Benjamín León School of Nursing
Medical Surgical Nursing III
NUR 2212
3 Credits
Course Number:
Course Reference Number:
Meeting Days/Time:
Location:
NUR-2212
2243 (7920)
Mon & Wed/1p-3:50p
Baptist Corp Ctr, 8500 SW 117th Ave Rd., Miami, FL
33183
Suite 500/5th floor
Instructor’s Name:
E-mail:
Office Phone:
Cell#:
Office Hours:
Marjorie Lima, DNP, MSN, RN, NPD-C, CNE
mlima1@mdc.edu
(786) 594-6448
(305)-297-0313 (emergencies only)
By appointment
Course Description: This course provides students with the opportunity to apply advanced
concepts of medical surgical nursing. Students will learn to provide health care delivery in both
in-patient and community settings. Students will focus on the nurse’s role in meeting the needs
of the client, family, and community. Students are encouraged to actively participate in projects
assisting clients in preventive care and maintenance of health.
Pre-requisites: NUR 2310 Pediatric Nursing, 2310L Pediatric Nursing Clinical Lab, NUR 2420
Obstetrical Nursing, NUR 2420L Obstetrical Nursing Clinical Lab, NUR 2520 Psychiatric
Nursing, NUR 2520L Psychiatric Nursing Clinical Lab, NUR2680L Community Health Nursing
Lab
Co-requisites: NUR 2212L Medical Surgical Nursing Clinical III
Course Objectives:
1. Integrate knowledge of pathophysiology, pharmacology, nutrition, and established
evidence-based practices when delivering care to adult and older adult clients
experiencing complex health alterations.
2. Evaluate the collaborative process with members of the inter-professional health care
team while acting as a patient advocate in the provision of safe, quality care for adult and
older adult patients with complex health alterations.
3. Prioritize clinical judgment when providing direct patient care to adult and older adult
patients experiencing complex alterations in health.
1
4. Model appropriate verbal and nonverbal communication skills that promote caring,
therapeutic relationships with patients and families, as well as professional relationships
with members of the healthcare team.
5. Evaluate individualized, evidence-based plans of care that include cultural, spiritual, and
developmentally appropriate interventions and health promotion recommendations for
adult patients with health alterations.
10 MDC Learning Outcomes:
Miami Dade College has adopted Learning outcomes listed below:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
At the end of the program, the student will be able to:
1.
2.
3.
4.
5.
Develop a professional identity that demonstrates teamwork, collaboration, effective
communication and adhere to standards of practice for nursing.
Implement safety and quality initiatives in the delivery of holistic patient-centered
care.
Utilize technological resources to effectively deliver care which enhances positive
patient outcomes.
Deliver compassionate care to diverse populations with respect to individuality and
clients’ needs.
Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
1. Apply the nursing process to clinical decision-making by providing safe care based on
respect for patient’s preferences, values, and needs.
2. Implement ethical, legal, and professional standards in the provision of nursing care to
adult and older clients experiencing common health alterations.
3. Apply knowledge of pathophysiology, pharmacology, nutrition, and established
evidence-based practices when delivering care to adult and older adult clients
experiencing common health alterations.
4. Plan education regarding health and safety to clients, considering individual client needs.
2
5. Demonstrate verbal and nonverbal communication skills that promote caring, therapeutic
relationships with patients and families, as well as professional relationships with
members of the healthcare team.
6. Manage the care of patients, families, groups, communities, and populations while
providing a safe environment and supporting continuous quality improvement initiatives
for the delivery of optimal health care.
UNIT OBJECTIVES
Unit Objective 1:
1. Review the normal anatomy and physiology of the endocrine system.
2. Compare the pathophysiology, epidemiologic factors, and clinical manifestations of
diseases of the endocrine system.
3. Describe the collaborative management of the patient with problems affecting the
endocrine system including areas of delegating responsibilities.
4. Differentiate the assessment and management of patients with endocrine system
conditions.
5. Determine the potential for and methods for preventing chronic complications.
6. Discuss the role of patient education, nutritional support and exercise.
7. Identify community resources available to assist patients with endocrine system
conditions and their families.
8. Describe the components of a plan of care for the newly diagnosed endocrine system
conditions.
9. Discuss the nurse’s role in the home management of a patient with endocrine system
conditions.
10. Discuss the collaborative management including interdisciplinary care and
delegation of responsibilities, BY:
a. Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and
communities across the lifespan experiencing complex (unstable acute conditions) health
alterations in a variety of settings.
b. Use the nursing process to prioritize the delivery of patient care, with four or more
patients, to achieve optimal outcomes.
c. Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
d. Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
e. Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
3
f. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
g. Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
h. Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice
i.
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3) (CSLO 1,2,3,4,5,6, &7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10), (CSLO 1,2,3,4,5,6, & 7).
Unit Objective 2:
1.
2.
3.
4.
5.
6.
Review the normal anatomy and physiology of the hematological systems.
Compare and contrasting methods used to diagnose hematological conditions.
Explain the mechanisms related to hematological conditions.
Describe the nursing management of the patient with hematological conditions.
Explain the physiological mechanisms that maintain hematological conditions.
Identify the causes, clinical manifestations, and related nursing care for a patient with
hematological conditions.
7. Describe the collaborative care and nursing management of a patient with
hematological conditions.
8. Describe the physiological mechanisms involved with patients with hematological
conditions.
9. Identify the causes, clinical manifestations, and related nursing care for a patient with
hematological conditions.
10. Discuss collaborative management of the patient with hematological conditions.
11. Identify pathophysiology and clinical manifestation hematological conditions.
12. Compare and contrasting treatment modalities for patients with hematological
conditions.
13. Apply concepts of perioperative nursing to the patient with hematological conditions.
14. Use the nursing process as a framework for providing individualized care to patients.
BY:
a.
Perform a comprehensive health assessment including physiological,
psychological, sociological, and spiritual needs of patients, families, groups,
populations, and communities across the lifespan experiencing complex (unstable
acute conditions) health alterations in a variety of settings.
4
b.
c.
d.
e.
f.
g.
h.
Use the nursing process to prioritize the delivery of patient care, with four or more
patients, to achieve optimal outcomes.
Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
Use clinical reasoning and clinical judgment when evaluating nursing care to
improve patient outcomes.
Advocate for patients, families, and groups regarding nursing care issues and health
care decisions.
Use verbal and nonverbal communication that promotes caring, therapeutic
relationships with individuals, families, and groups.
Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
Integrate best current evidence into clinical judgments that indicate the need to
modify clinical practice.
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3) (CSLO 1,2,3,4,5,6, & 7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10) (CSLO 1,2,3,4,5,6, & 7)
Unit Objective 3:
1.
2.
3.
4.
5.
6.
Review the normal anatomy and physiology of the Hepatobiliary system.
Compare and contrasting methods used to diagnose Hepatobiliary conditions.
Explain the mechanisms related to Hepatobiliary conditions.
Describe the nursing management of the patient with Hepatobiliary conditions.
Explain the physiological mechanisms that maintain Hepatobiliary conditions.
Identify the causes, clinical manifestations, and related nursing care for a patient with
Hepatobiliary conditions.
7. Describe the collaborative care and nursing management of a patient with
Hepatobiliary conditions.
8. Describe the physiological mechanisms involved with patients with Hepatobiliary
conditions.
9. Identify the causes, clinical manifestations, and related nursing care for a patient with
Hepatobiliary conditions.
10. Discuss collaborative management of the patient with Hepatobiliary conditions.
11. Identify pathophysiology and clinical manifestation Hepatobiliary conditions.
12. Compare and contrasting treatment modalities for patients with Hepatobiliary
conditions.
13. Use the nursing process as a framework for providing individualized care to patients.
BY:
5
a.
Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and
communities across the lifespan experiencing complex (unstable acute conditions) health
alterations in a variety of settings.
Use the nursing process to prioritize the delivery of patient care, with four or more
patients, to achieve optimal outcomes.
Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
b.
c.
d.
e.
f.
g.
Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice.
h.
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3), (CSLO 1,2,3,4,5,6, & 7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10), (CSLO 1,2,3,4,5,6, & 7)
Unit Objective 4:
1.
2.
3.
4.
5.
6.
Review the normal anatomy and physiology of the Renal system.
Compare and contrasting methods used to diagnose Renal conditions.
Explain the mechanisms related to Renal conditions.
Describe the nursing management of the patient with Renal conditions.
Explain the physiological mechanisms that maintain Renal conditions.
Identify the causes, clinical manifestations, and related nursing care for a patient with
Renal conditions.
7. Describe the collaborative care and nursing management of a patient with Renal
conditions.
8. Describe the physiological mechanisms involved with patients with Renal conditions.
9. Identify the causes, clinical manifestations, and related nursing care for a patient with
Renal conditions.
10. Discuss collaborative management of the patient with Renal conditions.
11. Identify pathophysiology and clinical manifestation Renal conditions.
12. Compare and contrasting treatment modalities for patients with Renal conditions.
13. Apply concepts of perioperative nursing to the patient with Renal conditions.
6
14. Use the nursing process as a framework for providing individualized care to patients.
BY:
a.
b.
c.
d.
e.
f.
g.
h.
Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and
communities across the lifespan experiencing complex (unstable acute conditions) health
alterations in a variety of settings.
Use the nursing process to prioritize the delivery of patient care, with four or more
patients, to achieve optimal outcomes.
Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice.
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3) (CSLO 1,2,3,4,5,6, & 7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10), (CSLO 1,2,3,4,5,6, & 7).
Unit Objective 5:
1. Review the normal anatomy and physiology of the Integumentary system.
Compare and contrasting methods used to diagnose Integumentary conditions.
2. Explain the mechanisms related to Integumentary conditions.
3. Describe the nursing management of the patient with Integumentary conditions.
4. Explain the physiological mechanisms that maintain Integumentary conditions.
5. Identify the causes, clinical manifestations, and related nursing care for a patient with
Integumentary conditions.
6. Describe the collaborative care and nursing management of a patient with
Integumentary conditions.
7. Describe the physiological mechanisms involved with patients with Integumentary
conditions.
7
8. Identify the causes, clinical manifestations, and related nursing care for a patient with
Integumentary conditions.
9. Discuss collaborative management of the patient with Integumentary conditions.
10. Identify pathophysiology and clinical manifestation Integumentary conditions.
11. Compare and contrasting treatment modalities for patients with integumentary
conditions.
12. Apply concepts of perioperative nursing to the patient with Integumentary conditions.
13. Use the nursing process as a framework for providing individualized care to patients.
BY:
a. Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and
communities across the lifespan experiencing complex (unstable acute conditions) health
alterations in a variety of settings.
b. Use the nursing process to prioritize the delivery of patient care, with two or more
patients, to achieve optimal outcomes.
c. Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
d. Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
e. Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
f. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
g. Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
h. Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice.
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3), (CSLO 1,2,3,4,5,6, & 7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10), (CSLO 1,2,3,4,5,6, & 7)
Unit Objective 6:
1. Review the normal anatomy and physiology of the neurological system.
2. Compare and contrasting methods used to diagnose neurological conditions.
3. Explain the mechanisms related to neurological conditions.
4. Describe the nursing management of the patient with neurological conditions.
8
5. Explain the physiological mechanisms that maintain neurological conditions.
6. Identify the causes, clinical manifestations, and related nursing care for a patient with
neurological conditions.
7. Describe the collaborative care and nursing management of a patient with
neurological conditions.
8. Describe the physiological mechanisms involved with patients with neurological
conditions.
9. Identify the causes, clinical manifestations, and related nursing care for a patient with
neurological conditions.
10. Discuss collaborative management of the patient with neurological conditions.
11. Identify pathophysiology and clinical manifestation neurological conditions.
12. Compare and contrasting treatment modalities for patients with neurological
conditions.
13. Apply concepts of perioperative nursing to the patient with neurological conditions
undergoing intracranial surgery.
14. Use the nursing process as a framework for providing individualized care to patients.
BY:
15.
a. Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and
communities across the lifespan experiencing complex (unstable acute conditions) health
alterations in a variety of settings.
b. Use the nursing process to prioritize the delivery of patient care, with two or more
patients, to achieve optimal outcomes.
c. Model culturally sensitive care for patients, families, and groups from diverse
backgrounds.
d. Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
e. Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
f. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
g. Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
h. Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3), (CSLO 1,2,3,4,5,6, & 7)
9
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10), (CSLO 1,2,3,4,5,6, & 7)
Unit Objective 7:
1. Compare and contrasting methods used during mass casualties.
2. Describe the nursing management of the patients during mass casualties.
3. Identify the causes, clinical manifestations, and related nursing care for a patient during
mass casualties.
4. Describe the collaborative care and nursing management during mass casualties.
5. Compare and contrasting treatment modalities during mass casualties.
6. Use the nursing process as a framework for providing individualized care to patients
during mass casualties
7. Describe the process of triage during internal and external mass casualties. BY:
a. .Use the nursing process to prioritize the delivery of patient care, with two or more patients, to
achieve optimal outcomes.
b. Use clinical reasoning and clinical judgment when evaluating nursing care to improve
patient outcomes.
c. Advocate for patients, families, and groups regarding nursing care issues and health care
decisions.
d. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with individuals, families, and groups.
e. Analyze best current evidence for its application to practice when providing and
managing patient-centered care.
f. Integrate best current evidence into clinical judgments that indicate the need to modify
clinical practice
MEETS:
EPSLO 2. Implement safety and quality initiatives in the delivery of holistic patient-centered
care to diverse populations. (MDC Learning Outcomes 1,2,3) (CSLO 1,2,3,4,5,6, & 7)
EPSLO 4. Uses relevant evidence to improve client outcomes within a dynamic environment.
(MDC Learning Outcomes 2,4,9,10) (CSLO 1,2,3,4,5,6, & 7)
10
Course Calendar 8 Weeks
Dates for topics and Exams subject to change
Week/
Date
DAY 1
Jan 3
Topic and Disorders
Course Overview
Neuromuscular Degenerative
Diseases
 Amyotrophic Lateral Sclerosis
 Guillain-Barre Syndrome
 Multiple Sclerosis
 Myasthenia Gravis
DAY 1
Jan 8
Week 1
Neurology
 Diagnostic and Therapeutic
Procedures
Neurology
Neurologic Emergencies
 Head Injury
 Stroke
 Spinal Cord Injury
Reading
Assignments
Hinkle, Cheever, &
Overbaugh
Chapters:60,62,63,64,
& 65
ATI
Adult Medical Surgical
Nursing
 MS - pg 69
 Head Injury – 93
 Stroke – 99
 Spinal Cord Injury
– 107
Learning Activities
and Exams
Coursepoint/PrepUdue Jan 10th @ 11:59p
Chapter 62
Chapter 64
Mastery Level 8
Week 2
Neurology
Hinkle, Cheever, &
 Diagnostic and Therapeutic
Overbaugh
Chapters
Procedures
60
Neurology
62
Neurologic Emergencies
63
 Head Injury
 Stroke
 Spinal Cord Injury
Neuromuscular Degenerative
Diseases
 Amyotrophic Lateral Sclerosis
 Guillain-Barre Syndrome
 Multiple Sclerosis
 Myasthenia Gravis
Hinkle, Cheever, &
Overbaugh
Chapters
64
65
11
Week/
Date
DAY 2
Jan 10
Topic and Disorders
Hematology
Diagnostic and Therapeutic
Procedures
 Hematologic Diagnostic
Procedures
 Blood and Blood Product
Transfusions
Hematological Disorders
 Anemias
 Coagulation Disorders
DAY 1
Jan 15
Reading
Assignments
Hinkle, Cheever, &
Overbaugh
Chapters:28 & 29
ATI
Adult Medical Surgical
Nursing
 Diagnostic
Procedures – 281285
 Blood – 285 - 292
 Anemias – 293296
 Coagulation
Disorders – 297 –
302
Week 3
Learning Activities
and Exams
ATI Practice A due
Coursepoint/PrepUdue Jan 14th
Chapter 29
Mastery Level 8
NO
CLASS
DAY 2
Jan 17
Hepatic
Diagnostic and Therapeutic
Procedures
 Paracentesis
Hepatic-Pancreatic Disorders
 Hepatitis
 Cirrhosis
 Pancreatitis
Hinkle, Cheever, &
Overbaugh
Chapters 43 & 44
ATI
Adult Medical Surgical
Nursing
 Hepatitis and
Cirrhosis – 395-404
 Cholecystitis and
Cholelithiasis – 383
– 386
 Pancreatitis – 387 394
Unit Exam I
Neuro/Hematology
Coursepoint/PrepUdue Jan 21st
Chapter 44
Mastery Level 8
12
Week/
Date
Week 4
DAY 1
Jan 22
DAY 2
Jan 24
Topic and Disorders
Reading
Assignments
Integumentary Disorders
 Skin Disorders
 Burns
 Stevens Johnson
Hinkle, Cheever, &
Overbaugh
Chapters 56 & 57
ATI
Adult Medical Surgical
Nursing
 Skin Disorders –
563 – 568
 Burns – 569 - 580
Endocrine
Diagnostic and Therapeutic
Procedures
 Endocrine Diagnostic
Procedures
Learning Activities
and Exams
ATI Medical Surgical A
Remediation
Due Jan 21st
Coursepoint/PrepU
Chapter 57
Mastery Level 8
Due Jan 28th
Hinkle, Cheever, &
Overbaugh
Chapter 45
Endocrine Disorders
Pituitary Disorders
 SIADH
 Diabetes Insipidus
Thyroid Disorders
 Hyperthyroidism
 Hypothyroidism
Parathyroid disorders
 Hyperparathyroidism
 Hypoparathyroidism
Adrenal Disorders
 Cushing’s Disease/Syndrome
 Addison’s Disease
ATI
Adult Medical Surgical
Nursing
 Pituitary Disorders
– 591 – 600
 Hyperthyroidism –
601- 608
 Hypothyroidism –
609 – 614
 Cushing’s Disease –
615 – 620
Addison’s Disease –
621 – 626
Week 5
DAY 1
Jan 29
Endocrine
Diagnostic and Therapeutic
Procedures
 Endocrine Diagnostic
Procedures
Endocrine Disorders
Pituitary Disorders
 SIADH
 Diabetes Insipidus
Thyroid Disorders
 Hyperthyroidism
Hinkle, Cheever, &
Overbaugh
Chapter 45
ATI
Adult Medical Surgical
Nursing
 Pituitary Disorders
– 591 – 600
Unit Exam II
Hepatic-Pancreatic
Disorders /
Integumentary
Disorders
Coursepoint/PrepU
Chapter 45
Mastery Level 8
Due Feb 4th
13
Week/
Date
DAY 2
Jan 31
DAY 1
Feb 5
Topic and Disorders
 Hypothyroidism
Parathyroid disorders
 Hyperparathyroidism
 Hypoparathyroidism
Adrenal Disorders
 Cushing’s Disease/Syndrome
 Addison’s Disease
Renal System Disorders
 Nephrotic Syndrome
 Pyelonephritis
 Polycystic Kidney Disease
 Infections of the Renal and
Urinary System
 Renal Calculi
DAY 2
Feb 7
Disaster




Hyperthyroidism –
601- 608
Hypothyroidism –
609 – 614
Cushing’s Disease –
615 – 620
Addison’s Disease
– 621 – 626
Hinkle, Cheever, &
Overbaugh
Chapters 47,48, & 49
ATI
Adult Medical Surgical
Nursing
 Polycystic Kidney
Disease – 433 –
440
 Infections of the
Renal and Urinary
System – 441 – 448
 Renal Calculi – 449
– 456
Week 6
Renal
Diagnostic and Therapeutic
Procedures
 Renal Diagnostic Procedures
 Hemodialysis and Peritoneal
Dialysis
 Kidney Transplant
Renal System Disorders
 Acute Kidney Injury
 Chronic Kidney Disease
Reading
Assignments
Learning Activities
and Exams
ATI Practice B Due
Coursepoint/PrepU
Chapter 48
Mastery Level 8
Hinkle, Cheever, &
Overbaugh
Chapters 47,48, & 49
ATI
Adult Medical Surgical
Nursing
 Polycystic Kidney
Disease – 433 –
440
 Infections of the
Renal and Urinary
System – 441 – 448
 Renal Calculi – 449
– 456
Unit Exam III
Endocrine/ Renal
14
Week/
Date
Topic and Disorders
Reading
Assignments
Hinkle, Cheever, &
Overbaugh
Chapter 66, 67, 68
 Mass Casualties
Learning Activities
and Exams
ATI Practice B
Remediation Due
Feb 11
ATI
Adult Medical
Surgical Nursing
Emergency Nursing –
15 – 26
Week 7
DAY 1
Feb 12
ATI End of Course Proctored
Medical Surgical Exam- location &
time TBD
DAY 2
Feb 14
Disaster
DAY 1
Feb 19
 Mass Casualties
Hinkle, Cheever, &
Overbaugh
Chapter 66, 67, 68
FINAL EXAM REVIEW
ATI
Adult Medical
Surgical Nursing
Emergency Nursing
– 15 – 26
Week 8
No School: Presidents’ Day
Holiday
ATI Proctored
Remediation Due at
midnight Feb 18
DAY 2
Feb 21
15
TEXTBOOKS:
Required:
Students will have access to an account for U-Central Mobile applications which have been
customized for the Benjamin León School of Nursing. Directions are forthcoming.
Mobile U-Central applications include Davis’s Drug Guide, Nurse's Pocket Guide, Davis's
Laboratory and Diagnostic Tests, Essential of Nursing Leadership and Management, and
Taber's Medical Dictionary, Medline Journals, and Grasp Study System.
Holman, H., Leehy, P., Ball, B., Johnson, J., Sommer, S., & Williams, D. (2019). Rn Nutrition
for Nursing (7th ed.). ATI Nursing education. (ATI MEDICAL SURGICAL BOOK)
Holman, H., Williams, D., Sommer, S., Johnson, J., Ball, B., Wheless, L. K., Leehy, P., &
Lemon, T. (2019). Rn Adult Medical Surgical Nursing (11th ed.). ATI Nursing
education. (ATI MEDICAL SURGICAL BOOK)
Hinkle, J. L., Cheever, K.H., & Overbaugh, K.J. (2022). Brunner and Suddarth’s textbook of
medical-surgical nursing (15th ed.). Philadelphia: Lippincott Williams & Wilkins.
ISBN: 978-1-9751-8677-7 (9781975186777) Course Point Plus.
Link to purchase directly from Wolters Kluwer at discount price:
https://lippincottdirect.lww.com/NursingEducation-MiamiDadeCollegeMedicalCampusFall2022
Welcome to uCentral. uCentral™ from Unbound Medicine | Login. (2022). Retrieved March 1,
2022, from https://www.unboundmedicine.com/ucentral
EVALUATION METHODS:
Grading Policy:
Components of Course Grade:
UNIT 1 Exam
UNIT II Exam
UNIT III Exam
Final Exam (Cumulative exam)
Coursepoint activities (Must obtain mastery level of 8 to obtain credit)
ATI Practice Assessments, Remediation, and Standardized Proctored Exam
Total
20%
20%
20%
25%
5%
10%
100%
EVALUATION/GRADING SCALE:
The course grade scale is outlined below:
GRADE
A
B
C
PERCENTAGE
93 – 100%
85 – 92%
77 – 84%
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D
F
•
•
•
•
•
69 – 76%
69% and Below
A grade of “A” indicates clearly superior work in every area of evaluation.
A grade of “B” indicates competency in all areas of evaluation plus superior work in
some areas of evaluation.
A grade of “C” indicates competency in all areas of evaluation.
A grade of “D” indicates clear problems in several areas of evaluation.
A grade of “F” indicates clear problems in most or all areas of evaluation.
STANDARDIZED TEST
Practice Assessment and Remediation
1. At designated times during the course, the student will take two Practice Assessment tests
in the classroom.
2. The results of the Practice Assessment A will generate a remediation plan.
3. The student must complete the assigned ATI Remediation Plan prior to taking the
Practice Assessment B.
4. At the completion of the assigned ATI Remediation Plan, the student will complete
Practice Assessment B.
5. In order to receive the full points, the student must complete all areas of the 2 Practice
Assessments and the remediation Plan.
6. *Standardized Testing material will be integrated with remediation of both non-proctored
ATI exams A and B and embedded throughout the course content.
ATI statement:
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To improve NCLEX success ATI has multiple premeditation activities that include assessment
indicators for academic success, critical thinking ability, and learning styles. Additionally online
tutorials, practice and proctored assessments assist students in preparing effectively, increasing
their confidence and familiarity with nursing content. These assessments will help students
identify what they know, in addition to areas requiring remediation within the "My ATI" tab
(called Topics to Review). ATI provides Review Modules in eBook formats that include written
and video materials in key content areas. Students are encouraged to use these modules to
supplement course work and reading. Instructors may assign chapter reading either during a
given course and/or as part of active learning/remediation following assessments.
Netiquette Policy: Communicating in an Online/Remote Learning Landscape
Core Rules of Netiquette
https://www.mdc.edu/remote-learning-students/remote-learning-strategies/netiquette/
METHOD OF COMMUNICATING GRADES:
Grades for each test will be distributed to each individual one week after taking the test.
COURSE/DEPARTMENTAL POLICIES:
MAKE UP TEST:
There are no make-up tests for this course. Students are expected to take all tests and
examinations when they are scheduled. Faculty should be notified beforehand if there is a
problem. If a student is unable to attend class the day a test is scheduled, the weight of the Final
examination will be increased by the weight of the missed test. If more than one test is missed,
the student will receive a grade of zero on subsequent exams and may be recommended to
withdraw.
TEST REVIEW:
Faculty will review exam content after test results are distributed. Students who wish to review
their own test results must schedule an appointment with the faculty within two (2) weeks after
receiving individual results.
STANDARDIZED PROCTORED ASSESSMENT
The Standardized Proctored Assessment is mandatory and is given towards the end of the course
(courses include Fundamentals of Nursing, Nursing Math and Pharmacology, Obstetrical
Nursing, Pediatric Nursing, Psychiatric Nursing, Medical Surgical Nursing I, II and III). The
student can earn up to a total of 4 points based on the level achieved on the Standardized
Proctored Assessment. The following scale will be used for the Standardized Proctored
Assessment:
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Special Note: The Standardized Proctored Assessment is a mandatory course requirement.
Failure to complete the Standardized Proctored Assessment will result in zero points being
awarded. Practice A, Practice B and Proctored exam remediations are mandatory. Failure to
complete the assigned remediation plan and Practice Assessment A and B will result in zero
points being awarded.
SMART Plan Policy:
The Benjamin Leon School of Nursing’s goal is for every student to be successful
throughout the nursing program. Nursing students are only allowed to repeat a course one
time, if failed the second time, the student will be dismissed from the program. To avoid
this from happening, and to remediate the student, a SMART Action Plan for
Remediation has been developed for each nursing course. Each SMART Plan is specific
for the failed course and focuses on student preparation and success. It is mandatory in
the School of Nursing that any student who is unsuccessful in a course the first time must
complete a SMART Plan before being allowed to re-take/re-register for the course. To
initiate the SMART Plan, students must:
a. Be advised and referred by their course instructor.
b. Meet with a Retention Specialist who will initiate the SMART Action Plan.
c. Complete all assignments with the Retention Specialist, who will verify your
work and send a completion release to the student’s program Department
Chairperson.
d. The Chairperson will be responsible for re-enrolling the student into courses and
notifying the student’s instructor of your completion status.
e. Please see your Department Chairperson for more information.
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TESTING POLICIES:
Please refer to student handbook: http://www.mdc.edu/nursing/docs/ASN-Student-Handbook.pdf
Testing Dishonesty and Behavioral Guidelines:
https://www.mdc.edu/main/testing/gentesting/dishonesty-guidelines.aspx
Prohibited Items in Testing:
https://www.mdc.edu/main/testing/gentesting/prohibited_items.aspx
LEARNING MANAGEMENT SYSTEM:
Students are expected to adhere to the instructions provided along with assigned due dates.
ACADEMIC HONESTY:
This procedure establishes a process for addressing charges of academic dishonesty in a manner
that preserves the professional integrity of the faculty member as well as the due process rights
of the student. Academic dishonesty includes the following actions, and those that are similar in
nature, with respect to a student’s academic performance.
A. Cheating on an examination including unauthorized sharing of information
B. Collaborating with others in work to be submitted, if contrary to the stated rules of the course
C. Plagiarizing, taking and claiming as one’s own the ideas, writings, or work of another, without
citing the sources
D. Submitting, work from another course unless permitted by the instructor
Some related actions of academic dishonesty, such as stealing examinations or course material
and falsifying records, may be directly addressed through Procedure 4030 Student Disciplinary
Procedures. A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4035.pdf
STUDENT DISCIPLINARY ACTIONS:
All alleged student violations of the Code of Conduct of the College are referred to the Office of
the Student Dean at the respective campus. A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4030.pdf
STANDARDS OF ACADEMIC PROGRESS (SOAP):
The main purpose for the Standards of Academic Progress (SOAP) Procedure is to establish a
formal process through which the faculty, staff, and administration at Miami Dade College may
identify and provide support to students who experience academic difficulty and fall below a
Combined Cumulative Grade Point Average (GPA) of 2.0 (Calculated from the combined graded
units for GPA). The combined Cumulative GPA includes computation of grades for both MDC
and posted transfer courses. Good Academic Standing is defined as 2.0 or higher for the
Combined Cumulative GPA. A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4010.pdf
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GUIDELINES FOR APPEAL OF THE STANDARDS OF ACADEMIC PROGRESS:
To establish a procedure for review and consideration regarding adjustment to students’
academic standing of suspension or dismissal as outlined in College Procedure 4010 Standards
of Academic Progress (SOAP). A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4015.pdf
SERVICES PROVIDED FOR STUDENTS WITH DISABILITIES:
To provide general information and guidelines concerning services available for students with
disabilities, including the granting of auxiliary aids, substitutions, modifications, academic
adjustments or waivers of requirements for admission to the College, its programs of study, its
entry requirements to the upper division, or graduation for students with disabilities. To provide
the College with procedures relating to students that may pose a direct threat to the health and
safety of others. A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4055.pdf
STUDENT APPEAL OF GRADES:
This College procedure for the student appeal of grades ensures that both students and faculty
will be aware of the processes that are to be followed when a course grade is challenged. The
responsibility for academic evaluation and the assignment of grades is that of the faculty member
who has been assigned responsibility for a course. When a student believes that he/she has not
been evaluated as prescribed in the course syllabus, an avenue of appeal must be provided. A
detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter8/8301.pdf
INCOMPLETE GRADES:
An incomplete grade is submitted when the student's work in a course is incomplete, and the
student has obtained the instructor's permission to finish the course. An Incomplete is normally
given only where extenuating circumstances exist, or where research or performance needs to be
extended beyond the normal limits of the term. If a grade of B-D is possible, this grade may be
granted, even though the student and instructor may agree that a higher grade is possible with
further effort on the part of the student.
Student may request a grade of Incomplete only after the drop/withdraw date has passed. The
decision to grant such a request will rest with the individual course instructor. The students have
an opportunity to appeal the course instructor's decision, if it is negative, to the immediate
supervisor of the course instructor. This would be a one-step final appeal process.
If the decision is reached by the course instructor to grant an Incomplete, this must be
accompanied by a written and signed agreement between the course instructor and the student.
The Agreement Form will contain the following points:
1. The time period in which the course requirements must be completed. As a standard
rule, this work should be completed by the last day of the next major term (Fall or
Winter). An extension of this time limit may be granted by the appropriate Department
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Head after consultation with the instructor, if the reasons are determined to be beyond the
control of the student – severe illness, accident, etc. (In the event the Incomplete grade is
carried past the next major term, faculty must maintain course records for the student up
until the next major term from the time at which the grade is recorded on the student
transcript.)
2. The specific requirements that must be completed and the manner in which they are to
be completed.
3. A provision that if the requirements have not been met by the end of the next major
term, a Failure will be recorded as the grade for the course. A student does not remove an
Incomplete by registering in a subsequent term to re-take the course.
WITHDRAWLS:
Students thinking of withdrawing from a class should first speak with the course instructor. If
you still choose to withdraw, please keep the following in mind:
•
A course withdrawal is not an automatic process; the student will need to
withdraw either online or at the registration office.
•
If the student withdraws from a course after the 100 percent refund date, it counts
as an attempt and it will remain on the official transcript.
•
The student may withdraw with a grade of “W” up to the withdrawal date.
Withdrawals after that date would be considered only through the petition
process. Check with the assigned advisor for more information.
•
Withdrawals are not official until processed online or at the Registrar’s Office. A
copy of the student’s schedule will confirm this transaction.
•
Withdrawal deadlines are published in the official College calendar.
•
Dropping a course may jeopardize the student’s athletic eligibility, financial aid,
veteran benefits, student visa status or participation in student activities.
https://www.mdc.edu/policy/Chapter4/04-IV-35.pdf
STUDENT COMPLAINTS:
Prospective or enrolled students may voice a complaint about a College rule/regulation,
procedure, or experience. The complaint may also be raised by a group of students or student
government. Students must first voice their complaint to front-line staff and/or their supervisors.
If the complaint cannot be resolved at that level, then the supervisors will communicate it to the
next leadership level and notify the student(s). Students are expected to follow this chain of
command within the complaint process and not elevate their complaint to the senior executive
level of the College. Students who are unable to resolve their concerns/issues with the front-line
staff and/or their supervisors may file a complaint in writing to the appropriate division head as
listed in the table in this procedure. If the complaint is against a first or second level individual in
the chain of command, the student should present the concern to the next level. A detailed review
of the procedure can be viewed at https://www.mdc.edu/procedures/Chapter4/4032.pdf
VETERANS AFFAIRS:
Our Veterans Affairs offices are available to assist all eligible U.S. veteran students and
dependents who are using their V.A. educational benefits to further their education. You can get
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information about entitlements, filing claims to the Department of Veterans Affairs (DVA) and
certifying enrollment at MDC. Connect to MDC staff/contacts, specialized services, and
certification information and processing. For more information, please contact Veterans
Information at 305-237-2790. HTTPS://WWW.MDC.EDU/VETERANS/
ACCESSIBILITY AND DISABILITY SERVICES:
ACCESS (A Comprehensive Center for Exceptional Student Services) Disability Services
provide and coordinate accommodations for students with documented disabilities. Federal and
state laws and regulations guarantee students with disabilities equal access and equal opportunity
in post-secondary education. The College has developed special support services and
accommodations to assist students with disabilities in achieving equal opportunities.
https://www.mdc.edu/access/
TUTORING SERVICES:
Learning resources Registered Nursing
https://libraryguides.mdc.edu/rn
Learning resources
https://mdc.mywconline.net/
LABS:
Nursing Skills Labs http://www.mdc.edu/nursing/nursing-skillslab.aspx
Clinical Simulation Lab https://www.mdc.edu/medical/campus-information/facilitiessimulation-hospital.aspx
FOR MORE INFORMATION ON LEARNING RESOURCES:
https://libraryguides.mdc.edu/c.php?g=636897&p=4456609
TITLE IX: DISCRIMINATION, HARASSMENT, AND SEXUAL MISCONDUCT
REPORTING:
Miami Dade College is committed to providing an institutional environment where all persons
may pursue their studies, careers, duties, and activities in an atmosphere free of threat of
unwelcome and unwanted sexual offenses and violence. The College prohibits offenses of
Sexual Assault, Domestic Violence, Dating Violence and Stalking on its campuses and has
developed policies and procedures to be followed once it has been determined that a sexual
offense has occurred. A list of resources is available at:
https://www.mdc.edu/preventsexualviolence/know-your-rights.aspx.
If you wish to report misconduct or have questions about school policies and procedures
regarding Sexual Assault, Dating Violence, Domestic Violence and Stalking, please refer to
MDC’s Title IX Coordinator and/or for more information, please review the procedure with
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contact listing information at https://www.mdc.edu/preventsexualviolence/what-are-sexualoffenses.aspx.
Hurricane and Other Natural Disasters In the event of a hurricane or other disaster, the class
follows the schedule established by the College for campus-based courses. Please visit the
https://mdc.edu or call the MDC Hotline (305-237-7500) for situation updates.
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Miami Dade College
Benjamín León School of Nursing
ACKNOWLEDGEMENT OF SYLLABUS RECEIPT
I, _________________________________, have received and understand the syllabus
containing the policies and requirements for this course.
Signature _____________________________ Date __________________
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