DISCLAIMER: This content is designed to enhance the study of nursing. This content is generic and is not designed to take into account the specific objectives, needs, and/or circumstances of any particular region or country. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence. We cannot guarantee that the successful completion of these materials will enable you to practice in your place of residence. Make sure that you are in compliance with the scope of practice of your regulatory body before attempting to put into use or practice any of the knowledge gained.

Medical-Surgical Nursing 1 is an introductory course designed to provide students with the necessary knowledge and skills to deliver patient-centered and family-friendly nursing care. 

Throughout the course, students will explore key concepts related to the professional role of a nurse in medical-surgical settings. They will develop a deeper understanding of cultural competency, with an emphasis on progressing toward unconscious cultural competence. The role of the global medical-surgical nurse will be examined, specifically focusing on identifying, preventing, and managing health alterations in adult clients. Additionally, the unique needs of the elderly population will be emphasized, covering topics such as illness prevention, management, autonomy, and quality of life. The course will also highlight the importance of collaboration among healthcare professionals to enhance patient outcomes.

The Medical-Surgical Nursing 1 course competencies are developed in collaboration with subject matter experts in medical-surgical nursing education and practice. The Essentials: Core Competencies for Professional Nursing Education direct the course objectives. The course uses learning resources from accredited world-class organizations such as the World Health Organization (WHO), the U.S. National Institutes of Mental Health (NIMH), universities, international guidelines, and peer-reviewed journals. The Moodle Learning Management System (LMS) facilitates distance learning specifically for the independent online learner. The course was designed by NextGenU’s Instructional Design team and Nurses International’s team members: Kathleen Capone MS, RN CNE, Ed.D; Lourdes Webster RN, BSN, MSN; Stephanie Marfurt RN, Ph.D.; Marija Bjegovich-Weidman RN, BSN, MSN, DNP, CCAP; Jordan Wilson MSN, RN, NPD-BC, MEDSURG-BC; Monique Green MPH, MSN, RN; Debra Heinrich RN, BSN, MA, M.Ed, Ed.D.; Laurel Richardson MSN, BA, RN, CNE, Bimila Rai BSN, RN; Seeta Ghimire, BSN, RN; Saphalta Chaudhary MSN, RN.

There are 4 units/modules to complete, which include:

Unit  1: Introduction to Med-Surg Nursing

Unit  2: Physiological Function

Unit  3: Respiratory Disorders

Unit  4: Cardiovascular Disorders

Instructions:

The course consists of four (4) learning units. Individual lessons with accompanying assigned reading resources, PowerPoint presentations with speaker notes, learner self-assessment, and interactive clinical judgment learning activities are included in the units. A grade of 100% is required on quizzes and unit exams and submission of the required activities for all case studies/reflection activities to access the next lesson or section.

There is a 100-question multiple-choice exam at the end of the course.  A grade of 80% is required. If a grade of 80% is not achieved, the learner may self-remediate and take another exam. The second exam is of comparable content, and 80% is required for a passing grade. 

A certificate of completion may be downloaded upon successful completion of the course.

Engaging with this Course:

There are no specific prerequisites for this course, although a basic understanding of nursing fundamentals and healthcare concepts would be beneficial. 

Note: Please refer to the regulations and guidelines applicable to your area of nursing practice, as the global nursing scope of practice may vary depending on your country, national, government, and professional regulatory agencies.

To obtain a certificate, the learner must complete:

All the reading requirements;

All quizzes and unit exams with a passing grade of 80%;

All activities and case studies;

The final exam with a minimum of 80% and a maximum of 2 attempts, and;

The self and course evaluation forms.

NextGenU.org is happy to provide your institution with:

A link to and a description of the course training so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors; 

Your grade on the final exam;

Your work products (e.g., case study activities) and any other required or optional shared materials that you produce and authorize to share with them;  

Your evaluations -- course and self-assessments;

A copy of your certificate of completion.

To obtain a degree:

NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org please feel free to contact us.

We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

For Nurse Educators:

This course's teacher resources include didactic and clinical syllabi, a teacher’s guide, and suggested teaching activities. 

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

Technical Support for Learners and Educators:

If you experience any difficulties with the technical aspects of the course or access to any course activities, please contact support@nextgenu.org for assistance. 

Unit Objectives:

• Identify the professional competencies of the global medical-surgical nurse.
• Explain the significance of cultural competency for the medical-surgical nurse related to care of global populations.
• Explore the application of a cultural model to progress toward unconscious cultural competency.
• Identify adaptations in care related to the needs of the elderly population.
• Explore the relationship between physical health and mental health.
• Explain the medical surgical nurse’s focus with relation to prevention, treatment, and medical, psychological, and social impact of chronic illness.
• Explore the medical-surgical nurse’s role in identifying and addressing substance abuse in patient populations.

Student Learning Outcomes:

• Identify some of the professional nursing roles.
  
• Review the nursing professional competencies.
  
• Describe the elements of patient-centered care.
  

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Student Learning Outcomes:

• Define unconscious cultural competency as it relates to patient care.
• Outline the nurse’s progression toward achievement of unconscious cultural competency.
• Explain the Purnell Cultural Competency model (PCM).
• Describe how the medical-surgical nurse uses the PCM in practice.
  
• Discuss family roles related to cultural competency.
  

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Student Learning Outcomes:

• Outline the physiological changes that occur in the elderly population related to body systems and their adaptation.
• Explain the psychological changes experienced by members of the aging population and their adaptations.
• Explain the social changes experienced by the members of the aging populations and the nurse’s role in care of aging populations in health promotion, disease prevention, and quality of life.

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Student Learning Outcomes:

• Define chronic illness.
• Outline the impact of chronic illness on health and quality of life  (including physical, social, and mental health).
• Discuss the nurse’s role in care and management and treatment of clients with disability.
• Discuss the challenges of caring for clients with multiple co-morbidities. 

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Student Learning Outcomes:

• Discuss how mental health is related to physical health.
• Outline the medical-surgical nurse’s role in the promotion of mental health.
• Discuss the impact of depression on the mental and physical health of individuals. 
• Describe depression as it relates to various populations.

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Student Learning Outcomes:

• Describe the types of substance abuse.
• Identify the criteria for the diagnosis of substance use disorders.
• Recognize the risk factors for substance misuse.
• Describe nursing interventions for individuals experiencing intoxication or overdose from substances.
  

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Student Learning Outcomes:

• Outline the role of the medical-surgical nurse in the identification, management, and prevention of substance use disorders.
• Describe withdrawal symptoms and appropriate nursing interventions.
• Recognize the importance of early intervention strategies in the treatment of individuals at risk of substance use disorder.
• Discuss the impact of substance use on the mental and physical health of complex populations.

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Unit Objectives:

• Identify the basic physiological and homeostatic concepts related to fluids and electrolytes and acid-base.
• Explore the implications of alterations of these processes within the body.
• Discuss the management of alterations of these processes within the body.
• Explain the nursing considerations related to clients with fluid and electrolyte disorders including those related to the elderly population.

Student Learning Outcomes:

• Review the basic concepts related to fluid imbalance.
• Explain the significance of osmolality, osmolarity, blood urea nitrogen, creatinine, and urine specific gravity related to fluid and electrolyte status.
• Describe the clinical presentation of clients with fluid imbalance (dehydration, hypovolemia, hypervolemia).
• Describe management of clients with fluid imbalances and the nursing considerations (including for the elderly).

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Student Learning Outcomes:

• Define the term “electrolytes.”
• Correlate laboratory data and clinical manifestations related to disorders in sodium imbalance, potassium imbalance, and calcium imbalance.
• Discuss the causes of these electrolyte imbalances.
• Identify the signs/symptoms of electrolyte imbalance in the body.
• Discuss the nursing implications in treating clients with electrolyte imbalances (including considerations for the elderly).

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Student Learning Outcomes:

• Correlate laboratory data and clinical manifestations related to disorders in Chloride Imbalance, Magnesium Imbalance, and Phosphorus Imbalance.
• Discuss the causes of these electrolyte imbalances.
• Identify the signs/symptoms of electrolyte imbalance in the body.
• Discuss the nursing implications for clients with electrolyte imbalances (including considerations for the elderly).

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Student Learning Outcomes:

• Describe the significance of acid-base balance for normal function.
• State the steps for arterial blood gas interpretation including the meaning of compensation.
• Compare and contrast major acid base disorders.
• Describe the role of the respiratory and renal systems in acid base balance.
• Discuss the nursing considerations related to patients with acid base disorders.

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Student Learning Outcomes:

• Define pain.
• Describe the characteristics of pain.
• Describe the classifications and mechanisms of pain. 
• Discuss evidence-based practices related to assessing pain and providing comfort.
• Explain pharmacological pain management in a client suffering from pain.
• Discuss nonpharmacologic measures to minimize pain.
• Explain the nurse's role in a client suffering from pain.

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Student Learning Outcomes:

• Describe the theories of pain.
• Explain the concept of perception as it relates to pain experience.
• Consider how theory of pain relates to client care.

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Unit Objectives:

• Identify the basic structures and functions of the respiratory system.                                         
• Recognize major symptoms of respiratory dysfunction.
• Apply concepts from the client’s health history and physical assessment findings to evaluate abnormal assessment findings. 
• Identify the diagnostic tests used to evaluate respiratory function and related nursing implications.
• Describe respiratory modalities used to address alterations in respiratory function and their required nursing management.
• Use the nursing process to provide nursing care to clients with alterations in respiratory function.

Student Learning Outcomes:

• Describe the anatomy of the Respiratory System.
• Describe the function of the Respiratory System.
• Describe the assessment of the Respiratory System.
• Describe the nurse’s role in the assessment and evaluation of the Respiratory System.

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Student Learning Outcomes:

• Describe the types of respiratory care modalities.
• Describe the indications for various respiratory care modalities.
• Discuss the nursing management of various respiratory care modalities:

1. Preparation of client
2. Preparation of equipment
3. Expected outcomes
4. Assessment of outcomes
5. Considerations for the gerontologic client
6. Client education

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Student Learning Outcomes:

• Describe the indications for incentive spirometers, low-volume nebulizers, and chest physiotherapy modalities. 
• Describe the nursing management of these respiratory care modalities:

1. Preparation of client
2. Preparation of equipment
3. Expected outcomes
4. Assessment of outcomes
5. Considerations for the gerontologic client
6. Client education

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Student Learning Outcomes:

• Describe the indication for and management of endotracheal intubation.
• Describe the nurse’s role in endotracheal intubation.
• Describe the indication for and management of tracheostomy.
• Describe the nurse’s role in tracheostomy.

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Student Learning Outcomes:

• Describe the management of upper airway obstruction and the nurse’s role.
• Discuss the indications, classification, and modes of mechanical ventilation and the nurse’s role.

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Student Learning Outcomes:

• Describe the pathophysiology of Rhinitis and viral Rhinitis.
• Outline the clinical manifestations of both conditions.
• Describe the medical management of both conditions.
• Discuss the nursing management of both conditions.

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