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| Fundamentals of Nursing Homepage
This Fundamentals of Nursing course provides information and instructions on foundational concepts and principles of nursing care and essential nursing skills required for the provision of safe, respectful, and holistic client care. The goal is to provide a strong foundation in nursing theory, critical thinking and clinical judgment, evidence-based practice, and safe clinical care in all settings. The global nursing scope of practice varies widely depending on the country, the national and regional government, and professional regulatory agencies. In an attempt to be relevant to the entire global nursing community, this course addresses nursing skills and practice on several levels. It is the nurse’s responsibility to know what particular regulations apply to their area of practice. The Fundamentals of Nursing course is a competency-based course developed in partnership with Nurses International (NI) and NextGenU.org (NGU). Competencies were developed in collaboration with subject matter experts in nursing education and practice. The Essentials: Core Competencies for Professional Nursing Education direct the course objectives. The course uses learning resources from accredited world-class organizations such as the U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, the World Health Organization, universities, international guidelines, peer-reviewed journals, and credible open-access nursing books. The Moodle Learning Management System (LMS) is utilized for facilitating distance learning. The course was designed by NextGenU’s Instructional Design team and Nurses International’s team members Kathleen Capone MS, RN CNE, EdD; Stephanie Marfurt APRN-BC, ARNP-BC; Renee Marg DNP, MSN-ED, RN; Teresa Darnall, DM, MSN, RN, CNE; Emily Pappa MSN, RN; Betsy Woods MSN, RN, CPEN; Chasya Wiseman DNP, RN, CMSRN; Sara Bohling MSN, RN, APRN-NCNS; Caitlin Cartmell MFS, BSN, RN; Jordan Wilson MSN, RN-BC, NPD-BC, and Bethania Gonzalez MSN, FNP-BC, RN.
There are 8 units/modules to complete, which include: Unit 1: Understanding Health Care Unit 2: Foundational Principles in the Management of Nursing Practice Unit 3: Safe and Effective Care Unit 4: Holistic Care Unit 5: Health Across Life Span Unit 6: Nursing Skill Functions Unit 7: Supporting Physiologic Functioning Unit 8: Nursing Communities and Populations Nurse educators may contact info@nursesinternational.org with queries/permission to access faculty files for this course.
Instructions: The course consists of eight (8) learning units. Included in the units are individual lessons with accompanying assigned reading resources, PowerPoint presentations with speaker notes, learner self-assessments, related clinical skills procedures/videos, and interactive clinical judgment learning activities. A passing grade of 80% is required on quizzes and unit exams to gain access to the next lesson or section. There is a 50-question multiple-choice exam at the end of the course. A grade of 80% is required. If a grade of 80% is not achieved, the learner may self-remediate and take another exam. The second exam is of comparable content, and 80% is required for a passing grade. A certificate of completion may be downloaded upon the successful completion of the course. Engaging with this course: Learners may take this course at no cost for their personal enrichment. There are no course prerequisites. To obtain a certificate, the learner must successfully complete: - All of the reading requirements;
- All of the quizzes and unit exams with a passing grade of 80%;
- All of the activities and case studies;
- The final exam with a minimum of 80% and a maximum of 2 attempts, and
- The self and course evaluation forms.
NextGenU.org is happy to provide your institution with:
- A link to and a description of the course training, so that they can see all of its components, including the co-sponsoring universities and other professional organization co-sponsors;
- Your grade on the final exam;
- Your work products (e.g. case study activities) and any other required or optional shared materials that you produce and authorize to share with them;
- Your evaluations - course and self-assessments;
- A copy of your certificate of completion.
To obtain a degree:
NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, please feel free to contact us. We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students. For nurse educators: There are teacher resources for this course, including didactic and clinical syllabi, a teacher’s guide, and suggested teaching activities.
Disclaimer: This content is designed to enhance the study of nursing. This content is generic and is not designed to take into account the specific objectives, needs, and/or circumstances of any particular region or country. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence. We cannot guarantee that the successful completion of these materials will enable you to practice in your place of residence. Make sure that you are in compliance with the scope of practice of your regulatory body before attempting to put into use or practice any of the knowledge gained.
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| Unit 1 - UNDERSTANDING HEALTH CARE
Unit Objectives:
- Understand the regulation of the profession of nursing.
- Identify the roles of health professionals within the healthcare system.
- Compare the scope of practice for the RN within various countries.
- Identify the impact of health beliefs as they relate to client care.
- Discuss the relevance of client-centered care.
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| 1.1 - The Role of the Professional Nurse
Student Learning Outcomes:
- Define the term “nurse.”
- Identify nursing as a profession.
- List the roles of the professional nurse.
- Explain what it means to have an identity as a nurse.
- Describe the function of nursing associations.
Approximate time required for the readings for this lesson (at 144 words/minute): 27 minutes.
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| 1.2 - Regulation of the Nursing Profession
Student Learning Outcomes:
- Describe how the nursing profession and practice are regulated in a country.
- Identify the regulators of nursing in various countries.
- Explore the educational pathways of a professional nurse.
Approximate time required for the readings for this lesson (at 144 words/minute): 58 minutes.
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| 1.3 - Healthcare Delivery System
Student Learning Outcomes:
- Describe different health care delivery systems.
- Describe health care funding.
- Describe the roles of various healthcare professionals.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 5 minutes.
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| 1.4 - Transcultural Nursing
Student Learning Outcomes:
- Discuss the Health Belief Model and how it impacts the care of the client.
- Describe the significance of culture in client care.
- Define the term "transcultural nursing."
- Discuss how the nurse provides culturally appropriate care.
Approximate time required for the readings for this lesson (at 144 words/minute): 39 minutes.
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| 1.5 - Client-Centered Care
Student Learning Outcomes:
- Describe the concepts of health, illness, and health-illness continuum.
- Explain the concept of client-centered care.
- Explore the values and beliefs of client-centered care.
- Explain how the nurse supports client-centered care.
- Describe practice to make positive interactions with patients using an example of Substance Use Disorders.
Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 54 minutes.
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| Unit 2 - FOUNDATIONAL PRINCIPLES IN THE MANAGEMENT OF NURSING PRACTICE
Unit Objectives:
- Explore critical thinking as the foundation for nursing education and nursing practice.
- Discuss the significance of evidence-based practice and research in nursing.
- Understand the ethical and legal responsibilities of the nurse.
- Identify the nurse's role in supervision.
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| 2.1 - Critical Thinking and Clinical Judgment
Student Learning Outcomes:
- Define the terms "critical thinking," "clinical reasoning," and "clinical judgment."
- Identify the components of critical thinking.
- Explain the relationship between critical thinking, clinical reasoning, and clinical judgment.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 54 minutes.
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| 2.2 - The Nursing Process
Student Learning Outcomes:
- Define the nursing process.
- Explain the relationship between the nursing process and clinical judgment.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 38 minutes.
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| 2.3 - Evidence-Based Practice
Student Learning Outcomes:
- Define the term "Evidence-Based Practice" (EBP).
- Discuss the significance of EBP to positive client outcomes.
- Describe the components and process of EBP.
- Explain the role of nursing research in client care.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 42 minutes.
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| 2.4 - Ethical Concepts in Client Care
Student Learning Outcomes:
- Define the basic principles of ethics.
- Explain the ethical principles of client care.
- Apply ethical decision-making to ethical dilemmas.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 23 minutes.
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| 2.5 - The Nurse’s Role in Supervision
Student Learning Outcomes:
- Explain the difference between supervision and delegation.
- Discuss the guidelines used in supervision and delegation.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 15 minutes.
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| 2.6 - Legal Concepts in Client Care
Student Learning Outcomes:
- Discuss the concepts of client rights and client responsibilities.
- Describe the nurse’s role in client rights.
- Explain the relationship between law and nursing practice.
Approximate time required for the readings for this lesson (at 144 words/minute): 59 minutes.
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| 2.7 - Effective and Therapeutic Communication
Student Learning Outcomes:
- Define the differences between communication, effective communication, and therapeutic communication.
- Explain the importance of effective and therapeutic communication in professional settings.
- Describe effective communication techniques.
- Outline the technique of having clear, concise, and understandable communication techniques.
- List the various tactics of communicating with the different age groups, and the verbally, visually, and auditory impaired populations.
Approximate time required for the readings for this lesson (at 144 words/minute): 41 minutes.
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| 2.8 - Learning Agility
Student Learning Outcomes:
- Define the term "learning agility".
- Describe the importance of learning agility in nursing.
- Describe the dimensions of learning agility and the practices for assessing learning.
- Identify the capabilities needed to perform in a new situation.
Approximate time required for the readings for this lesson (at 144 words/minute): 23 minutes.
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| 2.9 - Unconscious Bias and Conscious Inclusion
Student Learning Outcomes:
- Define the terms "implicit bias" and "explicit bias".
- Describe the concept of implicit bias on the judgment and behavior of health practices.
- Recognize nursing's best practices to avoid and address implicit biases.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 25 minutes.
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| 2.10 - Teamwork and Collaboration
Student Learning Outcomes:
- Describe the characteristics of a successful team.
- Describe the importance of collaboration to the client, health professionals, and organization.
- Describe the teamwork and collaborative principles for client care.
- State the barrier for effective teamwork in nursing.
- Describe the strategies to promote teamwork in nursing.
Approximate time required for the readings for this lesson (at 144 words/minute): 46 minutes.
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| 2.11 - Self-Care of the Nurse
Student Learning Outcomes:
- Describe the concept of compassion fatigue and its triggers, signs, and symptoms, and treatment.
- Compare and contrast self-care practices that promote psychological and physical well-being.
- Describe stress management techniques such as yoga, meditation, mindfulness, and journaling.
Approximate time required for the readings for this lesson (at 144 words/minute): 40 minutes.
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| Unit 3 - SAFE AND EFFECTIVE CARE
Unit Objectives:
- Identify the role of the nurse in providing safe and effective care for clients.
- Explore the concepts of asepsis and infection control as measures to protect clients.
- Understand the ergonomic principles applied to client and self-care.
- Discuss the elements of security as they relate to disaster threats.
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| 3.1 - Client Safety
Student Learning Objectives:
- Define the term "client safety".
- State the prevalence of client harm due to adverse events and unsafe care.
- Detail the most concerned client safety situations.
- Describe the International Patient Safety Goals (IPSG) to ensure the safe delivery of care to clients.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 12 minutes.
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| 3.2 - Accident and Injury Prevention
Student Learning Outcomes:
- Describe the nurse’s role in the prevention of accidents and falls.
- Identify clients who are at risk for falls.
- Discuss the nurse’s role in the use of restraints.
Approximate time required for the readings for this lesson (at 144 words/minute): 50 minutes.
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| 3.3 - Home Safety
Student Learning Outcomes:
- Identify the safety risks for home care of clients.
- Discuss the nurse’s role in the assessment and prevention of home injury to clients.
- Provide client education to prevent falls.
Approximate time required for the readings for this lesson (at 144 words/minute): 44 minutes.
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| 3.4 - Understanding Ergonomics
Student Learning Outcomes:
- Explain the principles of ergonomics.
- Describe how ergonomics reduce workplace injuries.
- Describe the use of ergonomic devices.
Approximate time required for the readings for this lesson (at 144 words/minute): 46 minutes.
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| 3.5 - The Infectious Process
Student Learning Outcomes:
- Detail the chain of infection.
- Detail the modes of infection.
- Identify the types of pathogens.
Approximate time required for the readings for this lesson (at 144 words/minute): 24 minutes.
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| 3.6 - Asepsis
Student Learning Outcomes:
- Define the term "asepsis".
- Differentiate between surgical and medical asepsis.
- Explain when they are used.
- Provide examples of surgical and medical asepsis.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour.
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| 3.7 - Infection Control
Student Learning Outcomes:
- Describe the types of immunity.
- Describe standard precautions.
- Describe transmission precautions.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 22 minutes.
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| 3.8 - Disaster Control
Student Learning Outcomes:
- Identify the types of disasters.
- Describe the response measures.
- Describe the nurse’s role in disaster planning.
Approximate time required for the readings for this lesson (at 144 words/minute): 51 minutes.
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| Unit 4 - HOLISTIC CARE
Unit Objectives:
- Identify the nurse's role in health maintenance and promotion and disease prevention
- Integrate cultural awareness in planning client care
- Discuss the nurse-client relationship
- Explore the role of the nurse in client education
- Integrate spiritual awareness in the planning of client care
- Discuss the role of alternative therapies in client care
- Discuss the nurse’s role in grief, loss, and end-of-life care
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| 4.1 - Health Promotion
Student Learning Outcomes:
- Define the concept of optimal health.
- Describe the nurse’s role in health promotion and disease prevention as it relates to diverse racial, ethnic, cultural, and economic populations.
- Describe the nurse’s role in promoting health across the lifespan.
- Explain the individual and community models that guide health promotion interventions.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 7 minutes.
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| 4.2 - Disease Prevention and Health Maintenance
Student Learning Outcomes:
- Define the concept of disease prevention and health maintenance.
- Explain the nurse's role in disease prevention and health maintenance for the general population.
- Explain the nurse’s role in disease prevention and health maintenance for the elderly.
- Explain the nurse’s role in the health maintenance of people with chronic health conditions.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 26 minutes.
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| 4.3 - Holistic Healing
Student Learning Outcomes:
- Define what is meant by holistic healing.
- Describe various types of alternative therapy categories of CAM.
- Explain how traditional medicine and CAM can be used in client care.
- Detail the nurse's role in client education and CAM.
Approximate time required for the readings for this lesson (at 144 words/minute): 25 minutes.
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| 4.4 - Therapeutic Relationship
Student Learning Outcomes:
- Define the term therapeutic relationship.
- Explain the stages of the therapeutic relationship.
- Discuss ways that the nurse can foster a therapeutic relationship.
- Explain strategies to address barriers to a therapeutic relationship.
Approximate time required for the readings for this lesson (at 144 words/minute): 29 minutes.
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| 4.5 - Client and Family Education
Student Learning Outcomes:
- Define the nurse’s role in client education.
- Discuss the goals of client education.
- Describe how the nursing process is used in client education.
- Define the elements of a teaching plan.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 31 minutes.
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| 4.6 - Client Interview
Student Learning Outcomes:
- Define the term "client interview".
- Explain the purposes of the client interview.
- Discuss the phases of the client interview.
- Identify the skills needed by the nurse to perform an effective client interview.
- Provide examples of nursing documentation and the client interview.
Approximate time required for the readings for this lesson (at 144 words/minute): 25 minutes.
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| 4.7 - Stress and Adaptation
Student Learning Outcomes:
- List out the different types of stressors.
- Describe the stages of general adaptation syndrome.
- Detail the stress management techniques for coping with stress.
- Describe the nurse’s role in the management of stress.
Approximate time required for the readings for this lesson (at 144 words/minute): 21 minutes.
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| 4.8 - Spiritual Care
Student Learning Outcomes:
- Define the concept of spiritual care.
- Discuss the significance of spiritual care and client wellness.
- Provide examples of spiritual care among varied populations.
- List the barriers to spiritual care.
- Discuss the role of the nurse and nursing care in the care of the terminally ill client.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 16 minutes.
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| 4.9 - Grief and loss
Student Learning Outcomes:
- Define the terms "grief," "loss" and "bereavement".
- Describe types and stages of grief.
- Describe the nurse’s role in supporting clients with grief and loss.
Approximate time required for the readings for this lesson (at 144 words/minute): 55 minutes.
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| 4.10 - Nurse’s Role in End of Life Care
Student Learning Outcomes:
- Identify the various aspects of providing support and comfort to terminally ill clients and their families.
- Describe the nurse’s role in end-of-life planning and advanced directives.
- Provide insights on Legacy and Life Review Projects.
- Describe a nurse's role in respect to funeral practices, rituals, and legalities.
Approximate time required for the readings for this lesson (at 144 words/minute): 45 minutes.
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| Unit 5 - HEALTH ACROSS LIFE SPAN
Unit Objectives:
- Explore the theories related to human development.
- Understand how the nurse supports the physiologic/social/emotional developmental stages during infancy and childhood.
- Understand how the nurse supports the physiological/emotional developmental stages during adolescence and young adulthood.
- Understand how the nurse supports the physiologic/emotional developmental stages during middle and late adulthood.
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| 5.1 - Human Development
Student Learning Outcomes:
- Describe the theories related to human development.
- Explain how these theories impact nursing care.
Approximate time required for the readings for this lesson (at 144 words/minute): 42 minutes.
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| 5.2a - Infancy and Childhood 1
Student Learning Outcomes:
- Identify the needs of the infant.
- Explain how the nurse can address the physiological/emotional/developmental needs of the infant.
- Identify the needs of the toddler.
- Explain how the nurse can address the physiological/emotional/ developmental needs of the toddler.
Approximate time required for the readings for this lesson (at 144 words/minute): 25 minutes.
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| 5.2b - Infancy and Childhood 2
Student Learning Outcomes:
- Identify the needs of the child.
- Explain how the nurse can address the physiological/emotional/ developmental needs of the child.
Approximate time required for the readings for this lesson (at 144 words/minute): 15 minutes.
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| 5.3 - Adolescence and Young Adulthood
Student Learning Outcomes:
- Identify the needs of the adolescent.
- Explain how the nurse can address the physiological/emotional/developmental needs of the adolescent.
- Identify the needs of the young adult.
- Explain how the nurse can address the physiological/emotional/developmental needs of the young adult.
Approximate time required for the readings for this lesson (at 144 words/minute): 22 minutes.
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| 5.4 - Middle Adult and Older Adult
Student Learning Outcomes:
- Identify the needs of the middle adult.
- Explain how the nurse can address the physiological/emotional/developmental needs of the middle adult.
- Identify the needs of the elder adult.
- Explain how the nurse can address the physiological/emotional/developmental needs of the elder adult.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 28 minutes.
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| Unit 6 - NURSING SKILL FUNCTIONS
Unit Objectives:
- Explain the safe method of medication administration.
- Explain the nurse's role in safe intravenous therapy.
- Explore the role of the nurse in perioperative care.
- Identify the essential elements of reporting and documentation.
- Explain the 6 vital signs and related assessment techniques.
- Explain the procedures for types of specimen collection.
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| 6.1 - Medication Administration
Student Learning Outcomes:
- Describe the nurse’s role in medication administration.
- Apply the six rights of medication administration to client care.
- Calculate medication doses.
- Describe the routes of medication administration.
- Evaluate client response to treatment.
- Describe the importance of evaluating medication treatment adherence and outcomes following an example of Opioid Use Disorder.
Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 48 minutes.
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| 6.2 - Intravenous Therapy
Student Learning Outcomes:
- Describe the purpose of intravenous therapies.
- Identify equipment needed for IV medication administration.
- Calculate intravenous medication dosage and flow rate.
- Describe complications that can occur with intravenous therapy.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 29 minutes.
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| 6.3 - Perioperative Care
Student Learning Outcomes:
- Describe the purpose of perioperative nursing care.
- Apply the nursing process to the perioperative setting.
- Discuss the importance of preoperative client education.
- Describe the importance of ROM, turning, cough/deep-breathing exercises in postoperative care.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 10 minutes.
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| 6.4 - Reporting and Documentation
Student Learning Outcomes:
- Maintain communication with interprofessional team members to facilitate safe transitions and continuity in care delivery.
- Use therapeutic communication techniques.
- Confirm the information provided to the recipient is clear, concise, and understandable.
- Report significant client information verbally and in written form.
- Document according to legal guidelines.
Approximate time required for the readings for this lesson (at 144 words/minute): 16 minutes.
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| 6.5 -Vital Signs Including Pain
Student Learning Outcomes:
- Discuss the various vital signs, including normal ranges.
- Identify when to assess vital signs, including pain assessment.
- Describe cultural and ethnic variations in vital signs, including pain assessment.
- Demonstrate proper technique for assessment of vital signs, including pain assessment.
Approximate time required for the readings for this lesson (at 144 words/minute): 53 minutes.
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| 6.6 - Specimen Collection
Student Learning Outcomes:
- Accurately collect specimens of blood, stool, urine, and swabs.
- Maintain standard- and transmission-based precautions.
- Identify proper disposal of the used items.
- Understand the general nursing consideration during specimen collection.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 4 minutes.
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| Unit 7 - SUPPORTING PHYSIOLOGIC FUNCTIONING
Unit Objectives:
- Understand how the physiologic functions of the body contribute to health.
- Explain the nurse's role in supporting the physiologic functions of the body.
- Describe the care of clients with alterations in health-related to body functions.
- Understand the relationship between fluid and electrolytes and physiologic integrity.
- Understand the role of nutrition in healing and maintaining optimal health.
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| 7.1 - Oxygenation
Student Learning Outcomes:
- Describe the physiological processes regulating oxygenation, including cardiopulmonary and neurochemical processes of respiration.
- Differentiate normal and abnormal pathophysiological changes in oxygenation across the lifespan.
- Discuss nursing interventions that promote oxygenation in primary, secondary, and tertiary care settings.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 47 minutes.
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| 7.2 - Circulation
Student Learning Outcomes:
- Describe the physiological processes regulating the circulation.
- Differentiate normal and abnormal pathophysiological changes in circulation across the lifespan.
- Discuss nursing interventions that promote circulation in primary, secondary, and tertiary care settings.
- Identify cultural considerations related to diseases that affect circulation.
Approximate time required for the readings for this lesson (at 144 words/minute): 49 minutes.
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| 7.3 - Elimination I: Urinary
Student Learning Outcomes:
- Identify factors that put a client at risk for alterations in urinary and bowel elimination.
- Identify factors related to alterations in elimination across the lifespan.
- Outline the data that must be collected for identification of alterations in urine elimination.
- Identify basic diagnostic tests of urinary elimination.
- Detail the nonpharmacologic measures to promote urinary elimination.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 11 minutes.
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| 7.4 - Elimination II: Bowel
Student Learning Outcomes:
- Identify different alterations in bowel elimination across the lifespan.
- Outline the data that must be collected for the identification of alterations in bowel elimination.
- Identify basic diagnostic tests for bowel elimination.
- Detail the nonpharmacologic measures to promote bowel elimination.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 12 minutes.
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| 7.5 - Endocrine System
Student Learning Outcomes:
- Identify the organs that comprise the endocrine system.
- Describe the functions of the endocrine system related to the support of physiological functioning (Basic Human Needs).
- Describe normal endocrine changes across the lifespan.
- Interpret laboratory values used to assess endocrine function.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 29 minutes.
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| 7.6 - Sleep and Rest
Student Learning Outcomes:
- Describe the physiological processes regulating sleep.
- Differentiate between normal sleeping patterns across the lifespan.
- Discuss common sleep disorders.
- Discuss nursing interventions that promote sleep and rest in the primary, secondary, and tertiary care settings.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 2 minutes.
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| 7.7 - Sensation, Perception, and Cognition
Student Learning Outcomes:
- Define common alterations in sensation perception, including deficits, deprivation, and overload.
- Explain the importance of assessing cognition when evaluating sensory function.
- Identify changes in sensory perception and cognition across the lifespan.
- Describe ways to maintain a safe environment for clients with altered sensory perception and/or cognition.
- Apply the nursing process to the care for a client with altered sensory perception and/or cognition.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 34 minutes.
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| 7.8 - Sexual Health
Student Learning Outcomes:
- Discuss changes in sexual development across the lifespan.
- Discuss alterations of sexual health, including infertility, STIs, abuse, and dysfunction.
- Discuss cultural considerations related to assessment of sexual health.
- Identify the nurse’s role in the maintenance of sexual health.
Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 14 minutes.
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| 7.9 - Physical Activity and Mobility
Student Learning Outcomes:
- Describe the processes involved in the regulation of movement.
- Discuss normal changes in the regulation of movement across the lifespan.
- Identify risk factors for impaired mobility and activity intolerance.
- Discuss nursing care of clients with impaired mobility and activity intolerance in the primary, secondary, and tertiary care settings, including health promotion and safety.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 4 minutes.
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| 7.10 - Skin Integrity and Wound Healing
Student Learning Outcomes:
- Identify risk factors leading to impaired skin integrity.
- Explain the pathogenesis of pressure injury.
- Discuss the different stages of pressure injury.
- Describe the process of wound healing, including primary and secondary intention and complications.
- Apply the nursing process to the care of a client with impaired skin integrity.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 2 minutes.
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| 7.11 - Nutrition
Student Learning Outcomes:
- Describe the digestion and metabolism of nutrients.
- Identify nutrition requirements across the lifespan.
- Discuss patterns of altered nutrition and eating disorders.
- Interpret laboratory studies used to assess nutrition.
- Discuss nursing interventions to maintain nutritional status of clients in the primary, secondary, and tertiary care settings.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour 29 minutes.
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| 7.12 - Fluid and Electrolyte Balance
Student Learning Outcomes:
- Describe the pathophysiological processes involved in fluid regulation and electrolyte balance.
- Identify risk factors for fluid and electrolyte imbalance.
- Interpret laboratory studies used to assess fluid and electrolyte balance.
- Apply the nursing process to care of clients with fluid and electrolyte imbalance.
Approximate time required for the readings for this lesson (at 144 words/minute): 38 minutes.
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| 7.13 - Acid Base Balance
Student Learning Outcomes:
- Identify key components of acid-base balance.
- Recognize normal acid-base values.
- Interpret arterial blood gas draw results.
- Apply acid-base knowledge to nursing practices.
Approximate time required for the readings for this lesson (at 144 words/minute): 54 minutes.
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| 7.14 - Facilitating Hygiene
Student Learning Outcomes:
- Identify the health benefits and significance of hygiene related to disease prevention.
- Describe the essential elements of personal hygiene optional health (skin, oral, nail and hair care, toileting, etc.).
- Address hygiene as it relates to skin breakdown in at-risk clients: (impaired mobility, immunocompromised, incontinent, cognitive impairment).
- Describe the general best process/routine in providing daily hygiene to a hospitalized client.
- Discuss the nurse’s role in hygiene education.
Approximate time required for the readings for this lesson (at 144 words/minute): 41 minutes.
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| 7.15a - Nurse’s Role in Pain Management Part 1
Student Learning Outcomes:
- Define the concept and characteristics of pain.
- Describe the classifications and mechanisms of pain.
- Describe pain assessment techniques and tools for pain.
- Describe pharmacological pain management in a client suffering from pain.
- Identify interventions for the management of side effects from pain medication.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 29 minutes.
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| 7.15b - Nurse’s Role in Pain Management Part 2
Student Learning Outcomes:
- Identify non-pharmacological pain management.
- Identify information for client education/counseling on pain management at home.
Approximate time required for the readings for this lesson (at 144 words/minute): 38 minutes.
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| Unit 8 - NURSING COMMUNITIES AND POPULATIONS
Unit Objectives:
- Understand community as it relates to population health.
- Explore the nurse’s impact in various domains of community care.
- Discuss interventions associated with various population health needs.
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| 8.1 - Community
Student Learning Outcomes:
- Define the term "community".
- Identify the factors that define a healthy community.
- List the elements of a community assessment.
- Describe what makes a population vulnerable.
Approximate time required for the readings for this lesson (at 144 words/minute): 55 minutes.
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| 8.2 - Domains of Community Health Care
Student Learning Outcomes:
- Define the terms "community-based care nursing," "community health nursing," public health nursing" and "community-oriented nursing areas".
- Include the primary health goal for each area.
- Define the role of the nurse in each of the above areas.
- Elaborate on the nurse’s role as advocate, educator, collaborator, counselor, case manager, policy change agent, research, disease prevention, and health promotion in the above areas.
- Describe the barriers nurses may encounter in providing care in the above areas (include local, cultural, and global factors).
Approximate time required for the readings for this lesson (at 144 words/minute): 54 minutes.
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| 8.3 - Abuse Patterns within Communities
Student Learning Outcomes:
- Define the terms "abuse" and "addiction".
- Identify the risk factors for substance abuse and addiction within communities.
- Detail the nurse's role in the identification, prevention, and treatment of addiction in the community.
- Define the terms of physical and emotional abuse.
- Detail the role of the nurse in the identification, prevention, and treatment of physical and emotional abuse.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 28 minutes.
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| 8.4 - Professional Considerations
Student Learning Outcomes:
- Describe ways the nurse can provide client-centered care in the community (consider various populations).
- Discuss how community nursing differs from hospital nursing.
- Describe the career opportunities available for community-based nurses (school nursing, occupational health, parish nursing, correctional facilities, health clinics, disaster nursing, international nursing).
Approximate time required for the readings for this lesson (at 144 words/minute): 33 minutes.
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| Summative Critical Thinking Reflection Activity
In the following exercise, you will learn about the health care needs of a family. Each section provides a scenario that requires a synthesis of fundamental nursing knowledge, skills, and attitudes and their application using the nursing process to provide optimal nursing care. Each case study has two parts. Read each case study and answer the questions in narrative form. You will share your responses in the discussion forum and respond to one post made by your peers. Feedback reflection: Once you have completed this task, you will be provided with feedback on the scenario, and you will have an opportunity to reflect on the feedback as it relates to your answer. Reflect on the areas where you did well and on any gaps where you could have done better. Discuss how you will use this information in your future practice. Share this insight in the discussion forum and respond to the reflection of one of your peers. Introduction to the Lynn family Boschtown is a small farming community with a population of 1500 people located in a remote area surrounded by rolling hills and farmland. The residents of Boshtown work as farmers and laborers or are employed by the few businesses in town - a gas station, post office, coffee shop, feed store, grocery store, school, bank, and three churches. People living here often drive two hours once or twice a month to reach the nearby city to buy needed items and to seek healthcare. The Lynn family moved to Boshtown six months ago to be closer to their family. Throughout this course, you will learn more about the Lynn family and will be asked to apply what you have learned as a nurse to care for them.
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| Final Exam
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| Course and Self Evaluation & Certificate
In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.
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