Long Beach City College

ADN 11A
Introduction to Nursing

Spring 2012

Debi Beitler, RN, MSN, FNP

© Copyright 2012 Associate Degree Nursing Program, School of Health and Science
Long Beach City College, Long Beach, CA
 LONG BEACH CITY COLLEGE

Associate Degree Nursing Program

ADN 11A
Introduction to Nursing

COURSE SYLLABUS

for

Theory Content

Spring 2012

 2012 Long Beach City College Associate Degree Nursing Program, Long Beach CA 90808
 ADN 11A

Introduction to Nursing

General Information
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

TABLE OF CONTENTS

ADN 11A - Introduction to Nursing

Course Information.............................................................................................................iii
Course Outline…………………………………………………………………………..…v
Orem Theoretical Framework……………...………………………………………….…. vi
Course Requirements..................................................................................................... ...vii
Learning Outcomes……………………………………………………………………......ix
Challenge Option for Advanced Placement............................................................ ...…….x
Challenge Option................................................................................................................xi
Application for Credit by Examination - Advanced Placement........................................xii
Weekly Schedules………………………………………………………………..……….xiii
Grades..................................................................................................................…..........xv
Submodule Testing and Due Dates …..............................................................................xvi

THEORY CONTENT
Introduction to the Course................................................................................................1.0
.LBCC Nursing Department Terminology ………………………………………… 1.2

Conceptual Framework- Dorothea Orem’s Self Care Theory..........................................2.0

Orem's Self Care Theory.............................................................................................2.2
APA Format: Summary..............................................................................................2.6

USCR: Prevention of Hazards to Life, Functioning, and Well-being..............................3.0

Infection Control.................................................................................................3.1

Nursing Process………………………………………………………………………….4.0

Wound Care.......................................................................................................................5.0

USCR: Provision of Care Associated with Elimination Processes..................................6.0

Normal Values for Intake and Output………………………………………...…6.1

USCR: Personal Hygiene.................................................................................................7.0

USCR: Maintenance of Balance Between Solitude and Social Interaction…………….8.0

Communication and Interviewing.....................................................................................9.0

Comparison of Communication Behaviors.................................................................9.1

USCR: Maintenance of Balance Between Activity and Rest........................................10.0

Immobility Worksheet...………………………………………………………..10.2
Nursing Diagnoses Worksheet…........................................................................10.4
1.0
USCR: Maintenance of Sufficient Intake of Air, Water, and Food................................11.0

Developmental Self Care Requisites: Older Adult.........................................................12.0

Legal and Ethical Issues..................................................................................................13.0

USCR: Promotion of Normalcy......................................................................................14.0

Critical Thinking.............................................................................................................15.0

Cultural Diversity............................................................................................................16.0
Religious Beliefs and Health Care Worksheet..........................................................16.1
Guidelines for Cultural Diversity Presentation.........................................................16.2
Possible Cultural Groupings.....................................................................................16.3

SUBMODULES

Math for Meds Submodule.............................................................................................17.0

Medical Terminology Submodule...................................................................................18.0

Part I: Body Part Roots.............................................................................................18.1
Part II: Prefixes and Suffixes, Disease Conditions...................................................18.2
Part III: Prefixes, Suffixes and Body Parts...............................................................18.3
Part IV: Roots, Prefixes, Suffixes.............................................................................18.4

Abbreviations and Symbols Submodule.........................................................................19.0

Commonly Used Abbreviations and Symbols..........................................................19.1
ii
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

COURSE INFORMATION
ADN 11A - Introduction to Nursing

This course is an introduction to the self -care needs of the human being. Students will be
introduced to the practice of nursing, Dorothea Orem’s self care model for nursing,
communication techniques, the concept of asepsis, the nursing process, nursing care plans, and
the needs of older adult clients. The student must demonstrate mastery of basic math skills
needed for computing drug dosages.

Class/lecture: 5 hours per week. 45 hours for course

Required Texts:
1. LBCC Staff, ADN 11A Syllabus on line
2. Potter & Perry, Fundamentals of Nursing, Mosby, 7th Edition, 2009
3. Edose, (computer program) In bookstore only
4. Dudek, Nutrition Handbook for Nursing Practice, Lippincott, 5th Edition, 2006
5. Ladwig & Ackley, Mosby’s Guide to Nursing Diagnosis, 3rd edition, Mosby, 2011
6. LBCC Staff, Student Handbook for Associate Degree Nursing Program is online

Supplementary Learning Materials:

1. CAPR –ATI online and book packet given
1. Articles, videos and other media assigned in the Learning Center/Library
2. Miller-Keane Encyclopedia & Dictionary of Medicine, Nursing, & Allied Health,
Saunders, 7th Edition, 2003 (A Medical Dictionary purchased for use in a pre-requisite
course may be substituted)
3. Eliopoulos, Gerontological Nursing, Lippincott, 6th Edition, 2005
4. Castillos, Strategies, Techniques & Approaches to Thinking, 4th Ed., Sanders 2010

Requirements of the Course:

Class/discussion
Reading assignments
Course evaluation
Video and other media
Self-paced submodules

Student Theory Evaluation:

Total number of points: 250 - (quizzes, final and ATI points)
The 11A Teaching Team reserves the right to administer “pop” quizzes at any time during
the course. The total points for 11A will remain 250; therefore, quiz point values will be
adjusted accordingly if a “pop” quiz is given.

iii
Student Course Grade:
The theory and lab portion of this course must be taken concurrently and both theory and
lab must be passed in order for the student to proceed in the program. The student will receive
the same letter grade for theory and for lab unless he/she is less than satisfactory clinically in
which case the policy in the Student Handbook for marginal or unsatisfactory clinical ratings will
be followed.

Teachers - Office hours posted on the door of each office

Lead: Debi Beitler, RN, MSN, FNP Office I (562) 938- 4182
Co-Lead: Joanne Armenia RN, MSN, ANP-C Office N (562) 938- 4908

iv
 LONG BEACH CITY COLLEGE
Associate Degree Nursing Program
ADN 11A - Introduction to Nursing

COURSE OUTLINE

I. Introduction to the program and course

A. Course requirements
B. Program policies
II. Introduction to nursing
A. Nurse practice act
B. Legal and ethical aspects of nursing
III. Introduction to the Orem conceptual framework: Self-Care Theory
A. Conceptual framework as a basis for nursing practice
B. Universal self-care requisites
C. Health Deviation self-care requisites
D. Developmental self-care requisites
IV. Interpersonal relationships
A. Communication skills
B. Beginning interviewing skills
V. Concept of asepsis
A. Medical asepsis
B. Surgical asepsis
C. Universal Precautions and OSHA Guidelines
VI. Introduction to the nursing process and nursing care plan
A. Assessment
B. Nursing diagnosis
C. Planning and determining outcomes
D. Interventions
E. Evaluation
VII. Care of the elderly client
A. Specific nursing care needs of the hospitalized elderly client
VIII. Universal Self Care Requisites
A. Prevention of Hazards
B. Elimination
C. Air, Food and Water
D. Activity and Rest
E. Solitude and Social Interactions
F. Normalcy

ENTRANCE SKILLS
 Readiness to read and understand medical/nursing textbooks written at the 12-16 grade level
 Readiness to apply principles of English usage and mechanics to the classroom setting

v
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

ADN 11A – Introduction to Nursing

Conceptual Framework: Orem’s Self Care Model

SELF CARE MODEL THEORY CLINICAL

IMPLEMENTATION IMPLEMENTATION

The Universal Self Care The Universal Self Care All of the basic nursing skills
Requisites (USCR) are Requisites serve as an are taught in on campus labs.
common to all persons outline for learning. Students Student attention is directed
regardless of health status. learn how to use the nursing to the necessity of having a
process at the beginning repertoire of nursing skills to
level to meet the USCRs. assist patients to meet the
Developmental Self Care Universal Self Care
Requisites are needs Requisites.
associated with development
throughout the life cycle. After demonstration of
satisfactory performance on
campus, students give care to
stable, adult patients under
direct supervision. Students
develop a nursing care plan
based on beginning
assessment, diagnosis, goals,
interventions and evaluation.

vi
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program
Course Requirements
During this course each student will:
1. Come to class or lab on time, prepared to meet the assigned behavioral
objectives for the day.
2. Complete all assigned readings, media, and written work prior to class or lab.
3. Complete the assigned course sub-modules in a manner consistent with the
policy as stated in the ADN Student Handbook 2011-2012;
a) Math for Meds
b) Abbreviations and Symbols.
c) Medical Terminology
4. Follow guidelines in the ADN Student Handbook regarding hygiene, dress, and
behavior on campus and in clinical agencies.
5. Complete missed quizzes/examinations according to the policy in the ADN
Student Handbook.
6. Consult a member of the teaching team when a problem is encountered
regarding theory and/or clinical application and/or application of program
policies.
7. Achieve a Satisfactory or Marginal clinical rating in the course, according to the
Student Clinical Evaluation Process, in order to continue in the program.
8. Achieve a minimum of 75% in theory testing on completion of the course in
order to continue in the program.
9. Attend class/lab regularly. See ADN Student Handbook for policy on
attendance.
10. Assume responsibility for the behavioral objectives and handouts missed due to
absence from class or lab.
11. Assume responsibility for providing documentation of compliance with all
elements of the Standards of Alliance for Clinical Affiliations, Orange County/
Long Beach Consortium for Nursing.
12. Demonstrate at all times, behavior consistent with the College Policy on
Academic Honesty.

vii
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program
ADN 11A - Introduction to Nursing

ADN 11A Learning Outcomes

Upon satisfactory completion of the course, the student will be able to demonstrate the
following learning outcomes:

Professional Role
 Recognize nursing responsibilities in relationship to universal self-care
requisites (USCR)
 Analyze the aspects of patient basic activities of daily living needs
 Exhibit a beginning knowledge base of the universal self-care requisites
(USCR) as they apply to nursing

Communication
 Examine the basic aspects of the communication process in the nursing
profession and barriers to effective communication.

Orem’s Self Care Theory as it relates to the Nursing Process

 Identify and discuss the components of Orem’s Self Care Theory
 Analyze Orem’s Self Care Theory as it applies to the long term care patients.
 Apply the concepts of developmental self-care requisites to the geriatric
patient in a stable environment.
 Discuss how to implement the nursing process in the care of a stable patient
with multiple self-care requisites.
 Examine the nursing process.

Critical Thinking
 Discuss the aspects of patient basic activities of daily living needs
Safety
 Analyze the principles of asepsis.
Teaching and Learning
 Synthesize knowledge from science classes to assimilate safe nursing practice.
Collaborative Management of Care
 Discuss responses to planned interventions in relationship to case scenarios in
the classroom setting.

ix
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

POLICY STATEMENT

Challenge Option for Advanced Placement

1. The challenge option for each course consists of two parts:

First: Theory portion
Second: Clinical portion

2. An announcement regarding the challenge option will be made at the beginning of every
course on the first day of class.

3. The student must have evidence on file in their cumulative folder of formal instruction
regarding course content.

4. Formal instruction and direct patient care experience (in the content of the course
being challenged) must have taken place within the three (3) years previous to
the challenge request.

5. If the student satisfactorily passes the clinical exam the grade earned for the course or
portion of the course will be the grade achieved on the written examination.

6. The student must utilize both the conceptual framework and the nursing process in the
clinical challenge portion of this option.

7. For details refer to the LBCC Catalogue "Nursing Programs and Courses: Policies for
Transfer Credit, Advanced Placement, and Credit by Examination for the Assoc. Degree
Program."

x
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

ADVANCED PLACEMENT CHALLENGE OPTION PLAN

ADN 11A INTRODUCTION TO NURSING

1. Indicate the intent to challenge the theory content of the course by completing the
Application for Credit by Exam in the syllabus and submitting it to the lead teacher by
Wednesday of the second week of school.

2. Make an appointment in the Health Technologies Learning Center by Friday of the second
week of the module to take the written objective examination. A passing score of 75% must
be achieved. A 200 question scantron form is needed for this examination.

3. After successfully passing the written examination, a thirty minute appointment must be
made with the teaching team to finalize arrangements for the clinical portion of the advanced
placement examination.
A. Clinical Exam - hospital portion
1. The following areas must be satisfactorily completed:
a. Vital signs, baseline assessment and care plan must be completed within 60
minutes.
b. Personal cleanliness of patient, including bath, oral hygiene, and cath care.
c. Comfort and safety needs; including decubitus care, back care, and bed
making.
d. Medical asepsis; dressing change.
2. Two of the following 4 skills must be completed. The skills to be tested will be
selected by the instructor.
a. Tube feeding
b. ROM
c. Positioning
d. Aseptic Dressing

B. Clinical Exam - on campus lab portion

Those skills which generic students are tested on in the campus labs must be
satisfactorily completed by the advanced placement candidate.

4. In addition to the successful completion of the written and clinical examination the student
must attend labs and classes covering the following topics:
A. Nursing Process

5. The Math Submodule must be passed by the same deadline as generic students.
xi
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program

APPLICATION FOR CREDIT BY EXAM - ADVANCED PLACEMENT

Student's Name_________________________________________ Date______________

Course______________________________

Justification for this request:

Contract:

Decision: yes_____ no_____ Student Signature_____________________

If no, reason for denial:
Date________________________________

Committee Members:

____________________________________

____________________________________

xii
 ADN 11A INTRODUCTION TO NURSING
WEEKLY SCHEDULE – Spring 2012
Section 1 Tuesday & Wednesday Lab
Section 2 Thursday & Friday Lab

Monday Tuesday /Thursday Wednesday/Friday Thursday

WK Lecture Campus LAB Campus LAB Lecture
Time: 0800-1100 0730-1200 0730-1200 1230-14:30
Room: C102 Room: C306 Room: C306 Room: C102
1 Jan 9 Jan 10/12 Jan 11/13 Jan 12

Lecture: Lab: Lab: Lecture:

 Intro to course  Intro to skills  Vital Signs  USCR: Prevention of
 Conceptual  Helping Hazards
Framework Relationships  Infection Control
 Hand Hygiene
 Patient Rights

Testing Workshop- Testing Workshop- 1

9am pm
2 Jan 16 Jan 17/19 Jan 18/20 Jan 19
Holiday Lab: Lab: Lecture:
 Aseptic Tech  Transferring,  Nursing Process
 Transmission  Mechanical Lift
Precautions  Restraints
 Open sterile pkg.  Tube Feeding
 Open Gloving

3 Jan 23 Jan 24/26 Jan 25/27 Jan 26

Quiz #1 ( 50 pts) Lab: Lab: Lecture:
Lecture:  Bed making  Assisting with  Wound Care
 Cont. Nursing  Positioning elimination
Process  ROM  Bathing, Backrub
 Lift Sheet  Oral hygiene Abbrev. Submodule DUE
 Feeding
Workshop CAPR Testing Vital
Signs
Testing :Tube
Feeding; Positioning;
and ROM
 4 Jan 30 Jan 31/Feb 1 Feb 2/3 Feb 2
Quiz #2 (30 points) Lab: Lab: Lecture:
Lecture:  Dressing change  4 ½Day  USCR: Solitude and
 USCR:  Documentation Social Interactions
Elimination &  Head to Toe
Personal HygieneTesting: Assessment Due :
 Open gloving  Pivot Transfer,
 Sterile packages  Mech. Lift
 Transmission  Nursing Process
precautions Computer Program
5 Feb 6 Feb 8/9 Feb 10 Feb 9
Quiz #3 (22 points) Lab: Clinical: Lecture:
Lecture:  Sim Lab SNF Day 1  USCR: Activity & Rest
 Communication &  Clinical Prep Time 0700-1130
Interviewing
Due:
Feb 7  Conceptual Framework
Flex Day paperwork

6 Feb 13 Feb 14/16 Feb 15 Feb 16

Lecture: Clinical: Clinical: Lecture:
 USCR: Air, Food SNF Day 1/2 SNF Day 2  DSCR: Older Adult
& Water Time 0700-1130 Time 0700-1130
Feb 17
Holiday
7 Feb 20 Feb 21/23 Feb 22/24 Feb 23
Holiday Clinical: Clinical: SNF Day 4 Lecture:
SNF Day 3 Time 0700-1130  Legal and Ethical
Time 0700-1130

8 Feb 27 Feb 28/Mar 1 Feb 29/Mar 2 Mar 1

Quiz #4 (48 points) Clinical: Clinical: Lecture:
SNF Day 5 SNF Day 6  Critical Thinking
Lecture: Time 0700-1130 Time 0700-1130
 USCR: Normalcy
9 Mar 5 Mar 6/8 Mar 7/9 Mar 8
FINAL EXAM Clinical: SNF Day 8 Lecture:
(100 pts) SNF Day 7 Time 0700-1130  Cultural Diversity
Time 0700-1130 Presentations
Course Evals Clinical Evals

xiv
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program
ADN 11A - Introduction to Nursing

GRADES
The total number of points available for ADN 11A is 250. The majority of which will be on
quizzes and the final. You must have 188 to pass the course. You may earn up to ten points on
ATI Testing for Fundamentals.

ATI practice ATI Proctored ATI ATI Proctored Total Possible

test test remediation Re-Take
1 pt Level 3= 9 n/a n/a 10 pts
pts
1 pt Level 2= 9 n/a n/a 10 pts
pts
1pt Level 1 = 6 3 pts n/a 10 pts
pts
1 pt Below Level 3 pts Passed re-take 10 pts
1= 4 pts at or above
Level 1 =2 pts

You will take the ATI practice test during the 6th week of the course. Any student who does not
take the practice test is ineligible for the proctored test. You will receive 1 point for taking the
test. The proctored test will be taking during the 7th week. Based on the chart above you will
receive points for taking the proctored exam. For ADN 11A only the benchmark is Level 1. This
Level is determined by ATI using your score and comparing it against students nationwide. If
you scored Level 1 or lower you may earn points for remediation. Remediation must be turned in
before you can retake the proctored exam. The dates are listed on your calendar. Late work will
not be accepted.

The re mediation requirements will be given to you in an Individual Learning Contract that will
be given to you when you meet with the 11A team. The Learning Contract will take
approximately 4-6 hours to complete.

*The 11A Teaching Team reserves the right to administer “pop” quizzes at any time during the
course. The total points for 11A will remain 250; therefore, quiz point values will be adjusted
accordingly if a “pop” quiz is given.

Test Date # of points Points Percent Grade

available Made
Quiz #1 Jan 23 50
Quiz #2 Jan 30 30
Quiz #3 Feb 6 22
Quiz #4 Feb 27 48
 Final Mar 5 90
ATI 10
Total 250

A = 91 -100% B=83 - 90 C=75 - 82 D=67 - 74 (failing nursing)

xv

DUE DATES FOR ASSIGNMENTS

_
Date Time Assignment
Jan 9 Noon All Hospital requirements completed (TB, CPR and malpractice, etc…)
Jan 13 Noon Completed SLA Workshop
Jan 20 5 pm eDose Introduction module 100% completed
Jan 23 3 pm Critical Thinking Pre test ATI completed
Jan 26 5 pm Abbreviations and Symbols submodule passed per Handbook
Jan 27 5pm eDose Medication Orders and SI units module 100% completed
Feb 2 5 pm Nursing Process Computer Program 3 areas completed
Feb 2 Noon Pivot Transfer and Mechanical Lift Skill sheets due
Feb 3 5 pm eDose Tablets and Capsule module 100% completed and Authentic
Diagnostic Assessment Practice passed with 93%
Feb 9 Noon Conceptual Paper- Orem to clinical instructor
Feb 10 5 pm eDose Liquid Mediations module 100% completed and Authentic
Diagnostic Assessment Practice passed with 93%
Feb 16 5 pm ATI practice test in the Learning Center.
Feb 16 5 pm eDose Injections module 100% completed and Authentic Diagnostic
Assessment Practice passed with 93%
Feb 24 5pm Authentic Diagnostic Assessment passed with 93% in the Learning
Center
Feb 24 5 pm ATI proctored Test
Feb 27 5 pm Receive Individual Learning Contract if Below Level 1 on ATI test
March 2 5pm All ATI remediation turned in and re take ATI proctored test
March 7 Noon All remedial work must be Satisfactorily completed

SUBMODULE TESTING

In Learning Center by Appointment Tested on Quizzes

ABBREVIATIONS & SYMBOLS MEDICAL TERMINOLOGY
xvi
 ADN 11A

Introduction to Nursing

Theory Content
 THEORY CONTENT: Introduction to Course

BEHAVIORAL OBJECTIVES:

By the end of the day, the student will:

1. List the course requirements for ADN 11A.

2. Review and describe how to use the ADN 11A - Introduction to Nursing weekly
schedule.

3. Describe the required texts to be used.

4. Independently review the LBCC Nursing Department Terminology and Understanding of

Behavioral Objectives.

5. Discuss what to do if unable to answer a "BO" prior to class.

6. Explain Behavioral Objectives.

7. Discuss the procedure used for theory testing during this course.

8. Explain rationale for wearing name pin to all classes and labs.

9. Discuss the sub-modules due in this course:

a. Math for Meds (Edose)
b. Abbreviations and Symbols
c. Medical Terminology

13. Describe responsibility for material contained in the Student Handbook. Bring Printout
from Handbook to class first day

14. Organize notebook to personal taste. Please wait until after orientation to start
organizing syllabus.

ASSIGNMENTS:

1. LBCC ADN 11A Course Syllabus

2. LBCC Associate Degree Nursing Student Handbook
1.0
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing Program
ADN 11A - Introduction to Nursing

LBCC NURSING DEPARTMENT TERMINOLOGY

COURSE: a nine week nursing class. Each course must be passed before the next course can be
taken.

COURSE OUTLINE: description of the course, units, hours, facilities.

ONGOING BEHAVIORAL OBJECTIVES: behaviors to be accomplished during the entire

course and/or program.

CLASS BEHAVIORAL OBJECTIVES: behaviors to be accomplished for or during a lecture or

testing session.

LAB BEHAVIORAL OBJECTIVES: behaviors and skills to be accomplished for or during a

practice or testing session.

COURSE SYLLABUS: a booklet, purchased in the bookstore, compiled by the instructors

which give schedules and directions for all classes and labs.

LEARNING CENTER: Room C200, on the second floor of the Nursing and Health
Technologies Building where audio visual material may be used and submodule tests taken.

SUBMODULE: a self-guided learning strategy. Behavioral objectives are given but

accomplishment of these objectives is the responsibility of the learner. Testing in the
Learning Center is scheduled by the learner to meet prescribed dates of completion.

QUIZZES and FINAL EXAM: quizzes are 25 to 50 (approximately) question tests given
intervals; the final exam is a 100 (approximately) question test given at the end of a course.

POINTS, PERCENT, LETTER GRADES: one point is given for each quiz or final exam
question. There are approximately 250 points for each course. Points are converted to the
percent of 100 at the end of the course. Students must earn 75% to pass a course. At the end
of the course, percent grades are converted to letter grades on the following schedule: A =
91-100%; B = 83-90%; C = 75-82%; D = 68-74%; F = below 67%(see Student
Handbook).

SCANTRON: scantron is a test answer sheet used for machine grading of exams. Different
Scantrons are used for different tests. Check with instructors for each class/submodule.

1.1
CRITICAL ELEMENTS: those steps in a nursing skill which are considered essential for
acceptable performance of the skill.

SKILL ASSESSMENT SHEETS: legal records, filled out and signed by the instructor upon the
satisfactory performance of nursing skills. This form is kept on file.

PROGRESS REPORT: a written notification of marginal or unsatisfactory clinical or class

performance.

CLINICAL EVALUATIONS: student evaluations are formal written evaluations of clinical

performance. Each student is evaluated at the end of each course and at other times as
necessary. Students share in writing this evaluation. It is kept in the student's cumulative
folder.

COURSE EVALUATION: an evaluation, including constructive criticism, written by the

students of each nursing course.

1.2
THEORY CONTENT: Conceptual Framework - Dorothea Orem's Self-Care Theory

BEHAVIORAL OBJECTIVES:
1. Define the term theory and identify the components of a theory.
2. Discuss the purposes of a conceptual framework or nursing theory.
3. Define and discuss Eriksson’s Theory of Psychosocial Development.
4. Apply the knowledge gained from Objective #1 to the definition of nursing theory.
5. Discuss the components common to all nursing theories: major concepts, assumptions, value
systems and discuss how these are defined in Orem’s Theory of Self-Care.
6. Differentiate between the nursing theories of Nightingale, Roy and Orem.
7. List the 3 major components or concepts in Orem’s Self -Care Theory:
i. Self Care
ii. Self Care Deficits
iii. Nursing System
8. Define and discuss:
i. Universal Self-Care requisites
ii. Health Deviation Self-Care requisites
iii. Developmental Self-Care requisites
iv. Self-Care Deficits
9. Discuss Orem’s concept of Nursing System, explaining its 3 components:
a) Nursing Agency
10. Levels of Intervention
11. Ways of assisting the patient
12. Briefly describe how the Self-Care Theory relates to the nursing process.
13. Discuss the purposes of a conceptual framework or nursing theory.
14. In class, discuss how Dorothea Orem's Self-Care Theory will guide the curriculum of
the LBCC ADN Program.

ASSIGNMENT:
1. Potter and Perry Chapter 4
2. Overview and schematic of Orem's Theory in ADN 11A Syllabus
3. “Conceptual Framework” in ADN Student Handbook

Conceptual Paper
[Link] a one page paper using APA format. See handout
[Link] how Orem’s theory of nursing is incorporated into the curriculum of the ADN
program at LBCC.
[Link] how the principles of Orem’s theory of self-care can be applied to both your life as
a student nurse and your professional life as a registered nurse.
[Link] to your Student Handbook when completing this assignment.
[Link] it in to your clinical instructor’s office on Feb 9, 2012
[Link] paper will be reviewed for spelling and grammar as well as content. Unsatisfactory
papers will be returned for correction.

2.0
 OREM’S SELF-CARE THEORY

Dorothea Orem views people as “agents” who engage in deliberate and effective actions to
fulfill the requirements for integrated functioning in their own lives or the lives of those for
whom they care. She believes people should be self-determined and have the ability to grow
throughout their lives. She also believes that people not only have the capacity for self-care but
that it is a right and a value.
According to Orem, a person becomes a patient if there is something he/she is not doing that
he/she should be doing to continue functioning in his/her life. The nurse is viewed as a substitute
self (“another self”), but the burden of care falls on the patient who works in conjunction with
the nurse to meet his/her self-care needs.

Orem’s Self-Care Deficit Theory of Nursing is composed of three major concepts:

1. Self-Care
Self-care is one’s own continuous contribution to one’s own health and well-being. It is
the practices and activities one initiates and performs to maintain life, health, and well-
being. This concept is further broken down into self-care requisites (they are the
purposes for the actions of self-care).
These three categories include:
Universal self-care requisites (common to all people)
1. maintenance of sufficient intake of air
2. maintenance of sufficient intake of water
3. maintenance of sufficient intake of food
4. provision of care associated with the elimination process, including hygiene
and sanitary environment.
5. maintenance of a balance between activity and rest
6. maintenance of a balance between solitude and social interaction
7. prevention of hazards to life, functioning, and well-being
8. promotion of normalcy, human development and integrity of body and mind.
Developmental self-care requisites (common to all people)
Includes special needs associated with development throughout the life cycle
from conception to death.
Health deviation self-care requisites (new requisites which occur when one
becomes ill)
1. seeking and securing appropriate medical assistance
2. being aware of and attending to the effects and results of disease and illness
3. effectively carrying out medically prescribed diagnostic, therapeutic, and
rehabilitative measures
4. being aware of and attending to the discomforting or deleterious effects of
medical care measures
5. modifying the self-concept in accepting oneself as being in a particular state
of health and in need of health care
6. learning to live with the effects of pathological conditions and effects of
treatments in a life-style that promotes continued personal development

2.1
 . 2. Self-Care Deficit
The demands on the patient (for self-care) are greater than the patient’s
abilities to meet these demands. This concept determines when and why
nursing care is needed.
**A deficit exists when a person is unable to meet one or more of the above self-
care requisites.
3. Nursing System
The third concept discusses the nursing systems which are designed to supplement or
replace the self-care or dependent-care systems. This system tells what the patient is
doing and what the nurse is doing.

Nursing agency
Knowledge, skills and abilities needed to provide the care that the patient cannot meet
(specialized nursing knowledge)

Levels of intervention
1. wholly compensatory—patient has everything done for him/her (WC)
2. partially compensatory—patient assists (PC)
3. educative-supportive—patient can do but may not have the knowledge or
skills.

Ways of assisting the patient

1. doing for (WC or PC)
2. teaching (PC or ES)
3. provide a developmental environment (ES)
4. guiding/counseling (help patient problem-solve) (PC or ES)
5. supportive (“being with the patient”) (PC or ES)

Summary:
Goal of Nursing—achievement of optimum patient self-care so that the patient can achieve and
maintain an optimum health state.

Patient—one who initiates and performs self-care activities on his/her own behalf in maintaining
life, health, and well-being. Person becomes a patient when the person (or family) cannot
provide the needed requisites and he/she seeks care (self-care deficit).

Role of the Nurse—1) identify self-care demands; 2) identify self-care deficits. If deficits and
demands are greater than one’s abilities to provide self-care then the nurse must intervene.

Source of patient difficulty—interference with self-care.

Modes of intervention—three levels of intervention with five ways of assisting or intervening.

Consequences of nursing activity—patient’s self-care requisites will be met whether by the

patient, nurse, or significant others. Patient achieves optimum level of self-care or health.
2.2
 THE NURSING PROCESS AND OREM’S SELF-CARE THEORY OF NURSING

Assessing: nurse assesses the patient for any deficits between self-care demands and the
ability to provide care. Must assess:
1. basic conditioning factors (things that can enhance or be detrimental to patient care
—education, culture, religion, age, etc.)
2. universal self-care requisites
3. developmental self-care requisites
4. health deviation self-care requisites

Diagnosing: outlining patient’s actual or potential self-care deficits. (NANDA approved

nursing diagnoses)

Planning: determine levels of intervention and ways of assisting

Implementing: carrying out the plan based on the fundamentals of nursing

Evaluating: continuously observing to determine if the self-care requisites are being met.
Adjust the plan if needs are not being met.

2.3
 APA Format: Summary
Topic: What should the paper look like?
The paper should be typed (Times New Roman or Courier) and double-spaced on standard-
sized paper (8.5 X 11 inches).
The margins of the paper should be set to 1 inch on all sides.
The paper should include a title page and a reference page.
The paper should include a header in the upper right hand corner of each page that offers a
short version of the title and a page number.
The pages of the paper should be numbered consecutively, beginning with the title page, as
part of the header in the upper right corner of each page.
There should also only be one space after punctuation marks such as a period.
Other points
Do not use bullets (use list of a,b,c or 1,2,3)
Don’t abbreviate; spell out a number if it is under ten (unless it’s part of medication);
Use numerals if 10 or above.
Title page contains (in this order): header/page 1 at top right corner, and
Centered in middle: title of paper, student’s name, Long Beach City College, Course
name and number, Instructor’s name and date (month, day, year)
Title page is in upper and lowercase letters, centered, and positioned in the upper half
Of the page
Citations for a direct quote (with quotation marks) include author’s last name, year, p. #
General citations for paraphrased information only require author’s last name and year
References are on the last page (which also has header and page number)
The word References is at the top; references are alphabetized with 1st line indented
Book: author’s last name, 1st initial. (year of publication). Title (in italics with only
First word capitalized). City of Publication: Name of publisher.
Magazine/journal: author’s last name, first initial. (Year, month of publication).
Title of article with only first word capitalized. Name of Journal in Italics
With all significant words capitalized), page number without a p.
Internet: author(if known). Name of article or heading in italics. Retrieved date,
From “name of site”, and URL address.

Practice making citations in APA Format

[Link] Choose NoodleBibExpress

2.4
THEORY CONTENT: Universal Self Care Requisites: Prevention of Hazards to Life,
Functioning and Well Being

BEHAVIORAL OBJECTIVES:

1. Discuss the following specific hazards, identifying specific risks, preventive actions
and nursing interventions for each:
a. Fire
b. Extremes of temperature, hot and cold
c. Falls
d. Poisoning
e. Electric shock
f. Excessive noise
g. Suffocation

2. Discuss the appropriate ways in which the nurse can assist clients if they are
on duty when a fire, earthquake, or other natural disaster occurs.

3. Safe Medical Devises Reporting Act

a. Define the term “Medical Devices”.
b. List the steps that any individual working in an organized health care system
should take regard to proper handling and reporting of unsafe medical devices.

4. Briefly describe the Joint Commission National Patient Safety Goals.

ASSIGNMENT:
Potter and Perry pp 816-846
Joint Commission: [Link]/patientsafety
ATI Fundamentals for Nursing p102-112

3.0
THEORY CONTENT: Infection Control

BEHAVIORAL OBJECTIVES:
1. Review (from prerequisite courses) and briefly describe antibody mediated defense and types
of acquired immunity.
2. Discuss immunizations needed for health care workers to maintain their optimal level of self-
care and prevent illness:
a) immune globulin
b) hepatitis B vaccine
c) HBIG (hepatitis B immune globulin)
d) influenza vaccine
e) MMR (measles, mumps, rubella)
f) Td (Tetanus and diphtheria toxoids for adults)
g) hepatitis A vaccine
h) hepatitis C (no vaccine)
i) Varicella vaccine
3. Discuss nurse’s role in promoting appropriate immunizations.
4. List factors which increase risk of infection in:
a) hospitalized patients;
b) health care workers.
5. Briefly describe methods/nursing interventions to prevent health care associated infections
of:
a) the urinary tract
b) surgical wounds
c) the respiratory tract
d) bacteremia/sepsis
6. In class, describe the role of the following in maintaining accurate information regarding
nursing management of infections:
a) Centers for Disease Control and Prevention
b) hospital infection control nurse
c) nursing student
7. In class, briefly review the OSHA (Occupational Safety and Health Administration) federal
and state (CalOSHA) regulations.
8. Define Standard Precautions.
9. Discuss when respiratory isolation is needed.
10. Discuss methods of isolation for clients with active (or suspected) Tuberculosis.

ASSIGNMENTS:
Potter and Perry Chapter 34
ATI Fundamentals for Nursing pp 92-101
Recommended: Castillo pp 25-28

3.1
 THEORY CONTENT: The Nursing Process

BEHAVIORAL OBJECTIVES:

1. Describe the components of a critical thinking model for nursing judgment.

2. Explain the relationship between problem solving and the nursing process.

3. List and define the five steps in the nursing process.

4. Define assessment and state the purpose of nursing assessment.

5. Discuss the relationship between data collection and data analysis.

6. Compare and contrast subjective data and objective data.

7. Discuss sources of data in the clinical setting.

8. Discuss NANDA (North American Nursing Diagnosis Association).

9. Define the following terms: nursing diagnosis and medical diagnosis.

10. Compare and contrast: nursing diagnosis and medical diagnosis.

11. Explain the term "defining characteristics".

12. Explain the term "etiology".

13. Describe the five classes of nursing diagnoses: actual, risk, wellness, syndrome, and
possible.

14. Discuss the correct terminology statement to be used for nursing diagnosis. Describe
when to use "two-part" diagnosis when to use "three-part" diagnosis, and when to use a
"one-part" diagnosis.

15. Explain the difference between the "definition" and the “title” of a nursing diagnosis.
Explain the purpose of Mosby’s “Author’s Notes”.

16. Describe in detail the steps to follow in making a nursing diagnosis.

17. Describe a process of establishing priorities for client care.

18. Differentiate between goal and outcome criteria.

19. List the purposes of goals and outcome criteria.

4.0
 THEORY CONTENT: The Nursing Process

20. List the components of an goals criteria statement.

21. Define the implementation component of the nursing process and discuss the steps listed
in Perry and Potter.

22. Discuss critical thinking in relation to planning nursing interventions.

23. Discuss the three types of nursing interventions: dependent; independent; and
interdependent (collaborative).

24. Discuss the relationship between goals and interventions.

25. Define evaluation and its relationship to nursing care.

26. Describe the relationship between goals and evaluation.

27. List the three possible outcomes of evaluation.

28. Describe nursing actions when goals are met and when goals are not met.

BRING MOSBY’S BOOK TO CLASS

ASSIGNMENT:
1. Potter and Perry Chapter 16-20
2. Mosby’s: as needed
3. Complete the computer program Nursing Process located in the Learning Center by
February 2 (there are three sections that will be submitted to your instructor)
4. ATI Fundamentals for Nursing pp 53-60
5. Recommended: Castillo pp 53-58

4.1
THEORY CONTENT: The Nursing Process
CRITICAL THINKING EXERCISE #1

Are these correctly worded nursing diagnoses and if not what it wrong with them?

1. Bowel incontinence related to cognitive impairment as evidenced by repeated failure to

report need to defecate.
2. High risk for infection related to diabetes, peripheral vascular disease, and recent skin
tear on toe of right foot.
3. Impaired physical mobility related to left sided weakness secondary to recent CVA
4. Impaired verbal communication related to expressive aphasia secondary to recent CVA
5. Self-care deficit syndrome related to semi-comatose state
6. Impaired skin integrity, Stage II decubitus ulcer over coccyx related to incontinence
,fragile skin, and need to maintain HOB up 30 degrees

CRITICAL THINKING EXERCISE #2

Develop goal for each of the following nursing diagnoses:

1. Activity intolerance related to prolonged bed rest after tibial fracture.
2. High risk for impaired skin integrity (sacrum) related to ordered Fowler’s position bed
rest and aged skin changes.
3. Sleep pattern disturbances related to anxiety associated with a diagnosis of cancer.

4.2
 THEORY CONTENT: Wound Care

LEARNING OBJECTIVES:

Review current concepts of wound healing from human biology classes.

1. Define the health deviation of a chronic wound.

2. Discuss the principles of infection control utilized in chronic wound care.

3. List some health deviations that would contribute to developing a chronic wound.

4. Discuss various interventions to prevent pressure ulcer formation.

5. Identify the principles of wound care and give examples of the application of these
principles.
6. Discuss the role of nutrition in wound prevention and healing. List the lab tests used to
evaluate protein adequacy.

7. Describe methods of assessing open wounds and pressure ulcers. Include size, depth,
and tissue condition, degree of undermining, tunneling.

8. Describe 4 methods used to debride necrotic wounds and discuss the rationale for the use
of each method.

9. Identify several wound dressing products commonly used in care of chronic wounds, and
describe the rationale for the use of each product.

10. Explain the rationale for a wet to dry dressing and describe its application.

11. Discuss the use of the following Nursing Diagnosis: Impaired Skin Integrity

ASSIGNMENT:

Potter and Perry CH: 48

ATI Fundamentals for nursing pp.598-612
Review relevant material in human biology text
View video: Nursing Application of Infection Control Principles:Wound Care; Health
Science Consortium. #190.5
Recommended: Castillo pp 65-70

5.0
THEORY CONTENT: Universal Self Care Requisite: Provision of Care Associated with
Elimination Processes
BEHAVIORAL OBJECTIVES:

Urinary Elimination:

1. Prior to class, review from biology and Potter the function of each organ of the
urinary system.
2. Briefly describe the process of urination.
3. Identify at least 5 factors that influence urination.
4. Briefly describe some common health deviations that lead to alterations in urinary
elimination.
5. Describe physical assessment techniques used to assess urinary elimination.
6. In class list the Normal Values for Intake and Output.
7. Describe how to measure and record intake and output in the clinical setting.
8. Describe common urine tests which often are done by nurses on the nursing unit.
9. Describe the following diagnostic tests, and their nursing responsibilities:
urinalysis, urine culture.
10. Identify and discuss diagnostic exams of urinary structures.
11. Discuss nursing interventions designed to promote normal voiding

Bowel Elimination:

12. Prior to class, review from biology and Potter the function of each organ of the
gastrointestinal system involved in elimination.
13. Discuss the factors affecting bowel elimination. Include the changes resulting from
normal aging.
14. Describe the symptoms, diagnosis and management of the common physiological
bowel elimination problems.
15. Discuss nursing interventions designed to promote normal bowel elimination.
16. Describe the procedure for removing fecal impactions.

ASSIGNMENT:

Urinary Elimination: Potter and Perry Chapter 45

Normal Values for Intake and Output in Course Syllabus
Recommended: Castillo pp 73-76
Bowel Elimination: Potter and Perry, Chapter 46
Recommended: Castillo pp 77-78
ATI Fundamentals for nursing pp 435-458

6.0
 NORMAL VALUES FOR INTAKE AND OUTPUT

Directions: Prior to class write in normal values from text book

Characteristic Value

Average Total Intake in 24 hours

Average Fluid Intake in 24 hours

Average Total Fluid Output in 24 Hours

Average Urine Output in 24 Hours

Minimum Hourly Urine Output

Average Hourly Urine Output

Average Voiding Amount

Average Voiding Frequency in 24 Hours

Average Insensible Fluid Loss:

Lungs
Skin
Sweat
Feces

Urine Characteristics

Color
Consistency
Odor
Sterility
pH
Specific Gravity
Glucose
Ketones
Blood
Cells
6.1
THEORY CONTENT: Universal Self Care Requisite: Personal Hygiene

BEHAVIORAL OBJECTIVES:

1. Identify factors influencing personal hygiene practices. Briefly describe the most
common health deviations that would hinder personal hygiene.

2. Identify the purposes of hygiene as it relates to optimal health.

3. Identify the 4 purposes of bathing.

4. Identify five types of cleansing baths along with the safety factors for each.

5. Discuss the rationale for choosing each type of bath based on nursing assessment
(Example: age, dry skin, etc.).

6. Discuss the following factors that enhance the therapeutic value of a bath:
privacy, warmth, communication, patient participation.

7. Describe the procedure for bathing the genitals of a dependent patient with a
condom catheter; an indwelling catheter.

8. Discuss the nursing care related to hair, eyes, ears, nose, mucous membranes of the
mouth and facial hair.

9. Discuss the nursing assessments and responsibilities that should be done when
giving personal hygiene.

10. In class discuss variations in nursing care appropriate for dark-skinned

patients.

11. In class, briefly discuss specific cultural factors related to bathing and
cleanliness.

Perry and Potter : Chapter 39

Recommended: Castillo pp 23-24
ATI Fundamentals of nursing pp.375-382

7.0
THEORY CONTENT: Universal Self Care Requisite: Maintenance of Balance between
Solitude and Social Interaction

BEHAVIORAL OBJECTIVES:

1. Define three types of sensory alterations that affect the USCR: Maintenance of balance
between solitude and social interaction that nurses commonly encounter including
sensory deficits, sensory deprivation, and sensory overload.

2. List behaviors and observations that may be assessed by the nurse that indicate a client is
experiencing a sensory alteration. Refer to ADN 11AL NCP, Solitude and Social
Interaction.
a. Sensory deficits - Vision (behaviors and observations)
b. Sensory deficits - Hearing (behaviors and observations)
c. Sensory deprivation (behaviors and observations)
d. Sensory overload (behaviors and observations)

3. Describe nursing interventions that assist the client to compensate for specific sensory
alterations:
a. Sensory deficits - Vision
b. Sensory deficits - Hearing
c. Sensory deprivation
d. Sensory overload

4. Define the following terms: sexuality; body and gender identity; gender role, sexual
orientation.

5. Identify and discuss personal attitudes, beliefs, and biases that relate to sexuality issues in
health care.

6. List nursing assessment criteria and ADN level nursing interventions for clients
experiencing a disturbance with their sexuality/sexual health.

7. Discuss the relationship and differences between spirituality and religious affiliation.

8. List nursing assessment criteria and interventions for clients experiencing disturbances in
their spiritual health.

9. List resources that offer clients assistance in achieving and maintaining spiritual health.

ASSIGNMENT:
1. Potter and Perry Chapter 49
2. ATI Fundamentals for nursing pp-343-347, 350, 459-464

8.0
THEORY CONTENT: Communication and Interviewing

BEHAVIORAL OBJECTIVES:
1. List and define the elements of the communication process as provided in the model in
Perry and Potter: referent, sender, message, channels, receiver, and feedback.
2. Discuss the purposes of communication in nursing practice.
3. Discuss the characteristics of effective verbal communication: clarity, and brevity,
vocabulary, denotative and connotative meaning, pacing, timing and relevance, and
intonation.
4. Describe assessment of nonverbal communication: meta-communication, personal
appearance, facial expression, posture and gait, gestures and touch, territoriality.
5. Discuss factors that influence the communication process: physical and emotional factors,
developmental factors, sociocultural factors, gender.
6. Identify and describe the methods of effective communication: active listening; sharing
observations, sharing empathy, sharing hope, sharing humor, sharing feelings, using touch;
using silence, asking related questions, paraphrasing; clarifying, focusing; using silence;
confrontation, and summarizing.
7. Identify and describe the barriers to effective communication: asking personal questions;
giving personal opinion; automatic response; sympathy; false assurances; being defensive;
showing approval or disapproval; stereotyping; asking for explanation; and changing the
subject; passive or aggressive response, arguing..
8. Using the table outline on the next page, compare and contrast behaviors that contribute to
effective communication with behaviors that form barriers to effective communication.
9. Discuss the major objectives of a nursing interview.
11. Describe the ideal interview setting.

ASSIGNMENT:

1. [Link] and Perry Chapter 24

2. ATI Fundamentals of nursing pp3 20-329
3. Table: Comparison of Communication Behaviors p.9.1
4. Older Adult Assessment Form Lab Syllabus
5. Recommended: Castillo pp 33-36

9.0
 COMPARISON OF COMMUNICATION BEHAVIORS
Effective Ineffective
Distance, Seating Arrangement, Posture

Active Listening Giving Opinions

Conveying Acceptance Showing Approval or Disapproval

Asking Related Questions Changing Subject Inappropriately

Paraphrasing Parroting

Clarifying Using Generalities

Focusing Stereotyping

Sharing Observations Embarrassing the Client

Silence Interrupting Thoughts

Providing Information Offering False Reassurance

Using Assertiveness Being Defensive

Summarizing

9.1
 THEORY CONTENT: Universal Self Care Requisite: Maintenance of Balance between
Activity and Rest.

BEHAVIORAL OBJECTIVES:
1. Define and discuss the activity level of the following terms:
BR Chair shower W/C
BRP Guerney shower Amb QID
BSC OOB to chair TID HOB 30°
DR for meals PROM q 4 Amb c assist q 2

2. Complete the table titled “Mobility versus immobility: Physiologic Effects” by listing
the positive effects of exercise and the negative effects of immobility. Additionally, list
appropriate nursing interventions (actions) designed to relieve reverse, and/or prevent the
effects of immobility for each body system.

3. Read and review in Mosby’s all pages pertaining to the following nursing diagnosis:
Activity Intolerance; identify and list defining characteristics, 3 commonly related factors,
2 goals, and 3 interventions specific for Activity Intolerance.

4. Compare and contrast between the differences of Sleep and Rest characteristics;
identify and describe the importance/need of both rest and sleep for all hospitalized
clients.

5. Define, describe and discuss the “sleep cycle”: include a listing of the stages of sleep,
the physiologic control and regulation of sleep and functions of sleep. Additionally, note
the changes that occur in the sleep patterns/habits of the elderly.

6. List conditions for promoting Rest; list factors affecting an individual’s ability to
Sleep.

7. Read and review in Mosby’s all pages pertaining to the nursing diagnosis Insomnia
and Sleep Deprivation; identify and list defining characteristics, 3 related factors, and 2
goals specific for each diagnosis.

8. List and describe nursing interventions/actions designed to promote both rest and sleep
in the hospitalized client, include 2 interventions for each of the following areas:
environmental controls, promoting rituals, promoting comfort, establishing periods of rest
and sleep, controlling physiologic disturbances, stress reduction and sleep medications.

ASSIGNMENT:

1. Potter and Perry Chapter 42

2. Mosby’s Guide to Nursing Diagnosis:
a. Insomnia
b. Sleep Deprivation
3. ATI Fundamentals for nursing pp.383-389,417-429

10.0
THEORY CONTENT: Universal Self Care Requisite: Maintenance of Sufficient Intake of
Air, Water and Food
BEHAVIORAL OBJECTIVES:
Air - Review biology respiratory and circulatory systems
1. Briefly describe factors that affect the delivery of oxygen to the cell.
2. Describe characteristics of persons with adequate intake of air.
3. Describe clinical manifestations of persons with an inadequate intake of air.
4. Describe routine first level nursing assessment of the cardio-respiratory system.
a) Describe first level interventions for persons with inadequate intake of air.
Water
1. Review Fluid & Electrolytes from Biology.
2. Describe characteristics of persons with adequate intake of water.
3. Describe clinical manifestations of persons with inadequate intake of water.
4. Describe routine first level nursing assessment of fluid balance.
5. Describe nursing and medical interventions for persons with inadequate fluid intake.
Food - Review human nutrition from Biology.
1. Identify those carbohydrates, proteins, lipids, vitamins and minerals that are essential for
human nutrition.
2. Define calorie, and list the caloric value of carbohydrates, proteins, and lipids.
3. Describe the food groups defined by the US Department of Health and Human Services
"Food Guide Pyramid" and give examples from each. List the recommended number of
daily servings of each group.
4. Discuss variations in nutritional needs throughout the life cycle; include calories,
calcium, iron, and protein.
5. Discuss factors influencing the nutritional status and dietary patterns of adults.
6. Describe characteristics of a person with adequate intake of food.
7. Describe common nutritional problems in the general population and in an ill person.
8. Describe the clinical manifestations of persons with inadequate intake of food.
9. Describe routine first level nursing assessment for adequacy of food intake.
10. Describe first level nursing interventions for persons with inadequate nutrition.
11. Describe prescribed medical interventions for persons with inadequate nutrition:
A. Define the following hospital diets and give examples of persons who need each diet:
clear liquids; full liquids; soft diet; dental soft diet; regular diet;
12. Describe the cause, symptoms and treatment of lactose intolerance.

ASSIGNMENTS:
1. Potter and Perry:
a. Oxygenation p.908-922
b. Food p.1085-1110 Table 44-4
c. Water p.967-991
2. Dudek: see index
3. ATI Fundamentals of nursing: 390-398
4. Recommended: Castillo pp 79-80
11.0

THEORY CONTENT: Developmental Self Care Requisites: Older Adult

Behavioral Objectives:

1. In class, discuss Orem’s two categories of Developmental Self-Care Requisites

2. Define the following terms:

a. gerontology
b. geriatrics
c. elderly adult (late adulthood)
d. senility

3. Identify the common myths, stereotypes, thoughts, feelings, and attitudes related to the
older adult.

4. Review Eriksson’s developmental stages of life for the adult.

a. Young Adulthood
b. Middle Adulthood
c. Older Adult

5. Describe the developmental tasks of the last stage of life, “older adulthood”.
(Use the tasks described in Potter and Perry)

6. Identify the major factors influencing physiological growth and development, including
aging.
a. Genetics
b. Nutrition
c. Life style choices - cigarette smoking, couch potato, risk taking
d. All social, political, and economic factors

7. Describe the major physiological changes within each body system that occur with normal
aging in the elderly adult. Organize the information according to:
a. metabolism and body composition changes
b. neurological system, including the special senses
c. respiratory system
d. cardiovascular system
e. GI system, including nutrition
f. GU and reproductive systems of both men and women
g. musculoskeletal system
h. integumentary system

8. Identify self-care measures and nursing interventions that may help the elderly maintain
and support optimum health despite the above changes (prevent hazards and promote
normalcy).

12.0
 9. Discuss the cognitive changes of the elderly adult.

10. Identify and discuss the self-care measures and nursing interventions that may assist the
adjustment of an aging adult to the following factors:
a. Retirement
b. Psychosocial concerns
c. Health
d. Sexuality
e. Housing
f. Recreation
g. Lowered Income
h. Death

ASSIGNMENTS:
1. Potter and Perry Chapter 14
2. Giray-Vickrey, P. (2010) Gathering pearls of knowledge for assessing older adults.
Nursing 2010.40(3) 34-43
3. ATI Fundamentals of nursing pp 208-214
4. Recommended: Eliopoulos, Chapter 2, 3, 4, 5, and 6
5. Recommended: Castillo pp 59-60

12.1

THEORY CONTENT: LEGAL, ETHICAL, AND VALUE ISSUES

BEHAVIORAL OBJECTIVES:

1. Describe how values influence behavior and attitudes.

2. Describe how values are acquired and discuss the influence of ethnicity on value
formation.
3. Discuss the concepts of caring and of advocacy as central values for nursing practice.
4. List the steps in value clarification and discuss application of these steps to nursing
practice.
5. Define ethics and discuss how ethical behavior influences nursing and give an example
regarding a health deviation.
6. Discuss the American Nurses Association Code of Ethics (in Potter and Perry box 22-1).
7. Compare accountability and responsibility in nursing.
8. Discuss how the primary and secondary ethical principles apply to clinical nursing
situations and provide an example regarding how it relates to the appropriate health
deviation.
9. Discuss the role of bioethics committees in health care institutions.
10. Identify the purpose of the Nurse Practice Act.
11. Discuss the legal limits of nursing including: standards of care, licensure, and the role of
the student nurse.
12. Define and clarify the difference between negligence and malpractice.
13. Discuss some legal issues that may arise in nurse-client interactions, including assault;
battery; invasion of privacy; and informed consent.
14. Discuss selected legal issues in nursing practice including:
physician orders
short staffing
floating
reporting obligations: child abuse, domestic violence, elder abuse
good Samaritan laws
contracts
controlled substances

ASSIGNMENTS:

1. Potter and Perry: CH: 22 & 23. P.9-10.

2. California Nurse Practice Act ([Link])
3. ATI Fundamentals of nursing pp16-34
4. Recommended: Castillo pp 97-98

13.0
THEORY CONTENT: Promotion of Normalcy
Behavioral Objectives:
1. Prior to class, review the lecture content regarding Orem's theory related to the promotion
of and maintenance of normalcy.

2. Define health and illness. Discuss the concept of the health-illness continuum, and the
following models of health and illness: High Level Wellness; Agent-Host-Environment;
Health Belief.

3. Discuss variables which can influence the health care beliefs and self-care practices of
clients.

4. Define the following terms: Health Promotion; Illness Prevention; acute illness; chronic
illness. Identify and list risk factors that increase an individual’s vulnerability to exhibit a
self-care deficit.

5. Define illness behavior. Describe five (5) stages of illness behavior (Suchman).

6. Discuss the impact of illness/self-care deficits (and hospitalization) on clients and their
families/significant others.

7. Define and discuss the term self-concept, reviewing the components of identity, body
image, self-esteem, and role. Describe how self-concept may be affected by illness/
disease.

8. List and discuss stressors affecting the components of self-concept.

9. Describe the developmental self-care requisites that may change in the self-esteem of
many older adults.

10. Define the following terms: loss; grief; mourning; bereavement. List the 5 types of loss.

11. Discuss the nurse’s effect on the client’s self-concept. Include nurse’s self-concept and the
impact of nursing activities on the client’s self-concept.

12. Identify and state Kubler-Ross's stages of grieving and the nursing implications of each
stage.

13. List and discuss nursing interventions for grieving clients that foster therapeutic
communication, maintain self-esteem, and promote self-care.

14. List and discuss the signs of impending death; describe nursing interventions for clients
who are dying.
15. Briefly discuss the nurse’s role in the care of the body after death.
ASSIGNMENT:
1. Potter and Perry: CH: 27. CH: 30. p. 72. p. 79-80.
2. Recommended: Castillo pp 47-48
3. ATI Fundamnetals for nursing p.362-373
14.0
 THEORY CONTENT: CRITICAL THINKING IN NURSING

BEHAVIORAL OBJECTIVES:

1. Define and discuss the difference between learning knowledge and applying
knowledge.

2. In class, discuss the application of critical thinking in nursing.

3. Describe characteristics of a critical thinker.

4. Describe the levels of critical thinking.

5. Discuss the integration of critical thinking into the nursing process.

Assignment:
1. Perry and Potter Chapter 15
2. ATI Fundamentals for nursing pp 61- 70

15.0
THEORY CONTENT: Cultural Diversity

BEHAVIORAL OBJECTIVES:

1. Define the following selected terms:

a. Ethnicity
b. Ethnic group
c. Culture
d. Race

2. Identify social characteristics common to all ethnic/cultural groups that require

consideration by health care providers.

3. Identify basic cultural data needed to make a cultural assessment.

4. Discuss responses/attitudes in the nurse that demonstrate acceptance of cultural diversity.

5. Discuss ways in which planning and implementation of nursing interventions can be

adapted to the patient's ethnicity.

6. Identify the various ethnic minorities and socio-economic groups served by the clinical
agencies attended during this rotation.

7. Discuss the health care needs of at least two of the identified ethnic minorities and /or
socioeconomic groups.

8. Using the next page in the course study guide, describe the religious beliefs and rituals of
Christian, Jewish, Hindu, Buddhist, and Muslim faiths in regard to birth, death, diet, and
health care needs.

9. Each clinical group selects one cultural group and presents the information on page 14.2
during class.

ASSIGNMENT:
1. Perry and Potter: Chapter 9
2. Complete and submit Religious Beliefs and Health Care, p 13.1
3. ATI Fundamentals for nursing p348-361
4. Recommended: Castillo pp 49-52

16.0
 RELIGIOUS BELIEFS AND HEALTH CARE

Complete the following table. Use your nursing text as a reference.

Ceremonies Food Preferences
Birth and Death During Illness Health Care Needs
Buddhism

Christianity

Hinduism

Islam

Judaism

16.1
 GUIDELINES FOR CULTURAL DIVERSITY PRESENTATION

Take a few minutes for your group to decide the responses to each of the following factors.
Select a speaker for the group and plan on approximately ten minute presentation to the whole
class. Your creativity can be incorporated any way that the group prefers. Have fun with this
assignment as we all learn from your diverse input.

I. Name for persons in your cultural group, both correct and slang.

II. Country or geographical area of origin (if appropriate).

III. Dominant language(s) and style of verbal interaction (quiet, controlled, noisy, emotional,
etc.).

IV. Dietary staples and/or beliefs.

V. Dominant religion(s). Briefly tell of any ceremonial needs that nurses should know
surrounding:

a. birth

b. illness

c. death

VI. "Normal" family pattern and the role of male and female within the family. What is the
role of the elderly?

VII. Describe attitudes towards family planning. Are there any contraceptive methods that are
not acceptable? What is the group's view of pregnancy and child rearing by single
mothers?

VIII. Name of traditional health care system.

a. Name of health care providers
a. Basic beliefs regarding health
c. Any practices nurses should know about.

VIII. Tell anything else you think nurses should know about your cultural group.

16.2
 POSSIBLE CULTURAL GROUPINGS FOR CLASS PRESENTATION

I. Caucasian

A. Religion
1. Catholic
2. Christian Protestant
a. Traditional, such as Presbyterian, Methodist, Episcopalian
b. Newer, evangelical, fundamentalist
3. Christian - other
a. Latter Day Saints (or Mormons)
b. Jehovah's Witnesses
4. Jewish
a. Orthodox
b. Reformed

B. Geographical area of immigrant ancestors.

1. Southern European (Italy, France, Switzerland, etc.)
2. Northern European (Germanic countries, Poland, Russia, etc.)
3. England, Ireland, Wales
4. Middle Eastern Countries

II. African-American
A. Born in USA
B. Caribbean Island origin
C. African born

III. Asian
A. Cambodian
B. Chinese from mainland China,
C. Japanese
D. Korean
E. Laotian
F. Vietnamese

IV. Hispanic
A. Mexico area
B. Central and South American countries.

V. Pacific Islander
A. Filipino
B. Other - Hawaiian, Samoan,

VI. Other
16.3
 ADN 11A

Introduction to Nursing

Sub Modules
 Math Submodule

You will be using eDose for your Math Submodule. The program, eDose, is a web based

computer program to assist you with learning Math for Medication Administration. You will take

your Math for Meds test on this program. You must pass each semester with 93% to be allowed to

continue in the Associate Degree Nursing Program.

The program consists of 4 sections; a numeracy test, modules, Authentic Diagnostic Assessment

(a practice test) and the actual test called Authentic Assessment. The first section is a numeracy

pretest that will identify any areas of math that you are struggling with. We recommend you take

this to help you identify to work on any problem areas.

The second section includes the self learning modules. In the ADN 11A course you will

be responsible for learning all the information in the Introduction, Medication Orders and SI

Units, Liquids, Tablets and Capsules and the Injection Modules. These self learning modules

may be repeated as many times as needed so that you can become proficient with the

information. These modules may be taken online at any time.

The Authentic Diagnostic Assessment is a test that will be taken in the Learning Center

during the seventh week of the program. ADN 11A students must pass the Authentic Diagnostic

Assessment with 93%. No exceptions will be made to the times available. Please remember to

bring your eDose username and password with you during testing times. During first semester

you will have two additional attempts to pass if you are unsuccessful on the first attempt. All

subsequent semesters have a total of two attempts to pass.

17.0
 Long Beach Community College District
LONG BEACH CITY COLLEGE
Associate Degree Nursing
ADN 11A - Introduction to Nursing

MEDICAL TERMINOLOGY SUBMODULE

The four lists of prefixes, roots, and suffixes for body parts, conditions and diseases
form a foundation for many of the words used in nursing. These lists are intended to pace your
review of terminology and should be completed at a rate of one per week, beginning the first
week of ADN 11A.

Behavioral Objectives

1. Give the meaning of each of the prefixes, roots, and suffixes.

2. Spell prefixes, roots, and suffixes correctly when they are combined together as words.

3. Derive the meaning of words which incorporate these terms.

4. Correctly use words containing these terms in sentences.

Evaluation

The understanding of medical terminology will be evaluated in the regularly scheduled

exams of the course. The exams will follow the weekly class schedule.

Required Assignment

Medical Dictionary

Recommended Assignments

Learning Center: Computer Software: Medical Vocabulary by Peggy Leonard,

W. B. Saunders
Potter and Perry, inside of back cover
Medical Dictionary
ADN 11A website

18.0
 ADN 11A - Introduction to Nursing
MEDICAL TERMINOLOGY: PART I

To be completed by the end of the second week

BODY PART ROOTS

1. Look up the meaning of each of the following roots in a medical dictionary.

2. Using a medical dictionary, find, list, and define one word that begins with each of these
roots.
3. Use each of these words in a sentence.
4. Correctly spell each of the words.

BODY PARTS ROOTS

1. an/o - anus, anal

2. appendic/o - append, appendix
3. arteri/o - artery
4. arthr/o - joint
5. bronch/o - bronchus
6. cardi/o - heart
7. cerebr/o - cerebrum
8. cholecyst/o - gallbladder
9. col/o - colon
10. crani/o - cranium
11. cyst/o - bladder
12. derm/o - skin
13. gastr/o - stomach
14. hepa. hepat/o - liver
15. hyster/o - uterus
16. mast - breast
17. my/o - muscle
18. neur/o - nerve
19. nephr/o - kidney
20. oste/o - bone
21. ot/o - ear
22. pneum/o - lung
23. ren/o - kidney
24. rhin/o - nose
25. thyr/o - thyroid
26. trache/o - trachea

18.1
 ADN 11A - Introduction to Nursing
MEDICAL TERMINOLOGY: PART II
To be completed by the end of the third week

PREFIXES AND SUFFIXES, DISEASE CONDITIONS

Directions:
1. Look up the meaning of each of the following prefixes and suffixes in a medical
dictionary.
2. List and define one word which combines any root from Medical Terminology:
Part I with the 10 suffixes listed below.
3. Use each of these words in a sentence.
4. Correctly spell each of these words.
5. In a medical dictionary, find, list, and define two words that begin with each of the
prefixes below.
6. Use each of these words in a sentence.
7. Correctly spell each of these words.
Surgical Procedures Suffixes
1. -ectomy - to cut out, to remove
2. -ostomy - to create a new permanent opening
3. -otomy - cutting into
4. -plasty - surgical repair
5. -centesis - surgical puncture to remove fluid
Disease or Condition Suffixes
1. -osis - a condition of
2. -itis - inflammation of
3. -pathy - any disease of
4. -algia - pain
5. -orrhea - flow or discharge
Prefixes
1. a-, an-, ar- - without or not
2. ad- -near, toward
3. ab- -away from
4. ante- -before
5. anti- -against
6. de- -take away, remove
7. dia- -through (as in running through)
8. dis- -from
9. hemo- -blood
10. hemi- -half
11. hyper- -high, too much, excessive
12. hypo- -low, too little
13. hydro- -water
14. inter- -between
15. intra- -within

18.2
 ADN 11A - Introduction to Nursing
MEDICAL TERMINOLOGY: PART III
To be completed by the end of the fourth week

PREFIXES, SUFFIXES, AND BODY PARTS

Directions:

1. Look up the meaning of each of the following prefixes, suffixes, and combining forms in
a medical dictionary.
2. List and define one word which includes each of the prefixes, suffixes, and combining
forms.
3. Use each of the words in a sentence.
4. Correctly spell each of the words.
Prefixes and Suffixes
1. brady -slow
2. dys -painful, difficult
3. lip -fat
4. poly -many, much
5. post -following, after
6. pre -before
7. pro -preceding, coming before
8. re -put back
9. tachy -fast
10. -lysis -destruction
11. -oma -tumor, new growth
12. -oid -like, similar to
13. -trophy -development
Body Parts - Roots and Combining Forms
1. cervic/o- neck
2. dent/o- teeth
3. esophag/o- esophagus
4. lapar/o- abdomen
5. laryng/o- larynx
6. oophor/o- ovary
7. ophthalm/o- eye
8. phleb/o- vein
9. pleur/o- pleura
10. pod/o- foot
[Link]/o- mind
18.3
ADN 11A - Introduction to Nursing
MEDICAL TERMINOLOGY: PART IV
To be completed by the end of the fifth week

ROOTS - PREFIXES - SUFFIXES

Directions:

1. Look up the meaning of each of the following prefixes, suffixes and roots in a medical
dictionary.
2. List and define one word that includes each of the prefixes, suffixes and roots listed
below.
3. Use each of these words in a sentence.
4. Correctly spell each of these words.
5. Review Parts I through IV in preparation for the final examination.

Prefixes, Roots, Suffixes

1. eu- good
2. hem/o,
hem/a blood
3. heter/o different
4. homo same
5. mal bad
6. men/o menses
7. peri- around
8. -paresis partial or incomplete paralysis
9. per- through
10. -plegia weakness
11. py/o pus
12. scler/o hardening
13. -stasis slowed down, stopped
14. syn together, with
15. therm heat
16. thromb/o clot
17. trans- across, through
18. ur, ur/o,
-uria urine
19. uni- one
20. bi- two
21. tri- three
22. quad- four
23. multi- many
24. primi first
25. semi- half
26. hemi- half
18.4
 Long Beach City College
Associate Degree Nursing Program
ADN 11A - Introduction to Nursing

COMMONLY USED ABBREVIATIONS AND SYMBOLS

The following abbreviations and symbols, with their meaning, must be memorized.

Periods are no longer required. Metric mathematics symbols are now all begun with a
lower case letter, and the basic units (meter, liter and gram) are abbreviated by their first initial.
The Latin equivalent is given in parentheses for information only, and will not be tested.
Sym/Abbr Meaning
√ check
& and c with
@ at C centigrade
a before Ca calcium
aa of each CA, ca cancer, carcinoma
abd abdomen cap capsule
ac before meals (ante cibum) CAT or CT computerized axial tomography
ADL activities of daily living scan
ad lib as desired (ad libitum) cath catheter
adm admitted, admission, administrator CBC complete blood count
AKA above the knee amputation CBS chronic brain syndrome
AM morning (ante meridian) cc cubic centimeter
AMA against medical orders CCU coronary care unit
amb ambulatory, ambulated CHO carbohydrate
amp ampule CNS central nervous system
amt amount c/o complains of
A-P anterior-posterior diameter CO2 carbon dioxide
AP apical pulse conc concentrated
approx approximately cont continuous
ASAP as soon as possible C&S culture and sensitivity
ASHD arteriosclerotic heart disease CSF cerebrospinal fluid
ax, A axillary (arm pit) CSR central supply room
Cysto cystoscopy examination
BE barium enema ∆ change
bid twice daily
BM bowel movement  decreased, below
BP blood pressure ˚ degree
BR bed rest D5W dextrose 5% in water
BRP bath room privileges D5NS dextrose 5% in normal saline
BS breath sounds; blood sugar; D51/2NS Dextrose 5% in 0.45 normal saline
bed side, bowel sounds D5RL dextrose 5% in Ringers’ lactate
DAT diet as tolerated IM intramuscular
inc incontinent, increase
dc’d, DC, discontinue I&O intake and output
disc I & O cath In and out catheterization
dig digoxin invol involuntary
DOA dead on arrival irreg irregular
Dr doctor irrig irrigation
drsg dressing IV intravenous
Dx diagnosis IVF Intravenous fluids

K potassium
= equal kg kilogram
ECG, EKG electrocardiogram
ED emergency department  leads to, results in, produces
e.g. for example l, L liter
ER emergency room L, lt left
etc. and so forth (et cetera) Lab laboratory
exam examination lap laparotomy
lbs pounds
female liq liquid
F Fahrenheit LLE left lower extremity
Fe iron LOC level of consciousness
freq frequency LP lumbar puncture
Fx fracture LVN licensed practical nurse
LVN licensed vocational nurse
GB gallbladder LUE left upper extremity
GI gastrointestinal
g gram male
GP general practitioner - minus
gtt drops mcg microgram
GU genitourinary m meter
GYN gynecology med medication, medium
mEq milliequivalent
h, hr hour mEq/1 milliequivalent per liter
hct hematocrit mg milligram
Hg mercury mid middle
Hgb, hgb hemoglobin min minute
H2O water mL, ml milliliter
ht height, mm millimeter
Hx history mod moderate
MRx1 may repeat times one
 increased
ICU intensive care unit # number
N nitrogen, normal prn when necessary (pro re nata)
N/A not available/applicable prob problem
NA nurses’ assistant psych psychiatry; psychology
Na sodium psychiatric
neg negative pt, Pt patient
NG nasogastric PT physical therapy(ist)
NO nurses’ order
noc at night (nocturnal) q every (quaque)
NP nurse practitioner qid four times a day
NPO nothing by mouth qns quantity not sufficient
NS, N/S normal saline qs quantity sufficient
nsq not sufficient quantity
N&V nausea and vomiting R right; respiration; rectal
NWB non weight bearing RBC, rbc red blood cells
reg regular
oz, ounce req request
0, 0 none R&L right and left
O2 oxygen RLE right lower extremity
OOB out of bed RN registered nurse
OR operating room R/O rule out
ord ordered ROM range of motion
Ortho orthopedics RR respiratory rate
OT occupational therapy RT radiation therapy; respiratory
therapy; recreational therapy
% percent Rt, rt right
PR per or via rectum RUE right upper extremity
+ plus Rx take, therapy, prescription
p after
P pulse 2˚ secondary
Path pathology s without (sine)
pc after meals (post cibum) SC subcutaneous
PE physical exam SI seriously ill
Ped(s) pediatrics sl slight
per by or through sm small
peri perineal, perineum SOB shortness of breath
pH hydrogen ion concentration spec specimen
PM afternoon (post meridian) SG, SPG, specific gravity
PO phone order Sp gr
po by mouth (per os) soln solution
post op postoperative(ly) SS soap solution; soap suds (enema)
pre med pre medication stat at once, immediately
pre op preoperative(ly) Str straight
prep preparation SL, sub ling sublingual
sub q, sq subcutaneous
susp suspension
Sx symptoms

x times
tab tablet
TB,, TBC tuberculosis
tbsp tablespoon
TCDB turn, cough & deep breath
temp temperature
tid three time a day
TKO to keep open
TO telephone order
tol tolerated
TPR temperature, pulse and respiration
tr trace
trach tracheotomy
tsp teaspoon
Tx treatment

U/A, UA urinalysis
URI upper respiratory infection
UTI urinary tract infection

vag vaginal
via by or through
VS, vs vital signs

W/A while awake

WBC white blood cells
WNL within normal limits
Wt Weight
__________ _________________________
__________ ________________________
x except

19.0