica
l

5
Exam #2

7
Neuro

9
Clinica
l

10

11

12
Neuro

13

14
GI

15

16
Clinica
l

17

18

19
GI

20

21
Renal

22

23
Clinica
l

24

25

26
Exam #3

27

28 Work
on
presentati
on

29

30
Clinica
l

31

Sun

Mon

Tue

Wed

Thu

Fri

Sat

2
Endocrine

4
Endocrine

6
Clinica
l

9
Case
Study

10

11
Hematolo
gic

12

13
Clinica
l

14

15

16
Hematolo
gic

17

18
Case
Study

19

20
Clinica
l

21

November

22

23
Multisyst
em

29

30
Multisyst
em

24

25
Thanksgiv
ing
Break

26

27

28

Tue

Wed

Thu

Fri

Sat

2 Case
study

4
Clinica
l

December

Sun

Mon

7
Final
Exam

9 Group
Presentat
ion

10

11
Clinica
l

12

13

14 Group
Presentat
ion

15

16 Group
Presentat
ion

17

18

19

20

21

22

23 Winter
Break

24

25

26

27

28

29

30

31

References
AACN (American Association of Critical Care Nurses) website: http://www.aacn.org
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidels Guide to
Physical Examination (8th ed.). Elsevier Mosby.
ENA (Emergency Nurse Association) http://www.ena.org/Pages/default.aspx

Freenursetutor.com http://freenursetutor.com/matching-game-respiratory-disorders.html
Hemodynamic: http://www.rnceus.com/course_frame.asp?exam_id=46&directory=hemo
Neonatal Multisystem disorder: http://ghr.nlm.nih.gov/condition/neonatal-onset-multisysteminflammatory-disease
Saddleback Skills Video: http://www.saddleback.edu/faculty/twhitt/videos.html
Smeltzer, S.C., Bare, B.G., Hinkle, J.L., & Cheever, K.H.

(2010). Brunner & Suddarths

Textbook of Medical - Surgical Nursing (12th ed.). J. B. Lippincott.

Vallerand, A.H., Sanoski, C.A. & Deglin, J.H. (2014). Daviss drug guide for nurses, (14th ed.).
Philadelphia: F.A. Davis