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Fundamentals of Nursing Homepage

Nurse educators may contact info@nursesinternational.org with queries/permission to access faculty files for this course.

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.

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.

Click here to start this lesson.

• Nursing Definitions - ICN
• Nursing Workforce
• Profession vs. Occupation
• Nurse Rate Highest in Honesty - GALLUP Poll
• Role of Professional Nurse
• "Nurse’s Role in Client Education"
• Nurse as Client Advocate
• Nursing Fact Sheet
• Role of Nurse Association: ANA
• Role of Nurse Association: ANMF
• Role of Nurse Association: NAN
• Topic: The Role of the Professional Nurse

• Quiz: Unit 1.1

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.

• Regulatory Board Governance Toolkit 2014
• List of Regulatory Bodies
• Transforming Education
• Nursing Career Paths: How to Become a Nurse and Advance Your Career
• Topic: Regulation of Nursing Profession

• Quiz: Unit 1.2

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.

• Healthcare Delivery System Definition
• The Healthcare Delivery System
• Types of Healthcare Delivery System
• Healthcare Financing
• Social Health Insurance
• Direct Primary Care
• Role of Healthcare Professional in Healthcare Delivery System
• Roles of Different Healthcare Workers
• Topic: Healthcare Delivery System

• Quiz: Unit 1.3

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.

Click here to start this lesson.

• NCI: Health Belief Model
• Definitions of Culture
• Should I Bow or Just Pat That Belly?
• How Culture Influences Health
• Understanding Transcultural Nursing
• Cultural Competence
• Topic: Transcultural Nursing

• Quiz: Unit 1.4

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.
  

• Client Centred Care
• Brookside Press: The Health-Illness Continuum
• Tulane University: How to Improve Cultural Competency in Health Care
• Appendix D: Eight Dimensions of Patient-Centered Care
• BMJ: The Importance of Patient-Centered Care and Co-Creation of Care...Setting
• How Nurses Can Foster Positive Interactions with Patients who have Substance Use Disorders
• Topic: Client Centred Care

• Quiz: Unit 1.5
• Unit 1 Exam

• Discussion Forum: Client-centered care (155 minutes)

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.

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.

• Definition Critical Thinking and Clinical Reasoning
• Defining Problems, Situations, Issues, and Dilemmas
• Determining Assumptions
• Exploring Alternatives and Independently Analyzing
• Rationales and Evidence
• Conclusions
• Clinical Reasoning, Clinical Judgment, Decision Making, Problem Solving
• Critical Thinking and Clinical Judgment
• Topic: Critical Thinking and Clinical Judgement

• Quiz: Unit 2.1

2.2 - The Nursing Process

Student Learning Outcomes:

• Define the nursing process.
•  Explain the relationship between the nursing process and clinical judgment.

• Open RN Nursing Fundamentals by Chippewa Valley Technical College
• Nursing Interventions and Their Role in Patient Care
• Topic: The Nursing Process

• Brief Bedside Assessment Procedure Checklist
• Head to Toe Physical Assessment (Older Adult) Procedure Checklist
• Older Adult Physical Assessment (Video)
• Extremities/Musculoskeletal Assessment Procedure Checklist
• Musculoskeletal Assessment- Harper College Nursing (Video)
• Extremities/Musculoskeletal Assessment Procedure Checklist
• Glasgow Coma Scale Procedure Checklist

• Quiz: Unit 2.2

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.

• Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice
• Benefits of Evidence Based Practice
• Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context
• Igniting a Spirit of Inquiry
• Asking the Clinical Question
• Searching for the Evidence
• Rapid Critical Appraisal
• Implementing an Evidence-Based Practice Change
• Topic: Evidence Based Practice

• Quiz: Unit 2.3

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.

• "Ethical Principles"
• ICN Code of Ethics for Nurses
• Nursing Ethical Considerations
• Ethical Issue: Do Not Resuscitate
• Ethical Issues: When A Patient Refuses Assistance
• Risk and Responsibility of Providing Nursing Care
• Refusal to Treat
• Ethical Dilemma and Ethical Decision Making in Nursing
• Ethical Decision Making in Nursing
• Topic: Ethical Concepts in Client Care

• Quiz: Unit 2.4

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.

• Supervision Guidelines for Nursing and Midwifery
• Clinical Supervision Toolkit
• Principles of Delegation
• National Guidelines for Nursing Delegation
• Five Rights of Nursing Delegation
• Topic: The Nurse's Role in Supervision

• Quiz: Unit 2.5

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.

• Patient Rights And Ethics
• Consent
• Types of Advance Directives
• Do I Have the Right to Refuse Treatment?
• Patient’s Bill of Rights
• WMA Declaration of Lisbon on the Rights of the Patient
• Patient Rights and Responsibilities
• Legal Rights and Responsibilities
• Topic: Legal Concepts in Client Care

• Quiz: Unit 2.6

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.
  

• Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0.
• Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0.
• Topic: Effective and Therapeutic Communication

• Quiz: Unit 2.7

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.

• Learning Agility: What Is It?
• High Potentials as High Learners
• Workforce Agility: An Answer to Turbulence in Acute Care Nursing Environments?
• Tips for Improving Your Learning Agility
• Topic: Learning Agility

• Quiz: Unit 2.8

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.

• Module 3: Bias and Well-Meaning People
• The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It
• Implicit Racial/Ethnic Bias Among Health Care Professionals
• Implicit Bias in Healthcare Professionals: A Systematic Review
• Implicit Bias Training Participant Guide
• Long-term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention
• Five Strategies to Combat Unconscious Bias
• Topic: Unconscious Bias and Conscious Inclusion

• Quiz: Unit 2.9

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.

• Being an Effective Team Player
• Top 5 Benefits of Teamwork in Nursing
• Continuing Medical Education: Collaboration in Health Care
• Principles for Collaborative Relationships Between Clinical Nurses and Nurse Managers
• How to Promote Teamwork in Nursing
• Topic: Teamwork and Collaboration

• Quiz: Unit 2.10

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.

• Compassion Fatigue in Oncological Nursing
• Self-Care for Nurses
• Preventing Compassion Fatigue: Caring for Yourself
• Compassion Fatigue in Nursing: A Concept Analysis
• Compassion Fatigue in Oncology Nursing: A Witness to Suffering
• Compassion Fatigue: Are You at Risk?
• Topic: Self Care of the Nurse

• What is Compassion Fatigue? The Signs, Treatment and Prevention

• Quiz: Unit 2.11
• Unit 2 Exam

Unit 3 - CULTURAL COMPETENCY

Unit Objectives:

• Define “unconscious cultural competency” as it relates to patient care.
• Outline the nurse’s progression toward the achievement of unconscious cultural competency.
• Begin to apply Purnell’s Cultural Competence Model (PCM). 
• Describe how the registered nurse uses the PCM in practice.

3.1 - Introduction to Cultural Competency in Nursing

Student Learning Outcomes:

• Describe the four stages of cultural competency
• List three characteristics of an unconsciously incompetent nurse 
• List three characteristics of an unconsciously competent nurse
• Identify two benefits to improved cultural competency

Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours

Click here to start this lesson.

• Update: The Purnell Theory and Model for Culturally Competent Health Care
• Implicit Bias in Healthcare
• Cultural Humility
• What is culturally competent care?
• Topic: Intro to Cultural Competency

• Quiz: Unit 3.1

3.2 - Purnell Model: 12 Domains (Part 1)

Student Learning Outcomes:

• List the titles of the initial six of Purnell’s 12 domains
• Describe the topics addressed by two of the first six domains
• Describe two methods that nurses use to apply Purnell’s domains to a specific client

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 35 minutes

Click here to start this lesson.

• Update: The Purnell Theory and Model for Culturally Competent Health Care
• What is Culturally Competent Care?
• National CLAS Standards
• Working with medical interpreters
• Topic: Purnell Model: Domains (Part 1)

• Quiz: Unit 3.2

3.3 - Purnell Model: 12 Domains (Part 2)

Student Learning Outcomes:

• Compare the topics addressed in two different domains of Purnell’s 12 domains
• Examine ways the topics in one of Purnell’s 12 domains would be applied to a specific client
• Apply the topics in one domain to a family group

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 29 minutes

Click here to start this lesson.

• Update: The Purnell Theory and Model for Culturally Competent Health Care
• How to Conduct a Spiritual Assessment
• Complementary and Alternative Medications
• End of Life Care: Understanding Cultural Differences
• Purnell Model: Domains (Part 2)

Unit 4 - 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.

4.1 - 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.

• The Patient Safety
• Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0.
• International Patient Safety Goals (IPSGs)
• National Patient Safety Goals® Effective January 2021 for the Hospital Program
• Topic: Client Safety

• End of Shift Report/Handover - Procedure Checklist

• Quiz: Unit 4.1

4.2 - 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.

• Definition of Falls and Fall - Related Injuries
• Assessing Patient’s Risk for Falling
• Morse Fall Scale
• 3 Steps to Fall Prevention
• Nurse’s Role in Fall Prevention
• The Restraints
• A Guide to Bed Safety Bed Rails in Hospitals
• Topic: Accident and Injury Prevention

• Quiz: Unit 4.2

4.3 - 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.

Click here to start this lesson.

• Important Facts about Falls
• Safety at Home: 10 Common Safety Hazards Around the House
• A Guide to Home Safety: Identifying and Preventing Hazards
• Fall Risk Assessment
• Assessment and Prevention of Falls in Older People
• Advanced Nursing and Your Role in Fall Prevention
• Topic: Home Safety

• Quiz: Unit 4.3

4.4 - 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.

Click here to start this lesson.

• What is Ergonomics?
• Safe Patient Handling
• Ergonomic Training for Nursing Home Workers
• Occupational Injuries and Illnesses among Registered Nurses
• Ergonomics and Nursing in Hospital Environments
• Patient Assessment Criteria
• Assistive Devices
• Weighing In On Lift Teams
• Ergonomics in the Workplace
• Possible Solution Slips/Trips/Falls
• Topic: Understanding Ergonomics

• Correct Body Mechanics Information Sheet
• Body Mechanics by Huntsville Hospital

• Quiz: Unit 4.4

4.5 - The Infectious Process

Student Learning Outcomes:

• Detail the chain of infection.
• Detail the modes of infection.
• Identify the types of pathogens.

Click here to start this lesson.

• Introduction to Epidemiology
• The Chain of Infections
• Infectious Agents and How They Cause Disease
• Topic: The Infectious Process

• Contact Precautions Information Sheet
• Airborne Precautions- Information Sheet
• Droplet Precautions- Information Sheet
• Reverse Isolation- Information Sheet

• Quiz: Unit 4.5

4.6 - 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.

Click here to start this lesson.

• Principles of Asepsis 1: The Rationale for Using Aseptic Technique
• Surgical Asepsis
• Aseptic Technique
• Hand Hygiene: Why, How & When?
• Surgical Asepsis and the Principles of Sterile Technique
• Personal Protective Equipment (PPE) for Infection Control
• Topic: Asepsis

• Principles of Sterile Technique Information Sheet
• Setting Up a Sterile Field Procedure Checklist
• Setting Up a Sterile Field and Principles of Asepsis (Video)

• Quiz: Unit 4.6

4.7 - 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.

Click here to start this lesson.

• "Immunity"
• "Types of Immunity"
• The Standard Precautions
• Personal Protective Equipment
• Transmission Precaution
• Transmission-Based Precaution
• Topic: Infection Control

• Hand Hygiene (Soap and Water) Procedure Checklist
• NHS: Hand Washing Techniques (Video)
• OSCE Infection Control: Hand Washing (Video)
• Donning and Doffing of PPE Procedure Checklist
• Donning and Doffing PPEs: Trillium Health Partners (Video)
• CDC: Donning and Doffing PPE (Video)
• Donning and Doffing Clean Gloves Procedure Checklist
• Donning and Doffing Sterile Gloves Procedure Checklist
• Donning and Doffing of Sterile Gloves: Registered Nurse RN (Video)
• Sharp Handling and Disposal- Information Sheet
• Body Fluids Exposure Procedure Checklist

• Quiz: Unit 4.7

4.8 - Disaster Control

Student Learning Outcomes:

• Identify the types of disasters.
• Describe the response measures.
• Describe the nurse’s role in disaster planning.

• Definitions of Disaster and Management
• Disaster and its Management
• "Types of Disasters"
• "Nurse’s Role in Disaster Planning"
• Public Health Nurses and Disasters
• The Role of Emergency Nurses in Emergency Preparedness and Response
• Core Competencies in Disaster Nursing
• Topic: Disaster Control

• Quiz: Unit 4.8
• Unit 4 Exam

Unit 5 - 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

5.1 - 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.

Click here to start this lesson.

• Constitution
• What Is Health Promotion
• The Health Promotion
• What Is Health Promotion?
• What Is Health Promotion?
• Defining Health Promotion and Disease Prevention
• Mental Health: Strengthening Our Response
• Adolescent Mental Health
• The Promotion and Disease Prevention
• Nurse’s Roles in Health Promotion Practice
• Theory At A Glance: A Guide for Health Promotion Practice
• How Culture Influences Health
• Topic: Health Promotion

• Quiz: Unit 5.1

5.2 - 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.

Click here to start this lesson.

• The Disease Prevention
• Health Maintenance Activities
• Mental Health Protection and Promotion
• Promotion and Prevention of Mental Illness in Adolescents
• Geriatric Health Maintenance
• Managing Long-Term Illness and Chronic Conditions
• Topic: Disease Prevention and Health Maintenance

• Quiz: Unit 5.2

5.3 - 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.

Click here to start this lesson.

• Biofeedback
• Complementary and Alternative Healthcare: Is it Evidence-Based?
• Topic: Holistic Healing

• Quiz: Unit 5.3

5.4 - 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.

Click here to start this lesson.

• "Therapeutic Relationship"
• Stages of Therapeutic Relationship
• Theory of Interpersonal Relations in Nursing
• Barriers to Therapeutic Relationship
• Topic: Therapeutic Relationship

• Quiz: Unit 5.4

5.5 - 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.

Click here to start this lesson.

• The Client Education
• Health Education/Teaching A Key Nursing Role
• The Patient Education
• Patient Education Tips for Nurses
• Client Education Information
• Client Education Strategy
• Maximizing Teaching Moment
• Domains of learning
• Theories of Client Education
• Topic: Client and Family Education

• Quiz: Unit 5.5

5.6 - 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.

Click here to start this lesson.

• Effective Nursing Health Assessment Interview Techniques. Walden University Resource Articles.
• The Patient Interview
• Patient Interview Guide
• Effective Patient-Physician Communication - Committee Opinion
• Topic: Client Interview

• Skin, Hair, Nail Assessment Procedure Checklist
• Eye Assessment Procedure Checklist
• Ear Examination Procedure Checklist
• Nose, Mouth, Throat, Neck Assessment Procedure Checklist
• Chest Assessment Procedure Checklist
• Thorax and lung assessment- Harper College Nursing (Video)
• Breast Examination Procedure Checklist
• Assessment of the Abdomen Procedure Checlist
• Abdominal assessment- Harper College Nursing (Video)

• Quiz: Unit 5.6

5.7 - 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.

Click here to start this lesson.

• "Stress"
• Stress and Health
• 3 Tips to Manage Stress
• Psychology
• What is General Adaptation Syndrome?
• Topic: Stress and Adaptation

• Quiz: Unit 5.7

5.8 - 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.

Click here to start this lesson.

• Unit. XVIII. Spirituality
• Cultural Beliefs and Values in Cancer Patients
• The Barriers and Facilitators in Providing Spiritual Care for Parents who have Children Suffering from Cancer
• Topic: Spiritual Care

• Quiz: Unit 5.8

5.9 - 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.

Click here to start this lesson.

• Grief, Loss and Bereavement
• Complicated Grief
• Possible Behaviors in Grieving People
• Coping with Grief
• "Support Groups"
• Topic: Grief and Loss

• Quiz: Unit 5.9

5.10 - 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.

Click here to start this lesson.

• Compassionate Care of the Terminally Ill
• Advance Care Planning and Advance Directives
• Making Memory Last: The Art of Legacy Work
• Facing End of Life
• Topic: Nurses Role in End of Life Care

• Quiz: Unit 5.10
• Unit 5 Exam

Unit 6 - 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.

6.1 - 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.

Click here to start this lesson.

• Lifespan Development: A Psychological Perspective
• Behaviorism
• Topic: Human Development

• Quiz: Unit 6.1

6.2a - 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.

• Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff
• Erik Erikson's Stages of Psychosocial Development
• Freud's 5 Stages of Psychosexual Development
• Age-Specific Considerations in Patient Care
• Topic: Infancy and Childhood (1)

6.2b - 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.

Click here to start this lesson.

• Developmental Milestones: 3 to 4 Year Olds
• Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff
• Erik Erikson's Stages of Psychosocial Development
• Age-Specific Considerations in Patient Care
• Topic: Infancy and Childhood (2)

• Quiz: Unit 6.2a and 6.2b

6.3 - 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.

• Evidence-Based Age-Specific Care
• Freud's 5 Stages of Psychosexual Development
• Age-Specific Considerations in Patient Care
• Erik Erikson's Stages of Psychosocial Development
• Topic: Adolescence and Young Adulthood

• Quiz: Unit 6.3

6.4 - 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.

Click here to start this lesson.

• Human Behavior and the Social Environment I
• Human Behavior and the Social Environment I
• Open RN Nursing Fundamentals by Chippewa Valley Technical College
• Nurses Role in Polypharmacy
• Topic: Middle Adult and Older Adult

• Quiz: Case Study: Older Adult/Geriatric Syndromes
• Quiz: Unit 6.4
• Unit 6 Exam

• Case Study: Older Adult/Geriatric Syndromes

Unit 7 - 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.

7.1 - 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.

Click here to start this lesson.

• Safe Medication Administration
• Nursing Rights of Medication Administration
• Open RN Pharmacology.
• Dose Calculation Desired Over Have Formula Method.
• Medication-Assisted Treatment for Opioid Use Disorder: Improving Adherence and Outcomes
• Topic: Medication Administration

• Safe Medication Administration- Information Sheet
• Preparing Medications from Ampules and Vials- Procedure Checklist
• Preparing Medication from an Ampule by Thompson Rivers University (Video)
• Medication Via Mouth- Procedure Checklist
• Medication Administration Via Nasogastric Tube- Procedure Checklist
• Applying Topical Creams, Lotions, and Ointments- Procedure Checklist
• Applying Topical Powder- Procedure Checklist
• Applying Transdermal Patch- Procedure Checklist
• Instilling Eye Medication- Procedure Checklist
• Instilling Ear Medication- Procedure Checklist
• Instilling Nasal Medication- Procedure Checklist
• Medication Administration Via Nasal Spray- Procedure Checklist
• Medication Administration Via Small-Volume Nebulizer- Procedure Checklist
• Rectal Medication Administration- Procedure Checklist
• Medication Administration Via Vagina- Procedure Checklist
• Preparing Medication from a Vial by Thompson Rivers University (Video)
• Intradermal Medication Administration- Procedure Checklist
• Subcutaneous Medication Administration- Procedure Checklist
• Intramuscular Medication Administration- Procedure Checklist
• Medication Administration by Z-Track Method- Procedure Checklist

• Quiz: Medication Administration Pediatric Client
• Quiz: Unit 7.1

• Medication Administration Pediatric Client Case Study (245 minutes)
• Medication Administration Pediatric Client Case Study (copy)

7.2 - 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.

Click here to start this lesson.

• "Intravenous Therapy"
• "Intravenous therapy"
• Drug Dosage & IV Rates Calculations
• Dose Calculation Desired Over Have Formula Methods
• Topic: Intravenous Therapy

• Intravenous Cannula Insertion- Procedure Checklist
• Intravenous Medication Administration- Procedure Checklist
• Priming Intravenous Tubing- Procedure Checklist
• Saline Lock Flush- Procedure Checklist
• Primary Intravenous Solution Administration- Procedure Checklist
• Changing Intravenous Solution Bag- Procedure Cheklist
• Removal of Intravenous Cannula- Procedure Checklist

• Quiz: Unit 7.2

7.3 - 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.

Click here to start this lesson.

• What is Perioperative Care?
• "Perioperative Care"
• Individual Assessment
• Postoperative Pain Control
• The challenge of perioperative pain management in opioid-tolerant patients
• Routine Preoperative Teaching for the Adult Patient
• Intra-operative period
• Nursing Roles
• Principles of monitoring postoperative patients
• How to reduce the risk of deterioration after surgery
• The challenge of perioperative pain management in opioid-tolerant patients
• Risks of cancer surgery
• Deep Breathing, Coughing, and Moving After Surgery
• Topic: Perioperative Care

• Quiz: Unit 7.3

7.4 - 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.

Click here to start this lesson.

• Communicating with Healthcare Team Members
• "Documentation"
• Topic: Reporting and Documentation

• Quiz: Unit 7.4

7.5 -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.

Click here to start this lesson.

• "Vital Signs"
• Blood Pressure Assessment
• Pain Assessment Method
• Vital Sign Assessment
• Topic: Vital Signs including Pain

• Apical Pulse Assessment Procedure Checklist
• Radial Pulse Assessment Procedure Checklist
• Radial Pulse- British Heart Foundation (Video)
• Brachial Pulse Assessment Procedure Checklist
• Carotid Pulse Assessment Procedure Checklist
• Assessment of Respiration Procedure Checklist
• Respiration- NHS UK (Video)
• Blood Pressure Measurement Procedure Checklist
• Blood pressure- University of South Wales (Video)
• Temperature measurement- oral, axilla, tympanic, rectal (Procedure Checklist)
• Oral temperature- Hennepin Healthcare (Video)
• Tympanic temperature- NHS UK (Video)

• Quiz: Unit 7.5

7.6 - 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.

Click here to start this lesson.

• Allen Test
• 24-Hour Urine Collection
• Blood Culture
• Skin and Wound Culture
• Blood Tests
• How should I collect and store a poo (stool) sample?
• Common Health Questions: How should I collect and store a pee (urine) sample?
• Specimen collection 1: general principles and procedure for obtaining a midstream urine specimen
• Patient education: Sputum Specimen Collection
• WHO Guidelines on Drawing Blood: Best Practices in Phlebotomy
• Topic: Specimen Collection

• Phlebotomy Procedure Checklist
• Portland Community College: Venipuncture Procedure (Video)
• Arterial Blood Gases Procedure Checklist
• Performing ABG (Video)
• Collection of Sputum Procedure Checklist
• Midstream Urine Specimen Collection Female Procedure Checklist
• Midstream Urine Specimen Collection Male Procedure Checklist
• Urine specimen Collection from a Catheter Procedure Checklist
• Urine Specimen Collection from an Indwelling Urinary Catheter (Foley) (Video)
• Stool Specimen Collection Procedure Checklist
• Fecal Occult Blood Specimen Collection Procedure Checklist
• Gastric Specimen Collection Procedure Checklist
• Bedside Blood Glucose Test Procedure Checklist

• Quiz: Unit 7.6
• Unit 7 Exam

Unit 8 - 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.

8.1 - 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.

Click here to start this lesson.

• Respiratory System
• Oxygenation.
• Respiratory system. Anatomy and Physiology
• Oxygen Therapy
• Topic: Oxygenation

• Use of Pulse Oximeter Procedure Checlist
• Use of Nasal Cannula Procedure Checklist
• Oxygen Therapy and Delivery (Video)
• Client Teaching Tool on ‘Deep Breathing and Coughing Exercises'
• Teaching Incentive Spirometry Procedure Checklist
• Postural Drainage Procedure Checklist
• Closed Chest Drainage System Management Procedure Checklist
• Chest Tube Care & Maintenance (Video)
• Chest Tube Insertion Site Dressing Procedure Checklist
• Chest Tube Dressing Change (Video)
• Oral Suctioning Procedure Checklist
• Cleaning an Inner Tracheal Cannula Procedure Checklist
• Tracheostomy Care: Cleaning Stoma and Changing the Sterile Dressing
• Tracheostomy Care: Changing Tracheostomy Ties Procedure Checklist
• Tracheostomy Care: Suctioning Procedure Checklist

• Quiz: Case Study: Oxygenation
• Quiz: Unit 8.1

• Oxygenation Case Study

8.2 - 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.

Click here to start this lesson.

• Symptoms of Heart Valve Disease
• Human Anatomy: Heart
• Mitral Stenosis (Nursing)
• Patent foramen ovale and strokes
• Electrical System of the Heart
• Topic: Circulation

• Blood Transfusion- Procedure Checklist

• Quiz: Unit 8.2

8.3 - 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.

Click here to start this lesson.

• Urinary system
• Urinalysis
• Obtaining midstream urine specimen
• Topic: Elimination I: Urinary

• Using Bedpan Procedure Checklist
• Helping Client With Urinal Procedure Checklist
• Straight Catheterization for Female/Male- Procedure Checklist
• Indwelling Urinary Catheter Insertion in Female Client- Procedure Checklist
• Urinary Catheterization Female by Thompson Rivers University (Video)
• Indwelling Urinary Catheter Insertion in Male Client- Procedure Checklist
• Urinary Catheterization Male by Thompson Rivers University (Video)
• Two-way Foley Catheter Irrigation- Procedure Checklist
• Bladder Irrigation Procedure by Craig Hospital (Video)
• Continuous Bladder Irrigation- Procedure Checklist
• Continuous Bladder Irrigation by Connecticut Community College (Video)
• Indwelling Urinary Catheter Care- Procedure Checklist
• Indwelling Catheter Care by Whatcom Community College (Video)
• Indwelling Catheter Removal- Procedure Checklist
• Removal of Indwelling Urinary Catheter by Northwest State Community College (Video)
• Emptying Urine Collection Bag- Procedure Checklist
• Emptying Urinary Drainage Bag by Tennessee The Healthcare Institute (Video)

• Quiz: Unit 8.3

8.4 - 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.

Click here to start this lesson.

• Gastrointestinal System
• What is diarrhea?
• Dehydration
• Intraosseous Access
• How can diarrhea be prevented
• Oral Rehydration
• Stool Test
• Fecal Occult Blood Test
• Ova and Parasite Exam
• Obtaining fecal specimen
• Topic: Elimination II: Bowel

• Enema- Procedure Checklist
• Ostomy Appliance Change- Procedure Checklist
• Urostomy Care- Procedure Checklist
• Emptying Ostomy Pouch- Procedure Checklist
• How to empty and change ostomy bag by Care Channel
• Removal of Fecal Impactions- Procedure Checklist

• Quiz: Unit 8.4

8.5 - 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.

Click here to start this lesson.

• Anatomy and Physiology
• Endocrine system diagnostic tests
• Thyroid Function Tests
• Topic: Endocrine System

• Quiz: Unit 8.5

8.6 - 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.

• "Sleep and Rest"
• Brain Basics: Understanding Sleep
• Stages of Sleep: The Sleep Cycle
• National Sleep Foundation’s sleep time duration recommendations: methodology and results summary. Sleep Health
• Topic: Sleep and Rest

• Quiz: Unit 8.6

8.7 - 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.

Click here to start this lesson.

• Cognitive Impairments
• Sensory Impairments
• Aging Changes in the Senses
• Topic: Sensation, Perception and Cognition

• Quiz: Pressure Injury of an Older Adult Case Study
• Quiz: Unit 8.7

• Pressure Injury of an Older Adult Case Study

8.8 - 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.

Click here to start this lesson.

• "Sexual Health"
• An Overview of Healthy Childhood Sexual Development
• Understanding Your Child’s Development
• Sexuality Through the Lifespan
• Understanding and Coping with Sexual Behavioural Problems in Children
• What Causes a Sexual Behavior Problem?
• Sexuality (and Lack Thereof) in Adolescence and Early Adulthood: A Review of the Literature
• Female Genital Mutilation
• Sexual Health Issues in Adolescents and Young Adults
• Signs of Sexual Abuse in Children and Teenagers
• Nurses on the Front Lines: Improving Adolescent Sexual and Reproductive Health Across Health Care Settings
• Topic: Sexual Health

• Quiz: Unit 8.8

8.9 - 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.

Click here to start this lesson.

• Mobility
• Reducing Functional Decline in Older Adults During Hospitalization.
• Anatomy and Physiology: Control of Body Movement
• Topic: Physical Activity and Mobility

• Position Client in Bed Procedure Checklist
• Positioning Client in Bed by Align Home Health (Video)
• Helping Client to Sitting Position at Bedside Procedure Checklist
• Ambulation of Client Procedure Checklist
• Ambulating Client to Wheelchair Procedure Checklist
• Transferring Client in Stretcher Procedure Checklist
• Stand, Walk, and Sitting with Crutches Procedure Checklist
• Ambulation on Stairs with Crutches Procedure Checklist
• Assisting Client to Walk with Cane- Procedure Checklist
• Ascend/Descend Stairs Using Cane- Procedure Checklist
• Stand/walk/sit using walker- Procedure Checklist
• Lowering Client on the Floor- Procedure Checklist
• Logrolling the Client- Procedure Checklist
• Passive Range of Motion Exercises Procedure Checklist
• Range of Motion Exercises by Wings Health Care Training (Video)
• Lower Extremity Range of Motion Exercises by Joe Martin ALS Foundation (Video)

• Quiz: Unit 8.9

8.10 - 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.

Click here to start this lesson.

• Integumentary Introduction
• Topic: Skin Integrity and Would Healing

• Making Occupied Bed- Procedure Checklist
• Making Occupied Bed by Mosby (Video)
• Making Unoccupied Bed- Procedure Checklist
• Back Care Procedure Checklist
• Wound Assessment- Procedure Checklist
• Simple Wound Dressing Change- Procedure Checklist

• Quiz: Case Study: Pressure Injury of an Older Adult
• Quiz: Unit 8.10

• Pressure Injury of an Older Adult Case Study

8.11 - 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.

Click here to start this lesson.

• "Nutrition"
• "Eating Disorders"
• Six Steps to Optimal Nutrition Care
• Topic: Nutrition

• Insertion of Nasogastric Tube- Procedure Checklist
• Nasogastric/Enteral Tube Intermittent Feeding- Procedure Checklist
• Nasogastric Tube Feeding by Singapore General Hospital (Video)
• Gravity Bag Feeding - Procedure Checklist
• Removing Nasogastric Tube- Procedure Checklist

• Quiz: Case Study: Nutrition in the Cognitively Impaired
• Quiz: Unit 8.11

• Nutrition in the Cognitively Impaired Case Study

8.12 - 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.

Click here to start this lesson.

• Fluid and Electrolytes Introduction
• Topic: Fluid and Electrolyte Balance

• Net Fluid Balance- Procedure Checklist

• Quiz: Case Study Fluid and Electrolytes
• Quiz: Unit 8.12

• Fluid and Electrolytes Case Study

8.13 - 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.

Click here to start this lesson.

• "Acid-Base Balance"
• Topic: Acid Base Imbalance

• Quiz: Unit 8.13

8.14 - 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.

Click here to start this lesson.

• Assisting Patients With Personal Hygiene
• What is Dignity in Care: Everything You Need to Know
• Perineal Care
• Personal Hygiene: NCLEX-RN
• Topic: Facilitating Hygiene

• The Essentials Clinical Skills for Nurses: Personal Hygiene Care
• Bed Bath Procedure Checklist
• Arizona Medical Training Institution: Bed Bath (Video)
• Self Bath in Bed Procedure Checklist
• Partial Bed Bath Procedure Checklist
• Helping Client in Shower Procedure Checklist
• Mouth Care of Dependent Conscious Client Procedure Checklist
• Mouth Care of Unconscious Client Procedure Checklist
• Oral care unconscious patient- Mosby's Nursing Video Skills, Elsevier
• Dentures Care Procedure Checklist
• Cleaning Denture- Health Education England (Video)
• Shaving Procedure Checklist
• Shaving patient- SacMed Training Video Tutorials
• Hair Care (Hair Wash) Clinical Procedure
• Nail Care Procedure Checklist
• Perineal Care Female- Procedure Checklist
• Perineal Care Female by Arizona Medical Training Institute (Video)
• Perineal Care Male- Procedure Checklist

• Quiz: Unit 8.14

8.15a - 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.

Click here to start this lesson.

• Everything You Need to Know About Pain
• Cancer Pain (PDQ®)–Health Professional Version
• Cancer Pain Assessment and Classification
• The Challenge of Cancer Pain Assessment
• "Pain Assessment"
• The McGill Pain Questionnaire as a Multidimensional Measure in People with Cancer: An Integrative Review
• Optimal Pain Management for Patients with Cancer in the Modern Era
• Support for People with Cancer. Cancer Pain Control
• Topic: Nurse's Role in Pain Management Part 1

• Pain Assessment Procedure Checklist
• Paint Assessment by University of Technology Sydney (Video)

• Quiz: Unit 8.15a

8.15b - 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.

Click here to start this lesson.

• Adult Cancer Pain
• Complementary and Alternative Medicine in Cancer Pain Management: A Systematic Review
• Topic: Nurse's Role in Pain Management Part 2

• Sitz Bath Procedure Checklist

• Quiz: Unit 8.15b
• Unit 8 Exam

Unit 9 - 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.

9.1 - 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.

Click here to start this lesson.

• Community Definition
• Community Definition
• Features of Community
• Defining Healthy Communities
• What is a Community Health Assessment?
• "Community Assessment"
• Community Health Assessment Toolkit
• Common Elements of Assessment and Planning Frameworks
• Social Determinants of Health
• Social Determinants of Health
• The Vulnerable Population
• Understanding Disaster Risk
• Vulnerable Group
• Health Equity
• Equity vs Equality
• Topic: Community

• Quiz: Unit 9.1

9.2 - 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.

Click here to start this lesson.

• Essential Components of Community Health Nursing
• Definitions of Public Health/Community Health Nurse
• Community-Based Nursing
• Public Health Nursing
• Role of Public Health Nurse
• Skills of Public/Community Health Nurse
• Barriers Perceived by Community Nurses/UK
• Challenges Faced by Community Health Nurses/Myanmar
• Topic: Domains of Community Health Care

• Quiz: Unit 9.2

9.3 - 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.

Click here to start this lesson.

• The Science of Drug Use and Addiction: The Basics
• Familial, Social and Individual Factors Contributing to Risk for Adolescent Substance Use
• What is Addiction?
• Nursing Care of Persons with Drug Addictions
• Prevention and Treatment of Child Treatment: The Role of the School Nurse.
• Drug Addiction (Substance Use Disorders)
• Adverse Childhood Experiences: Risk Factors for Substance Abuse and Mental Health SAMHSA
• Topic: Abuse Patterns within Communities

• Quiz: Unit 9.3

9.4 - 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).

Click here to start this lesson.

• The Importance of Person-Centred Approaches to Nursing Care
• Client Centered Care: Nursing Best Practice Guideline Shaping the future of Nursing.
• Public Health Nurse vs. Community Health Nurse
• Community Health Nurse Career Overview
• Role of the School Nurse in Providing School Health Services
• Occupational Health Nurse
• What to Expect as a Correctional Care Nurse and How to Avoid Burnout in Challenging Settings
• Nurse Clinics
• The FNP’s Role in Disaster Nursing and Emergency Preparedness.
• Topic: Professional Considerations

• Quiz: Unit 9.4
• Unit 9 Exam

Summative Critical Thinking Reflection Activity

Click here to start this activity.

• Case study 1 - Part 1
• Feedback: Case Study 1 - Part 1
• Case study 1 - Part 2
• Feedback: Case Study 1 - Part 2
• Case study 2 - Part 1
• Feedback: Case study 2 - Part 1
• Case Study 2 - Part 2
• Feedback: Case Study 2 - Part 2
• Case Study 3 - Part 1
• Feedback: Case Study 3 - Part 1
• Case Study 3 - Part 2
• Feedback: Case Study 3 - Part 2
• Case Study 4 - Part 1
• Feedback: Case Study 4 - Part 1
• Case Study 4 - Part 2
• Feedback: Case Study 4 - Part 2
• Case Study 5 - Part 1
• Feedback: Case Study 5 - Part 1
• Case study 5 - Part 2
• Feedback: Case study 5 - Part 2
• Case Study 6 - Part 1
• Feedback: Case Study 6 - Part 1
• Case Study 7 - Part 1
• Feedback: Case Study 7 - Part 1

Clinical Skills Activity

Click here to start this activity.

• Branching Case Study on Medication Administration/Infection Control/Client Safety

Final Exam

Click here to start the final examination.

• Final Exam Attempt 1
• Final Exam Attempt 2

Course and Self Evaluation & Certificate

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• Course Evaluation
• Self Evaluation

Educator Resources

• Teacher's Guide
• Nurses International Fundamentals of Nursing Course Syllabus
• Nurses International Fundamentals of Nursing Course Clinical Syllabus

Course Activities