Course: Fundamentals of Nursing

Nursing

Fundamentals of Nursing

KC Kathleen Capone

SM Stephanie Marfurt

TD Teri Beth Darnall

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Fundamentals of Nursing Homepage
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.

This Fundamentals of Nursing course provides information and instructions on foundational concepts and principles of nursing care and essential nursing skills required for the provision of safe, respectful, and holistic client care. The goal is to provide a strong foundation in nursing theory, critical thinking and clinical judgment, evidence-based practice, and safe clinical care in all settings.
The global nursing scope of practice varies widely depending on the country, the national and regional government, and professional regulatory agencies. In an attempt to be relevant to the entire global nursing community, this course addresses nursing skills and practice on several levels. It is the nurse’s responsibility to know what particular regulations apply to their area of practice.
The Fundamentals of Nursing course is a competency-based course developed in partnership with Nurses International (NI) and NextGenU.org (NGU). Competencies were developed in collaboration with subject matter experts in nursing education and practice. The Essentials: Core Competencies for Professional Nursing Education direct the course objectives. The course uses learning resources from accredited world-class organizations such as the U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, the World Health Organization, universities, international guidelines, peer-reviewed journals, and credible open-access nursing books. The Moodle Learning Management System (LMS) is utilized for facilitating distance learning. The course was designed by NextGenU’s Instructional Design team and Nurses International’s team members Kathleen Capone MS, RN CNE, EdD; Stephanie Marfurt APRN-BC, ARNP-BC; Renee Marg DNP, MSN-ED, RN; Teresa Darnall, DM, MSN, RN, CNE; Emily Pappa MSN, RN; Betsy Woods MSN, RN, CPEN; Chasya Wiseman DNP, RN, CMSRN; Sara Bohling MSN, RN, APRN-NCNS; Caitlin Cartmell MFS, BSN, RN; Jordan Wilson MSN, RN-BC, NPD-BC, and Bethania Gonzalez MSN, FNP-BC, RN.

There are 8 units/modules to complete, which include:
Unit 1: Understanding Health Care
Unit 2: Foundational Principles in the Management of Nursing Practice
Unit 3: Safe and Effective Care
Unit 4: Holistic Care
Unit 5: Health Across Life Span
Unit 6: Nursing Skill Functions
Unit 7: Supporting Physiologic Functioning
Unit 8: Nursing Communities and Populations
Nurse educators may contact info@nursesinternational.org with queries/permission to access faculty files for this course.

Instructions:
The course consists of eight (8) learning units. Included in the units are individual lessons with accompanying assigned reading resources, PowerPoint presentations with speaker notes, learner self-assessments, related clinical skills procedures/videos, and interactive clinical judgment learning activities. A passing grade of 80% is required on quizzes and unit exams to gain access to the next lesson or section.
There is a 50-question multiple-choice exam at the end of the course. A grade of 80% is required. If a grade of 80% is not achieved, the learner may self-remediate and take another exam. The second exam is of comparable content, and 80% is required for a passing grade.
A certificate of completion may be downloaded upon the successful completion of the course.
Engaging with this course:
Learners may take this course at no cost for their personal enrichment. There are no course prerequisites.
To obtain a certificate, the learner must successfully complete:
All of the reading requirements;
All of the quizzes and unit exams with a passing grade of 100%;
All of the activities and case studies;
The final exam with a minimum of 80% and a maximum of 2 attempts, and
The self and course evaluation forms.

NextGenU.org is happy to provide your institution with:
A link to and a description of the course training, so that they can see all of its components, including the co-sponsoring universities and other professional organization co-sponsors;
Your grade on the final exam;
Your work products (e.g. case study activities) and any other required or optional shared materials that you produce and authorize to share with them;
Your evaluations - course and self-assessments;
A copy of your certificate of completion.

To obtain a degree:
NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, please feel free to contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
For nurse educators:
There are teacher resources for this course, including didactic and clinical syllabi, a teacher’s guide, and suggested teaching activities.
Disclaimer: This content is designed to enhance the study of nursing. This content is generic and is not designed to take into account the specific objectives, needs, and/or circumstances of any particular region or country. To become a nurse, learners must successfully complete a program of study approved by the government or state-regulatory agency in their place of residence. We cannot guarantee that the successful completion of these materials will enable you to practice in your place of residence. Make sure that you are in compliance with the scope of practice of your regulatory body before attempting to put into use or practice any of the knowledge gained.

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Unit 1 - UNDERSTANDING HEALTH CARE
Unit Objectives:

Understand the regulation of the profession of nursing.
Identify the roles of health professionals within the healthcare system.
Compare the scope of practice for the RN within various countries.
Identify the impact of health beliefs as they relate to client care.
Discuss the relevance of client-centered care.
1.1 - The Role of the Professional Nurse
Student Learning Outcomes:

Define the term “nurse.”

Identify nursing as a profession.

List the roles of the professional nurse.

Explain what it means to have an identity as a nurse.

Describe the function of nursing associations.

Approximate time required for the readings for this lesson (at 144 words/minute): 27 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Nursing Definitions - ICN
  
  Nursing Definitions - ICN URL
  
  Students must
  
  View
  
  Read the entire article. (3 minutes)
  International Council of Nurses
- Select activity Nursing Workforce
  
  Nursing Workforce URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Current status of evidence in 2020" on page 8. (3 minutes)
  World Health Organization
- Select activity Profession vs. Occupation
  
  Profession vs. Occupation URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Comparison between profession and occupation" on page 13. (1 minute)
  "Introduction to Professional Nursing and Ethics" by Addis Ababa University
- Select activity Nurse Rate Highest in Honesty - GALLUP Poll
  
  Nurse Rate Highest in Honesty - GALLUP Poll URL
  
  Students must
  
  View
  
  Read the first two paragraphs of the article. (2 minutes)
  GALLUP
- Select activity Role of Professional Nurse
  
  Role of Professional Nurse URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Role of the professional nurse" on pages 14-15. (2 minutes)
  "Introduction to Professional Nursing and Ethics" by Addis Ababa University
- Select activity "Nurse’s Role in Client Education"
  
  "Nurse’s Role in Client Education" URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Arkansas State University
- Select activity Nurse as Client Advocate
  
  Nurse as Client Advocate URL
  
  Students must
  
  View
  
  Read the entire article. (4 minutes)
  Oncology Nursing News
- Select activity Nursing Fact Sheet
  
  Nursing Fact Sheet URL
  
  Students must
  
  Mark as done
  
  Read paragraph 7 of the article. (1 minute)
  American Association of Colleges of Nursing
- Select activity Role of Nurse Association: ANA
  
  Role of Nurse Association: ANA URL
  
  Students must
  
  Mark as done
  
  Read the first 4 paragraphs of the article. (1 minute)
  American Nurses Association
- Select activity Role of Nurse Association: ANMF
  
  Role of Nurse Association: ANMF URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  Australian Nursing and Midwifery Federation
- Select activity Role of Nurse Association: NAN
  
  Role of Nurse Association: NAN URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  Nursing Association of Nepal
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: The Role of the Professional Nurse
  
  Topic: The Role of the Professional Nurse URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 1.1
  
  Quiz: Unit 1.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Course Registration is marked complete
1.2 - Regulation of the Nursing Profession
Student Learning Outcomes:

Describe how the nursing profession and practice are regulated in a country.

Identify the regulators of nursing in various countries.

Explore the educational pathways of a professional nurse.

Approximate time required for the readings for this lesson (at 144 words/minute): 58 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Regulatory Board Governance Toolkit 2014
  
  Regulatory Board Governance Toolkit 2014 URL
  
  Students must
  
  View
  
  Read the content under the section “Chapter 1: Overview Regulation and Regulatory Principles.” (22 minutes)
  ICN
- Select activity List of Regulatory Bodies
  
  List of Regulatory Bodies URL
  
  Students must
  
  View
  
  Read the content under the table on the first page. (13 minutes)
  ICN, 2020
- Select activity Transforming Education
  
  Transforming Education URL
  
  Students must
  
  View
  
  Read the content under the section "Numbers and Distribution of Graduate-Level Nurses" under the heading "GRADUATE NURSING EDUCATION." (5 minutes)
  Institute of Medicine (IOM)
- Select activity Nursing Career Paths: How to Become a Nurse and Advance Your Career
  
  Nursing Career Paths: How to Become a Nurse and Advance Your Career URL
  
  Students must
  
  View
  
  Read the entire article. (18 minutes)
  Nurse.Org. (2020)
- Select activity Slide Deck Presentation
  
  Slide Deck Presentation
- Select activity Topic: Regulation of Nursing Profession
  
  Topic: Regulation of Nursing Profession URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 1.2
  
  Quiz: Unit 1.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 1.1 is complete and passed
1.3 - Healthcare Delivery System
Student Learning Outcomes:

Describe different health care delivery systems.

Describe health care funding.

Describe the roles of various healthcare professionals.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 5 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Healthcare Delivery System Definition
  
  Healthcare Delivery System Definition URL
  
  Students must
  
  Mark as done
  
  Read the definition of the "healthcare delivery system." (1 minute)
  Oxford University Press
- Select activity The Healthcare Delivery System
  
  The Healthcare Delivery System URL
  
  Students must
  
  Mark as done
  
  Read paragraph 4 on page 105. (1 minute)
  World Health Organization
- Select activity Types of Healthcare Delivery System
  
  Types of Healthcare Delivery System URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  New Mexico Nursing Education Consortium 2020
- Select activity Healthcare Financing
  
  Healthcare Financing URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (7 minutes)
  Student British Medical Journal
- Select activity Social Health Insurance
  
  Social Health Insurance URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (20 minutes)
  Background Paper - 26, World Health Organization Report (2010)
- Select activity Direct Primary Care
  
  Direct Primary Care URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  American Academy of Family Physicians
- Select activity Role of Healthcare Professional in Healthcare Delivery System
  
  Role of Healthcare Professional in Healthcare Delivery System URL
  
  Students must
  
  Mark as done
  
  Read all of the contents on page 3. (3 minutes)
  National League for Nursing Board of Governors
- Select activity Roles of Different Healthcare Workers
  
  Roles of Different Healthcare Workers URL
  
  Students must
  
  Mark as done
  
  Read the titles of the different types of health workers in the first column and their respective responsibilities in the last column of the table. (20 minutes)
  World Health Organization
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Healthcare Delivery System
  
  Topic: Healthcare Delivery System URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 1.3
  
  Quiz: Unit 1.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 1.2 is complete and passed
1.4 - Transcultural Nursing
Student Learning Outcomes:

Discuss the Health Belief Model and how it impacts the care of the client.

Describe the significance of culture in client care.

Define the term "transcultural nursing."

Discuss how the nurse provides culturally appropriate care.

Approximate time required for the readings for this lesson (at 144 words/minute): 39 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity NCI: Health Belief Model
  
  NCI: Health Belief Model URL
  
  Students must
  
  View
  
  Read the contents under the section "Health Belief Model" on pages 13-14. (5 minutes)
  National Cancer Institute, US Department of Health and Human Services
- Select activity Definitions of Culture
  
  Definitions of Culture URL
  
  Students must
  
  View
  
  Read all of the definitions under the section "What is Culture." (4 minutes)
  University of Minnesota, Center for Advanced Research on Language Acquisition
- Select activity Should I Bow or Just Pat That Belly?
  
  Should I Bow or Just Pat That Belly? URL
  
  Students must
  
  Mark as done
  
  Read all of the contents on pages 10-11. (4 minutes)
  The Magazine of Heifer International
- Select activity How Culture Influences Health
  
  How Culture Influences Health URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Impact of culture on health," "What health professionals can do" and "Providing healthcare to different cultural groups." (6 minutes)
  Canadian Paediatric Society, Caring for Kids New to Canada
- Select activity Understanding Transcultural Nursing
  
  Understanding Transcultural Nursing URL
  
  Students must
  
  View
  
  Read the entire article. (17 minutes)
  Nursing 2005 Journal
- Select activity Cultural Competence
  
  Cultural Competence URL
  
  Students must
  
  View
  
  Read the entire article. (3 minutes)
  Nursing Made Incredibly Easy! Journal
- Select activity Slide Deck Presentation
  
  Slide Deck Presentation
- Select activity Topic: Transcultural Nursing
  
  Topic: Transcultural Nursing URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 1.4
  
  Quiz: Unit 1.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 1.3 is complete and passed
1.5 - Client-Centered Care
Student Learning Outcomes:

Describe the concepts of health, illness, and health-illness continuum.

Explain the concept of client-centered care.

Explore the values and beliefs of client-centered care.

Explain how the nurse supports client-centered care.

Describe practice to make positive interactions with patients using an example of Substance Use Disorders.

Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 54 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Client Centred Care
  
  Client Centred Care URL
  
  Students must
  
  View
  
  Read from "Values and Beliefs of Client Centered Care" to "Core Values, Organization & Policy Recommendations, Figure B Challenges/Barriers to Client Centred Care." (19 Minutes)
  
  Registered Nurses of Ontario
- Select activity Brookside Press: The Health-Illness Continuum
  
  Brookside Press: The Health-Illness Continuum URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 Minutes)
- Select activity Tulane University: How to Improve Cultural Competency in Health Care
  
  Tulane University: How to Improve Cultural Competency in Health Care URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (19 minutes)
- Select activity Appendix D: Eight Dimensions of Patient-Centered Care
  
  Appendix D: Eight Dimensions of Patient-Centered Care URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  
  Registered Nurses of Ontario
- Select activity BMJ: The Importance of Patient-Centered Care and Co-Creation of Care...Setting
  
  BMJ: The Importance of Patient-Centered Care and Co-Creation of Care...Setting URL
  
  Students must
  
  View
- Select activity How Nurses Can Foster Positive Interactions with Patients who have Substance Use Disorders
  
  How Nurses Can Foster Positive Interactions with Patients who have Substance Use Disorders URL
  
  Students must
  
  View
  
  Watch the entire video. (78 minutes)
- Select activity Discussion Forum: Client-centered care (155 minutes)
  
  Discussion Forum: Client-centered care (155 minutes)
  
  Students must
  
  View
  
  Start discussions: 1
  
  In this activity, you will explain the role of the nurse in client-centered care and support
  Step 1. Review [30 minutes]
  Review the sample case presentation below
  A 40-year-old woman with a history of recent intravenous (IV) drug use is admitted to the observation unit for IV antibiotics after the incision and drainage of an antecubital abscess. She has a history of opioid and cocaine dependence.
  She receives IV hydromorphone for acute pain, as she had a significant debridement performed. After the procedure, she is demanding increasingly higher doses of pain relief, but the medical unit team is becoming uneasy regarding the dose and frequency of opioid medications that she is receiving.
  Step 2. Respond [105 minutes]
  Prepare a 200-400 word piece of writing that articulates the steps that you will take if you are to be the assigned nurse for the case. Please include the following:
  Potential barriers and challenges that you may encounter while attending to the patient.
  Strategies and practices that you will implement to render a client-centered care and support, especially for a difficult, uncooperative patient.
  Action items that you will apply to ensure the right balance between clinical ethics and healthcare standards in treating and caring for the patient.
  Step 3. Share [10 minutes]
  To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Then click “Post to forum.” Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  OPTIONAL Step 4: Interact (10 minutes)
  If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Client Centred Care
  
  Topic: Client Centred Care URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 1.5
  
  Quiz: Unit 1.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 1.4 is complete and passed
- Select activity Unit 1 Exam
  
  Unit 1 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 1.5 is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 54 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Definition Critical Thinking and Clinical Reasoning
  
  Definition Critical Thinking and Clinical Reasoning URL
  
  Students must
  
  Mark as done
  
  Read contents of pages 18-23. (13 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Defining Problems, Situations, Issues, and Dilemmas
  
  Defining Problems, Situations, Issues, and Dilemmas URL
  
  Students must
  
  Mark as done
  
  Read the contents found on pages 39-44. (14 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Determining Assumptions
  
  Determining Assumptions URL
  
  Students must
  
  Mark as done
  
  Read the contents found on pages 54-58. (11 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Exploring Alternatives and Independently Analyzing
  
  Exploring Alternatives and Independently Analyzing URL
  
  Students must
  
  Mark as done
  
  Read the contents of pages 83-87. (11 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Rationales and Evidence
  
  Rationales and Evidence URL
  
  Students must
  
  Mark as done
  
  Read the contents of pages 97-105. (22 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Conclusions
  
  Conclusions URL
  
  Students must
  
  Mark as done
  
  Read the contents of pages 114-118. (11 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Clinical Reasoning, Clinical Judgment, Decision Making, Problem Solving
  
  Clinical Reasoning, Clinical Judgment, Decision Making, Problem Solving URL
  
  Students must
  
  Mark as done
  
  Read the contents of pages 25-30. (13 minutes)
  The Praxis of Critical Thinking by Nancy Liebold
- Select activity Critical Thinking and Clinical Judgment
  
  Critical Thinking and Clinical Judgment URL
  
  Students must
  
  Mark as done
  
  Read contents of pages 201-214. (19 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College
- Select activity Slide Deck Presentation (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Critical Thinking and Clinical Judgement
  
  Topic: Critical Thinking and Clinical Judgement URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.1
  
  Quiz: Unit 2.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Unit 1 Exam is complete and passed
2.2 - The Nursing Process
Student Learning Outcomes:

Define the nursing process.

Explain the relationship between the nursing process and clinical judgment.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 38 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Open RN Nursing Fundamentals by Chippewa Valley Technical College
  
  Open RN Nursing Fundamentals by Chippewa Valley Technical College URL
  
  Students must
  
  View
  
  Read the entire unit under "The Nursing Process." (1 hour and 30 minutes)
- Select activity Nursing Interventions and Their Role in Patient Care
  
  Nursing Interventions and Their Role in Patient Care URL
  
  Students must
  
  View
  
  Read the entire page “Nursing Interventions and Their Role in Patient Care.” (8 minutes)
  University of St. Augustine, 2021
- Select activity Slide Deck Presentation (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: The Nursing Process
  
  Topic: The Nursing Process URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Brief Bedside Assessment Procedure Checklist
  
  Brief Bedside Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Head to Toe Physical Assessment (Older Adult) Procedure Checklist
  
  Head to Toe Physical Assessment (Older Adult) Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Older Adult Physical Assessment (Video)
  
  Older Adult Physical Assessment (Video) URL
  
  Students must
  
  Mark as done
- Select activity Extremities/Musculoskeletal Assessment Procedure Checklist
  
  Extremities/Musculoskeletal Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Musculoskeletal Assessment- Harper College Nursing (Video)
  
  Musculoskeletal Assessment- Harper College Nursing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Extremities/Musculoskeletal Assessment Procedure Checklist
  
  Extremities/Musculoskeletal Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Glasgow Coma Scale Procedure Checklist
  
  Glasgow Coma Scale Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.2
  
  Quiz: Unit 2.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.1 is complete and passed
2.3 - Evidence-Based Practice
Student Learning Outcomes:

Define the term "Evidence-Based Practice" (EBP).

Discuss the significance of EBP to positive client outcomes.

Describe the components and process of EBP.

Explain the role of nursing research in client care.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 42 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice
  
  Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  American Journal of Nursing
- Select activity Benefits of Evidence Based Practice
  
  Benefits of Evidence Based Practice URL
  
  Students must
  
  Mark as done
  
  Read "Benefits of EBP" from pages 8-12. (15 minutes)
  World Health Organization
- Select activity Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context
  
  Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Expertise" in the literature review of this article. (2 minutes)
  Research in Nursing and Health
- Select activity Igniting a Spirit of Inquiry
  
  Igniting a Spirit of Inquiry URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (12 minutes)
  American Journal of Nursing
- Select activity Asking the Clinical Question
  
  Asking the Clinical Question URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (12 minutes)
  American Journal of Nursing
- Select activity Searching for the Evidence
  
  Searching for the Evidence URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (19 minutes)
  American Journal of Nursing
- Select activity Rapid Critical Appraisal
  
  Rapid Critical Appraisal URL
  
  Students must
  
  Mark as done
  
  Read the contents from "Rapid Critical Appraisal." (16 minutes)
  American Journal of Nursing
- Select activity Implementing an Evidence-Based Practice Change
  
  Implementing an Evidence-Based Practice Change URL
  
  Students must
  
  Mark as done
  
  Read the contents starting from "Engaging the Stakeholders." (15 minutes)
  American Journal of Nursing
- Select activity Slide Deck Presentation (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Evidence Based Practice
  
  Topic: Evidence Based Practice URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.3
  
  Quiz: Unit 2.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.2 is complete and passed
2.4 - Ethical Concepts in Client Care
Student Learning Outcomes:

Define the basic principles of ethics.

Explain the ethical principles of client care.

Apply ethical decision-making to ethical dilemmas.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 23 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Ethical Principles"
  
  "Ethical Principles" URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Ethical Principles" from pages 67-80. (15 minutes)
  "Introduction to Professional Nursing and Ethics" by Addis Ababa University
- Select activity ICN Code of Ethics for Nurses
  
  ICN Code of Ethics for Nurses URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  International Council of Nurses
- Select activity Nursing Ethical Considerations
  
  Nursing Ethical Considerations URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  StatPearls [Internet]
- Select activity Ethical Issue: Do Not Resuscitate
  
  Ethical Issue: Do Not Resuscitate URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  Department of Bioethics and Humanities, University of Washington
- Select activity Ethical Issues: When A Patient Refuses Assistance
  
  Ethical Issues: When A Patient Refuses Assistance URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "ETHICAL PRINCIPLES AND REAL LIFE" and "DISCUSSION." (6 minutes)
  American Journal of Nursing
- Select activity Risk and Responsibility of Providing Nursing Care
  
  Risk and Responsibility of Providing Nursing Care URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Purpose" and "Recommendations." (1 minute)
  American Nurses Association
- Select activity Refusal to Treat
  
  Refusal to Treat URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Withdrawing care," "Infectious disease" and "Patients who refuse your care." (5 minutes)
  Royal College of Midwives
- Select activity Ethical Dilemma and Ethical Decision Making in Nursing
  
  Ethical Dilemma and Ethical Decision Making in Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Ethical Dilemma and Ethical Decision Making in Nursing" from pages 81-86. (6 minutes)
  "Introduction to Professional Nursing and Ethics" by Addis Ababa University
- Select activity Ethical Decision Making in Nursing
  
  Ethical Decision Making in Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Working Through Ethical Situations in Nursing Practice" from pages 14-18. (11 minutes)
  College of Nurses of Ontario
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Ethical Concepts in Client Care
  
  Topic: Ethical Concepts in Client Care URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.4
  
  Quiz: Unit 2.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.3 is complete and passed
2.5 - The Nurse’s Role in Supervision
Student Learning Outcomes:

Explain the difference between supervision and delegation.

Discuss the guidelines used in supervision and delegation.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 15 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Supervision Guidelines for Nursing and Midwifery
  
  Supervision Guidelines for Nursing and Midwifery URL
  
  Students must
  
  View
  
  Read the entire article "Supervision Guidelines for Nursing and Midwifery." (35 minutes)
  Nursing and Midwifery Board of Ahpra (MNBA) (2021)
- Select activity Clinical Supervision Toolkit
  
  Clinical Supervision Toolkit URL
  
  Students must
  
  View
  
  Read the contents under the section "Function of Clinical Supervision." (3 minutes)
  Helen and Douglas House (2014)
- Select activity Principles of Delegation
  
  Principles of Delegation URL
  
  Students must
  
  View
  
  Read the section “Principles and practice strategies.” (7 minutes)
  American Nurses Association (2005).
- Select activity National Guidelines for Nursing Delegation
  
  National Guidelines for Nursing Delegation URL
  
  Students must
  
  View
  
  Read the entire article. (22 minutes)
  NCSBN-ANA. (2019)
- Select activity Five Rights of Nursing Delegation
  
  Five Rights of Nursing Delegation URL
  
  Students must
  
  View
  
  Read the entire page. (8 minutes)
  NCBI
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: The Nurse's Role in Supervision
  
  Topic: The Nurse's Role in Supervision URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.5
  
  Quiz: Unit 2.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.4 is complete and passed
2.6 - Legal Concepts in Client Care
Student Learning Outcomes:

Discuss the concepts of client rights and client responsibilities.

Describe the nurse’s role in client rights.

Explain the relationship between law and nursing practice.

Approximate time required for the readings for this lesson (at 144 words/minute): 59 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Patient Rights And Ethics
  
  Patient Rights And Ethics URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Patient Rights in Modern Medicine" to the section "Patient Declaration or Bill of Rights at Private Institutions." (14 minutes)
  StatPearls [Internet]
- Select activity Consent
  
  Consent URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (4 minutes)
  Legal Services Commission of South Australia
- Select activity Types of Advance Directives
  
  Types of Advance Directives URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  American Cancer Society
- Select activity Do I Have the Right to Refuse Treatment?
  
  Do I Have the Right to Refuse Treatment? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (4 minutes)
  NHS UK
- Select activity Patient’s Bill of Rights
  
  Patient’s Bill of Rights URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (4 minutes)
  Ministry of Health, State of Israel
- Select activity WMA Declaration of Lisbon on the Rights of the Patient
  
  WMA Declaration of Lisbon on the Rights of the Patient URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (8 minutes)
  World Medical Association
- Select activity Patient Rights and Responsibilities
  
  Patient Rights and Responsibilities URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  Western Cape Government
- Select activity Legal Rights and Responsibilities
  
  Legal Rights and Responsibilities URL
  
  Students must
  
  Mark as done
  
  Read the contents up to the section "Compliance With and Adherence to Other Laws." (13 minutes)
  RegisteredNurse.org
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Legal Concepts in Client Care
  
  Topic: Legal Concepts in Client Care URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.6
  
  Quiz: Unit 2.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.5 is complete and passed
2.7 - Effective and Therapeutic Communication
Student Learning Outcomes:

Define the differences between communication, effective communication, and therapeutic communication.

Explain the importance of effective and therapeutic communication in professional settings.

Describe effective communication techniques.

Outline the technique of having clear, concise, and understandable communication techniques.

List the various tactics of communicating with the different age groups, and the verbally, visually, and auditory impaired populations.

Approximate time required for the readings for this lesson (at 144 words/minute): 41 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity 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. URL
  
  Students must
  
  View
  
  Read the entire section. (16 minutes)
- Select activity 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. URL
  
  Students must
  
  View
  
  Read the entire section. (25 minutes)
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Effective and Therapeutic Communication
  
  Topic: Effective and Therapeutic Communication URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.7
  
  Quiz: Unit 2.7
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.6 is complete and passed
2.8 - Learning Agility
Student Learning Outcomes:

Define the term "learning agility".

Describe the importance of learning agility in nursing.

Describe the dimensions of learning agility and the practices for assessing learning.

Identify the capabilities needed to perform in a new situation.

Approximate time required for the readings for this lesson (at 144 words/minute): 23 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Learning Agility: What Is It?
  
  Learning Agility: What Is It? URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Learning Agility: What Is It?" (1 minute)
  Consulting Psychology Journal Practice and Research
- Select activity High Potentials as High Learners
  
  High Potentials as High Learners URL
  
  Students must
  
  Mark as done
  
  Read the sections "People Agility," "Results Agility," "Mental Agility," "Change Agility" and "Summary of the characteristics of the learning agile." (2 minutes)
  Human Resource Management Journal
- Select activity Workforce Agility: An Answer to Turbulence in Acute Care Nursing Environments?
  
  Workforce Agility: An Answer to Turbulence in Acute Care Nursing Environments? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  Nursing Management (Springhouse)
- Select activity Tips for Improving Your Learning Agility
  
  Tips for Improving Your Learning Agility URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  Center for Creative Leadership
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Learning Agility
  
  Topic: Learning Agility URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.8
  
  Quiz: Unit 2.8
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.7 is complete and passed
2.9 - Unconscious Bias and Conscious Inclusion
Student Learning Outcomes:

Define the terms "implicit bias" and "explicit bias".

Describe the concept of implicit bias on the judgment and behavior of health practices.

Recognize nursing's best practices to avoid and address implicit biases.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 25 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Module 3: Bias and Well-Meaning People
  
  Module 3: Bias and Well-Meaning People URL
  
  Students must
  
  Mark as done
  
  Read the sections on "Introduction," "Two Types of Bias," "How is it Possible," "It's How we are Wired" and "The Neuroscience." Videos are optional. (9 minutes)
  National Center for Cultural Competence, Georgetown University
- Select activity The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It
  
  The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (36 minutes)
  The Journal of Infectious Disease
- Select activity Implicit Racial/Ethnic Bias Among Health Care Professionals
  
  Implicit Racial/Ethnic Bias Among Health Care Professionals URL
  
  Students must
  
  Mark as done
  
  Read sections on "PLAIN-LANGUAGE SUMMARY." (3 minutes)
  American Journal of Public Health
- Select activity Implicit Bias in Healthcare Professionals: A Systematic Review
  
  Implicit Bias in Healthcare Professionals: A Systematic Review URL
  
  Students must
  
  Mark as done
  
  Read from the section on "Existence of implicit biases/stereotypes in healthcare professionals and influence on quality of care" up to "Determinants of bias." (6 minutes)
  BioMed Central Medical Ethics Journal
- Select activity Implicit Bias Training Participant Guide
  
  Implicit Bias Training Participant Guide URL
  
  Students must
  
  Mark as done
  
  Read the content of pages 8-16. (22 minutes)
  American Academy of Family Physicians
- Select activity Long-term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention
  
  Long-term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Strategies for reducing implicit race bias." (4 minutes)
  Journal of Experimental Social Psychology
- Select activity Five Strategies to Combat Unconscious Bias
  
  Five Strategies to Combat Unconscious Bias URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Tapping five strategies" and "Positive changes." (5 minutes)
  Nursing2021
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Unconscious Bias and Conscious Inclusion
  
  Topic: Unconscious Bias and Conscious Inclusion URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.9
  
  Quiz: Unit 2.9
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to view the case studies and respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.8 is complete and passed
2.10 - Teamwork and Collaboration
Student Learning Outcomes:

Describe the characteristics of a successful team.

Describe the importance of collaboration to the client, health professionals, and organization.

Describe the teamwork and collaborative principles for client care.

State the barrier for effective teamwork in nursing.

Describe the strategies to promote teamwork in nursing.

Approximate time required for the readings for this lesson (at 144 words/minute): 46 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Being an Effective Team Player
  
  Being an Effective Team Player URL
  
  Students must
  
  View
  
  Read the contents from “What is team" to "Assessing team performance." (23 minutes)
  WHO
- Select activity Top 5 Benefits of Teamwork in Nursing
  
  Top 5 Benefits of Teamwork in Nursing URL
  
  Students must
  
  View
  
  Read the entire article. (6 minutes)
  Maryville University
- Select activity Continuing Medical Education: Collaboration in Health Care
  
  Continuing Medical Education: Collaboration in Health Care URL
  
  Students must
  
  View
  
  Read the sections "Defining collaboration to Potential benefits of collaborative practice" and "Structural determinants to educational determinants." (12 minutes)
  Journal of Medical Imaging and Radiation Sciences
- Select activity Principles for Collaborative Relationships Between Clinical Nurses and Nurse Managers
  
  Principles for Collaborative Relationships Between Clinical Nurses and Nurse Managers URL
  
  Students must
  
  View
  
  Read the section “The principle of collaborative principle." (3 minutes)
  American Nurses Association
- Select activity How to Promote Teamwork in Nursing
  
  How to Promote Teamwork in Nursing URL
  
  Students must
  
  View
  
  Read the section "How FNPs Promote Teamwork in Nursing." (2 minutes)
  Texas Women University
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Teamwork and Collaboration
  
  Topic: Teamwork and Collaboration URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.10
  
  Quiz: Unit 2.10
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.9 is complete and passed
2.11 - Self-Care of the Nurse
Student Learning Outcomes:

Describe the concept of compassion fatigue and its triggers, signs, and symptoms, and treatment.

Compare and contrast self-care practices that promote psychological and physical well-being.

Describe stress management techniques such as yoga, meditation, mindfulness, and journaling.

Approximate time required for the readings for this lesson (at 144 words/minute): 40 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Required Learning Resources and Activities
- Select activity Compassion Fatigue in Oncological Nursing
  
  Compassion Fatigue in Oncological Nursing URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  New Jersey City University
- Select activity Self-Care for Nurses
  
  Self-Care for Nurses URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  Australian Government: Cancer Australia
- Select activity Preventing Compassion Fatigue: Caring for Yourself
  
  Preventing Compassion Fatigue: Caring for Yourself URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Self care strategies." (8 minutes)
  Young Children, 2020
- Select activity Compassion Fatigue in Nursing: A Concept Analysis
  
  Compassion Fatigue in Nursing: A Concept Analysis URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Causes of the compassion fatigue" and "Symptoms of the compassion fatigue." (7 minutes)
  
  Nursing Forum
- Select activity Compassion Fatigue in Oncology Nursing: A Witness to Suffering
  
  Compassion Fatigue in Oncology Nursing: A Witness to Suffering URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Introduction," "Who is at risk?" "Symptoms of compassion fatigue" and "Prevention of compassion fatigue." (10 minutes)
  Oncology Nurse Advisor
- Select activity Compassion Fatigue: Are You at Risk?
  
  Compassion Fatigue: Are You at Risk? URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Reducing compassion fatigue." (4 minutes)
  
  American Nurse Today
- Select activity Additional Learning Options
  
  Additional Learning Options
- Select activity What is Compassion Fatigue? The Signs, Treatment and Prevention
  
  What is Compassion Fatigue? The Signs, Treatment and Prevention URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (8 minutes)
  
  Open Colleges
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Self Care of the Nurse
  
  Topic: Self Care of the Nurse URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 2.11
  
  Quiz: Unit 2.11
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.10 is complete and passed
- Select activity Unit 2 Exam
  
  Unit 2 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 2.11 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Update: The Purnell Theory and Model for Culturally Competent Health Care
  
  Update: The Purnell Theory and Model for Culturally Competent Health Care URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  Journal of Transcultural Nursing
- Select activity Implicit Bias in Healthcare
  
  Implicit Bias in Healthcare URL
  
  Students must
  
  Mark as done
  
  Watch this video. (1.5 hours)
  Norton Healthcare
- Select activity Cultural Humility
  
  Cultural Humility URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (23 minutes)
  Sage Journals
- Select activity What is culturally competent care?
  
  What is culturally competent care? URL
  
  Students must
  
  Mark as done
  
  Watch this video. (2 minutes)
  Towson University
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Intro to Cultural Competency
  
  Topic: Intro to Cultural Competency URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 3.1
  
  Quiz: Unit 3.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Unit 2 Exam is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Update: The Purnell Theory and Model for Culturally Competent Health Care
  
  Update: The Purnell Theory and Model for Culturally Competent Health Care URL
  
  Students must
  
  Mark as done
  
  Read pages 4 and 5 only (first six domains). (7 minutes)
  Journal of Transcultural Nursing
- Select activity What is Culturally Competent Care?
  
  What is Culturally Competent Care? URL
  
  Students must
  
  Mark as done
  
  Watch entire video. (2 minutes)
  Towson University
- Select activity National CLAS Standards
  
  National CLAS Standards URL
  
  Students must
  
  Mark as done
  
  Read the entire page of CLAS Standards. (3 minutes)
  HSS.gov
- Select activity Working with medical interpreters
  
  Working with medical interpreters URL
  
  Students must
  
  Mark as done
  
  Watch this video. (23 minutes)
  One Voice Language Solutions LLC
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Purnell Model: Domains (Part 1)
  
  Topic: Purnell Model: Domains (Part 1) URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 3.2
  
  Quiz: Unit 3.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 3.1 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Update: The Purnell Theory and Model for Culturally Competent Health Care
  
  Update: The Purnell Theory and Model for Culturally Competent Health Care URL
  
  Students must
  
  Mark as done
  
  Read pages 5, 6, and 7 (second half of 12 domains). (9 minutes)
  Journal of Transcultural Nursing
- Select activity How to Conduct a Spiritual Assessment
  
  How to Conduct a Spiritual Assessment URL
  
  Students must
  
  Mark as done
  
  Watch the entire video. (6 minutes)
  Spiritual Competency Academy
- Select activity Complementary and Alternative Medications
  
  Complementary and Alternative Medications URL
  
  Students must
  
  Mark as done
  
  Watch the entire video. (9 minutes)
  Level Up RN
- Select activity End of Life Care: Understanding Cultural Differences
  
  End of Life Care: Understanding Cultural Differences URL
  
  Students must
  
  Mark as done
  
  Watch the entire video. (5 minutes)
  Social Matters
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Purnell Model: Domains (Part 2)
  
  Purnell Model: Domains (Part 2) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 12 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity The Patient Safety
  
  The Patient Safety URL
  
  Students must
  
  View
  
  Read the contents under the section "Key facts to the burden of harm." (7 minutes)
  World Health Organization (WHO)
- Select activity Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0.
  
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0. URL
  
  Students must
  
  View
  
  Read units “5.2: Basic safety concepts," "5.3: Safety strategies," "5.5: National patient safety goals" and "5.6: preventing falls." ( 24 minutes)
- Select activity International Patient Safety Goals (IPSGs)
  
  International Patient Safety Goals (IPSGs) URL
  
  Students must
  
  View
  
  Read the entire page. (1 minute)
  Joint Commission International (JCI), 2017
- Select activity National Patient Safety Goals® Effective January 2021 for the Hospital Program
  
  National Patient Safety Goals® Effective January 2021 for the Hospital Program URL
  
  Students must
  
  View
  
  Read the entire page. (40 minutes)
  The Joint Commission, 2021
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Client Safety
  
  Topic: Client Safety URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity End of Shift Report/Handover - Procedure Checklist
  
  End of Shift Report/Handover - Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.1
  
  Quiz: Unit 4.1
  
  Students must
  
  View
  
  Receive a grade
  
  Receive a passing grade
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 50 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Definition of Falls and Fall - Related Injuries
  
  Definition of Falls and Fall - Related Injuries URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Definition of Falls and Fall-Related Injuries." (4 minutes)
  Patient Safety and Quality: An Evidence-Based Handbook for Nurses
- Select activity Assessing Patient’s Risk for Falling
  
  Assessing Patient’s Risk for Falling URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (12 minutes)
  American Nurse Today
- Select activity Morse Fall Scale
  
  Morse Fall Scale URL
  
  Students must
  
  Mark as done
  
  Read the entire PDF. (5 minutes)
  Network of Care Organization
- Select activity 3 Steps to Fall Prevention
  
  3 Steps to Fall Prevention URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "3 steps to fall prevention" up to "Nurse’s role in fall prevention." (13 minutes)
  American Nurse, American Nurses Association
- Select activity Nurse’s Role in Fall Prevention
  
  Nurse’s Role in Fall Prevention URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Universal fall prevention for nurses," "Intentional Rounding: What is it?" and "Benefits of Frequent Rounds." (3 minutes)
  Spring Arbor University
- Select activity The Restraints
  
  The Restraints URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  College and Association of Registered Nurses of Alberta
- Select activity A Guide to Bed Safety Bed Rails in Hospitals
  
  A Guide to Bed Safety Bed Rails in Hospitals URL
  
  Students must
  
  Mark as done
  
  Read the entire webpage. (7 minutes)
  US Food and Drug Administration
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Accident and Injury Prevention
  
  Topic: Accident and Injury Prevention URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.2
  
  Quiz: Unit 4.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.1 is complete and passed
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.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Important Facts about Falls
  
  Important Facts about Falls URL
  
  Students must
  
  View
  
  Read the entire page "Important Facts about Falls." (5 minutes)
  GraduateWay
- Select activity Safety at Home: 10 Common Safety Hazards Around the House
  
  Safety at Home: 10 Common Safety Hazards Around the House URL
  
  Students must
  
  View
  
  Read the entire page “SAFETY AT HOME: 10 COMMON SAFETY HAZARDS AROUND THE HOUSE.” (10 minutes)
  StaySafe.org
- Select activity A Guide to Home Safety: Identifying and Preventing Hazards
  
  A Guide to Home Safety: Identifying and Preventing Hazards URL
  
  Students must
  
  View
  
  Read the entire page “Most Common Home Hazards and How to Prevent Them from Falling to Poisoning.” (13 minutes)
  SafeHome.org
- Select activity Fall Risk Assessment
  
  Fall Risk Assessment URL
  
  Students must
  
  View
  
  Read the entire page “Fall Risk Assessment.” (6 minutes)
  Medline Plus
- Select activity Assessment and Prevention of Falls in Older People
  
  Assessment and Prevention of Falls in Older People URL
  
  Students must
  
  View
  
  Read the page “Key Priorities for Implementation." (7 minutes)
  National Institute of Health and Care Excellence (NICE), 2013
- Select activity Advanced Nursing and Your Role in Fall Prevention
  
  Advanced Nursing and Your Role in Fall Prevention URL
  
  Students must
  
  View
  
  Read the contents from the section “Chief nursing officers and administrative responsibilities in fall prevention" to "Universal fall precautions for nurses.” (3 minutes)
  Spring Arbor University, 2021
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Home Safety
  
  Topic: Home Safety URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.3
  
  Quiz: Unit 4.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.2 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity What is Ergonomics?
  
  What is Ergonomics? URL
  
  Students must
  
  Mark as done
  
  Read the contents under paragraphs 1-5. (3 minutes)
  Chartered Institute of Ergonomics & Human Factors
- Select activity Safe Patient Handling
  
  Safe Patient Handling URL
  
  Students must
  
  Mark as done
  
  Read the contents under the title "Safe Patient Handling." (1 minute)
  Nursing Fundamentals by Open Resources for Nursing (Open RN)
- Select activity Ergonomic Training for Nursing Home Workers
  
  Ergonomic Training for Nursing Home Workers URL
  
  Students must
  
  Mark as done
  
  Read the contents on pages 15 and 17. (2 minutes)
  University of Massachusetts
- Select activity Occupational Injuries and Illnesses among Registered Nurses
  
  Occupational Injuries and Illnesses among Registered Nurses URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Event or exposure," "Source of injury and illness," "Nature of injury or illness," and "Part of body affected." (5 minutes)
  US Bureau of Labor and Statistics
- Select activity Ergonomics and Nursing in Hospital Environments
  
  Ergonomics and Nursing in Hospital Environments URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Results." (7 minutes)
  Workplace Health & Safety Journal
- Select activity Patient Assessment Criteria
  
  Patient Assessment Criteria URL
  
  Students must
  
  Mark as done
  
  Read the contents of pages 69-72 starting with section "Purpose of patient assessment criteria." (9 minutes)
  Patient Safety Center of Inquiry (Tampa, FL), Veterans Health Administration and Department of Defense
- Select activity Assistive Devices
  
  Assistive Devices URL
  
  Students must
  
  Mark as done
  
  Read the sections "Assistive Devices" and "Early Mobility Protocol." (5 minutes)
  Nursing Fundamentals by Open Resources for Nursing (Open RN)
- Select activity Weighing In On Lift Teams
  
  Weighing In On Lift Teams URL
  
  Students must
  
  Mark as done
  
  Read the sections "Protecting nurses" and "Recruiting the team." (2 minutes)
  Nursing 2021 Journal
- Select activity Ergonomics in the Workplace
  
  Ergonomics in the Workplace URL
  
  Students must
  
  Mark as done
  
  Read the ergonomic principles listed in Table 1. (3 minutes)
  Health and Safety Authority, Ireland
- Select activity Possible Solution Slips/Trips/Falls
  
  Possible Solution Slips/Trips/Falls URL
  
  Students must
  
  Mark as done
  
  Read the sections "Slips/Trips/Falls," "Awkward Postures," and "Other Ergonomic Hazards." (9 minutes)
  Occupational Safety & Health Administration, United States Department of Labor
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Understanding Ergonomics
  
  Topic: Understanding Ergonomics URL
  
  Students must
  
  View
- Select activity Clinical Skill
  
  Students must
  
  Mark as done
  
  Clinical Skill
- Select activity Correct Body Mechanics Information Sheet
  
  Correct Body Mechanics Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Body Mechanics by Huntsville Hospital
  
  Body Mechanics by Huntsville Hospital URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.4
  
  Quiz: Unit 4.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.3 is complete and passed
4.5 - The Infectious Process
Student Learning Outcomes:

Detail the chain of infection.

Detail the modes of infection.

Identify the types of pathogens.

Approximate time required for the readings for this lesson (at 144 words/minute): 24 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Introduction to Epidemiology
  
  Introduction to Epidemiology URL
  
  Students must
  
  Mark as done
  
  Read the entire page from “Introduction to Epidemiology: Chain of Infections. Principles of Epidemiology in Public Health Practice.” (15 minutes)
  Centers of Diseases Control and Preventions (CDC)
- Select activity The Chain of Infections
  
  The Chain of Infections URL
  
  Students must
  
  Mark as done
  
  Read the entire page “The Chain of Infections.” (6 minutes)
  Winnipeg Regional Health Authority, 2008
- Select activity Infectious Agents and How They Cause Disease
  
  Infectious Agents and How They Cause Disease URL
  
  Students must
  
  Mark as done
  
  Read the contents in Figure 10.3. (3 minutes)
  NCBI
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: The Infectious Process
  
  Topic: The Infectious Process URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Contact Precautions Information Sheet
  
  Contact Precautions Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Airborne Precautions- Information Sheet
  
  Airborne Precautions- Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Droplet Precautions- Information Sheet
  
  Droplet Precautions- Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Reverse Isolation- Information Sheet
  
  Reverse Isolation- Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.5
  
  Quiz: Unit 4.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.4 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Principles of Asepsis 1: The Rationale for Using Aseptic Technique
  
  Principles of Asepsis 1: The Rationale for Using Aseptic Technique URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "What is asepsis?" (16 minutes)
  Nursing Times
- Select activity Surgical Asepsis
  
  Surgical Asepsis URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (7 minutes)
  LibreTexts
- Select activity Aseptic Technique
  
  Aseptic Technique URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "What is aseptic technique?" to "Summary." (12 minutes)
  Department of Health, Victoria
- Select activity Hand Hygiene: Why, How & When?
  
  Hand Hygiene: Why, How & When? URL
  
  Students must
  
  Mark as done
  
  Read all of the pages. (18 minutes)
  World Health Organization
- Select activity Surgical Asepsis and the Principles of Sterile Technique
  
  Surgical Asepsis and the Principles of Sterile Technique URL
  
  Students must
  
  Mark as done
  
  Read the contents in the table "CHECKLIST 9: PRINCIPLES OF STERILE TECHNIQUE." (5 minutes)
  Clinical Procedures for Safer Patient Care Book
- Select activity Personal Protective Equipment (PPE) for Infection Control
  
  Personal Protective Equipment (PPE) for Infection Control URL
  
  Students must
  
  Mark as done
  
  Read the first three paragraphs including the webpage linked to the title "Components of Personal Protective Equipment." (2 minutes)
  Minnesota Department of Health
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Asepsis
  
  Topic: Asepsis URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Principles of Sterile Technique Information Sheet
  
  Principles of Sterile Technique Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Setting Up a Sterile Field Procedure Checklist
  
  Setting Up a Sterile Field Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Setting Up a Sterile Field and Principles of Asepsis (Video)
  
  Setting Up a Sterile Field and Principles of Asepsis (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.6
  
  Quiz: Unit 4.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.5 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Immunity"
  
  "Immunity" URL
  
  Students must
  
  Mark as done
  
  Read the definition of "Immunity." (1 minute)
  National Cancer Institute
- Select activity "Types of Immunity"
  
  "Types of Immunity" URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  Center for Disease Control and Prevention
- Select activity The Standard Precautions
  
  The Standard Precautions URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (28 minutes)
  Center for Disease Control and Prevention
- Select activity Personal Protective Equipment
  
  Personal Protective Equipment URL
  
  Students must
  
  Mark as done
  
  Read the contents of the entire PDF. (40 minutes)
  Center for Disease Control and Prevention
- Select activity Transmission Precaution
  
  Transmission Precaution URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "III.B.1 Contact precautions," "III.B.2 Droplet precautions" and "III.B.3. Airborne Precautions." (5 minutes)
  Center for Disease Control and Prevention
- Select activity Transmission-Based Precaution
  
  Transmission-Based Precaution URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  Center for Disease Control and Prevention
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Infection Control
  
  Topic: Infection Control URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Hand Hygiene (Soap and Water) Procedure Checklist
  
  Hand Hygiene (Soap and Water) Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity NHS: Hand Washing Techniques (Video)
  
  NHS: Hand Washing Techniques (Video) URL
  
  Students must
  
  Mark as done
- Select activity OSCE Infection Control: Hand Washing (Video)
  
  OSCE Infection Control: Hand Washing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Donning and Doffing of PPE Procedure Checklist
  
  Donning and Doffing of PPE Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Donning and Doffing PPEs: Trillium Health Partners (Video)
  
  Donning and Doffing PPEs: Trillium Health Partners (Video) URL
  
  Students must
  
  Mark as done
- Select activity CDC: Donning and Doffing PPE (Video)
  
  CDC: Donning and Doffing PPE (Video) URL
  
  Students must
  
  Mark as done
- Select activity Donning and Doffing Clean Gloves Procedure Checklist
  
  Donning and Doffing Clean Gloves Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Donning and Doffing Sterile Gloves Procedure Checklist
  
  Donning and Doffing Sterile Gloves Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Donning and Doffing of Sterile Gloves: Registered Nurse RN (Video)
  
  Donning and Doffing of Sterile Gloves: Registered Nurse RN (Video) URL
  
  Students must
  
  Mark as done
- Select activity Sharp Handling and Disposal- Information Sheet
  
  Sharp Handling and Disposal- Information Sheet URL
  
  Students must
  
  Mark as done
- Select activity Body Fluids Exposure Procedure Checklist
  
  Body Fluids Exposure Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.7
  
  Quiz: Unit 4.7
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.6 is complete and passed
4.8 - Disaster Control
Student Learning Outcomes:

Identify the types of disasters.

Describe the response measures.

Describe the nurse’s role in disaster planning.

Approximate time required for the readings for this lesson (at 144 words/minute): 51 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Definitions of Disaster and Management
  
  Definitions of Disaster and Management URL
  
  Students must
  
  Mark as done
  
  Read the definitions of "disaster," "disaster development continuum" and "disaster management" on pages 3-5 and 11-25. (5 minutes)
  WHO
- Select activity Disaster and its Management
  
  Disaster and its Management URL
  
  Students must
  
  Mark as done
  
  Read the contents from page 4 "Introduction to Disasters" to page 34 "All disasters are local." (9 minutes)
  East Africa Health Alliance
- Select activity "Types of Disasters"
  
  "Types of Disasters" URL
  
  Students must
  
  Mark as done
  
  Read the first three paragraphs under the section "Pediatric Disaster Planning." (4 minutes)
  "Nursing Management of Pediatric Disaster" by P.N Severin & P.A.Jacobson (2020)
- Select activity "Nurse’s Role in Disaster Planning"
  
  "Nurse’s Role in Disaster Planning" URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Roles and Skills," "Leadership" and "Competencies" on pages 6-10. (12 minutes)
  World Health Organization
- Select activity Public Health Nurses and Disasters
  
  Public Health Nurses and Disasters URL
  
  Students must
  
  Mark as done
  
  Read the entire document starting from the section "Public Health Nurses (PHNs) & Disasters." (4 minutes)
  Public Health Nursing Webinar by Clair Millet
- Select activity The Role of Emergency Nurses in Emergency Preparedness and Response
  
  The Role of Emergency Nurses in Emergency Preparedness and Response URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Description" and "ENA Position." (5 minutes)
  Emergency Nurses Association
- Select activity Core Competencies in Disaster Nursing
  
  Core Competencies in Disaster Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Introduction," "Background," and "To Whom Do These Competencies Apply?" (12 minutes)
  International Council of Nurses
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Disaster Control
  
  Topic: Disaster Control URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 4.8
  
  Quiz: Unit 4.8
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.7 is complete and passed
- Select activity Unit 4 Exam
  
  Unit 4 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 4.8 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Constitution
  
  Constitution URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (2 minutes)
  World Health Organization
- Select activity What Is Health Promotion
  
  What Is Health Promotion URL
  
  Students must
  
  Mark as done
  
  Read the first three paragraphs and the contents of the section "WHY IS HEALTH PROMOTION IMPORTANT?" (2 minutes)
  The University of Georgia, College of Public Health
- Select activity The Health Promotion
  
  The Health Promotion URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (1 minute)
  World Health Organization
- Select activity What Is Health Promotion?
  
  What Is Health Promotion? URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (3 minutes)
  World Health Organization
- Select activity What Is Health Promotion?
  
  What Is Health Promotion? URL
  
  Students must
  
  Mark as done
  
  Read the content of the section "What is health promotion?" (1 minute)
  Australian Health Promotion Association
- Select activity Defining Health Promotion and Disease Prevention
  
  Defining Health Promotion and Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  Rural Health Information Hub, Health Resources and Services Administration, U.S.
- Select activity Mental Health: Strengthening Our Response
  
  Mental Health: Strengthening Our Response URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Key factors" to the section "Mental health care and treatment." (6 minutes)
  World Health Organization
- Select activity Adolescent Mental Health
  
  Adolescent Mental Health URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (9 minutes)
  World Health Organization
- Select activity The Promotion and Disease Prevention
  
  The Promotion and Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the section on "Statement of ANA Position." (1 minute)
  American Nurses Association
- Select activity Nurse’s Roles in Health Promotion Practice
  
  Nurse’s Roles in Health Promotion Practice URL
  
  Students must
  
  Mark as done
  
  Read the entire section on "RESULTS." (16 minutes)
  Health Promotion International Journal
- Select activity Theory At A Glance: A Guide for Health Promotion Practice
  
  Theory At A Glance: A Guide for Health Promotion Practice URL
  
  Students must
  
  Mark as done
  
  Read "The Ecological Perspective:..," "Health Belief Model," "Stages of Change Model," "Social Cognitive Theory," and "Theory of reasoned action…" on pages 10-11, 13-14, 15-16, 16-18 and 19-20. (23 minutes)
  National Cancer Institute, U.S. Department of Health and Human Services
- Select activity How Culture Influences Health
  
  How Culture Influences Health URL
  
  Students must
  
  Mark as done
  
  Read contents of the section on ‘Key points’. (2 minutes)
  Canadian Paediatric Society
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Health Promotion
  
  Topic: Health Promotion URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.1
  
  Quiz: Unit 5.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Unit 4 Exam is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity The Disease Prevention
  
  The Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Institute for Work and Health, Toronto
- Select activity Health Maintenance Activities
  
  Health Maintenance Activities URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  American Academy of Family Physicians
- Select activity Mental Health Protection and Promotion
  
  Mental Health Protection and Promotion URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (9 minutes)
  World Health Organization
- Select activity Promotion and Prevention of Mental Illness in Adolescents
  
  Promotion and Prevention of Mental Illness in Adolescents URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Promotion and Prevention" and "Early detection and treatment." (8 minutes)
  World Health Organization
- Select activity Geriatric Health Maintenance
  
  Geriatric Health Maintenance URL
  
  Students must
  
  Mark as done
  
  Read the contents of the article from the sections "Classification of Preventive Measures" to "Advanced Directives and Health Care Proxy." (47 minutes)
  UpToDate Journal
- Select activity Managing Long-Term Illness and Chronic Conditions
  
  Managing Long-Term Illness and Chronic Conditions URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  BetterHealthChannel, Victoria State Government
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Disease Prevention and Health Maintenance
  
  Topic: Disease Prevention and Health Maintenance URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.2
  
  Quiz: Unit 5.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.1 is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 25 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Biofeedback
  
  Biofeedback URL
  
  Students must
  
  Mark as done
  
  Read the entire section. (5 minutes)
  Cleveland Clinic
- Select activity Complementary and Alternative Healthcare: Is it Evidence-Based?
  
  Complementary and Alternative Healthcare: Is it Evidence-Based? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (20 minutes)
  International Journal of Heath and Science
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Holistic Healing
  
  Topic: Holistic Healing URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.3
  
  Quiz: Unit 5.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.2 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Therapeutic Relationship"
  
  "Therapeutic Relationship" URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (19 minutes)
  College of Nurses of Manitoba
- Select activity Stages of Therapeutic Relationship
  
  Stages of Therapeutic Relationship URL
  
  Students must
  
  Mark as done
  
  Read the content of the section "Appendix A" on page 17. (3 minutes)
  Association of Registered Nurses of Newfoundland and Labrador
- Select activity Theory of Interpersonal Relations in Nursing
  
  Theory of Interpersonal Relations in Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "Theory of Interpersonal Relations in Nursing." (3 minutes)
  Nursing Science Quarterly Journal
- Select activity Barriers to Therapeutic Relationship
  
  Barriers to Therapeutic Relationship URL
  
  Students must
  
  Mark as done
  
  Read the contents of Table 4 and Table 5. (4 minutes)
  Global Journal of Health Sciences
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Therapeutic Relationship
  
  Topic: Therapeutic Relationship URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.4
  
  Quiz: Unit 5.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.3 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity The Client Education
  
  The Client Education URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (24 minutes)
  eviQ Education, New South Wales Government
- Select activity Health Education/Teaching A Key Nursing Role
  
  Health Education/Teaching A Key Nursing Role URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  International Council of Nurses
- Select activity The Patient Education
  
  The Patient Education URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "Patient Education." (4 minutes)
  Holland-Frei Cancer Medicine (6th Edition)
- Select activity Patient Education Tips for Nurses
  
  Patient Education Tips for Nurses URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  Nursing2021, Wolters Kluwer Health
- Select activity Client Education Information
  
  Client Education Information URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  MedlinePlus, US National Library of Medicine
- Select activity Client Education Strategy
  
  Client Education Strategy URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Assessment" to "Evaluation of Learning." (15 minutes)
  Home Healthcare Now Journal
- Select activity Maximizing Teaching Moment
  
  Maximizing Teaching Moment URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  MedlinePlus, US National Library of Medicine
- Select activity Domains of learning
  
  Domains of learning URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Emporia State University
- Select activity Theories of Client Education
  
  Theories of Client Education URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Overview of theories" to the section "Case study." (20 minutes)
  Orthopedic Nursing Journal
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Client and Family Education
  
  Topic: Client and Family Education URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.5
  
  Quiz: Unit 5.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now"button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.4 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Effective Nursing Health Assessment Interview Techniques. Walden University Resource Articles.
  
  Effective Nursing Health Assessment Interview Techniques. Walden University Resource Articles. URL
  
  Students must
  
  View
  
  Read the entire page. (5 minutes)
  Walden University (2021)
- Select activity The Patient Interview
  
  The Patient Interview URL
  
  Students must
  
  View
  
  Read the contents under the section “Introduction.”
  Fundamental skills for patient care in pharmacy practice
- Select activity Patient Interview Guide
  
  Patient Interview Guide URL
  
  Students must
  
  View
  
  Read the entire page. (7 minutes)
  Nova Southeastern University
- Select activity Effective Patient-Physician Communication - Committee Opinion
  
  Effective Patient-Physician Communication - Committee Opinion URL
  
  Students must
  
  View
  
  Read the entire page. (13 minutes)
  American College of Obstetricians and Gynecologists, 2014
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Client Interview
  
  Topic: Client Interview URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Skin, Hair, Nail Assessment Procedure Checklist
  
  Skin, Hair, Nail Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Eye Assessment Procedure Checklist
  
  Eye Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ear Examination Procedure Checklist
  
  Ear Examination Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Nose, Mouth, Throat, Neck Assessment Procedure Checklist
  
  Nose, Mouth, Throat, Neck Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Chest Assessment Procedure Checklist
  
  Chest Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Thorax and lung assessment- Harper College Nursing (Video)
  
  Thorax and lung assessment- Harper College Nursing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Breast Examination Procedure Checklist
  
  Breast Examination Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Assessment of the Abdomen Procedure Checlist
  
  Assessment of the Abdomen Procedure Checlist URL
  
  Students must
  
  Mark as done
- Select activity Abdominal assessment- Harper College Nursing (Video)
  
  Abdominal assessment- Harper College Nursing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.6
  
  Quiz: Unit 5.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.5 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Stress"
  
  "Stress" URL
  
  Students must
  
  View
  
  Read the content under the section “History of stress and stressors." ( 3 minutes)
  Centre for Studies of Human Stress
- Select activity Stress and Health
  
  Stress and Health URL
  
  Students must
  
  View
  
  Read the entire page. (3 minutes)
  Medlineplus
- Select activity 3 Tips to Manage Stress
  
  3 Tips to Manage Stress URL
  
  Students must
  
  View
  
  Read the entire page. (5 minutes)
  American Heart Association
- Select activity Psychology
  
  Psychology URL
  
  Students must
  
  View
  
  Read the content under the section “Good stress." (3 minutes)
  OpenStax
- Select activity What is General Adaptation Syndrome?
  
  What is General Adaptation Syndrome? URL
  
  Students must
  
  View
  
  Read the entire page. (7 minutes)
  Healthline
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Stress and Adaptation
  
  Topic: Stress and Adaptation URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.7
  
  Quiz: Unit 5.7
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.6 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Unit. XVIII. Spirituality
  
  Unit. XVIII. Spirituality URL
  
  Students must
  
  View
  
  Read the entire unit "Spirituality." (1 hour)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0.
- Select activity Cultural Beliefs and Values in Cancer Patients
  
  Cultural Beliefs and Values in Cancer Patients URL
  
  Students must
  
  View
  
  Read the content under the section “Spirituality and cancer patients in ME countries." (2 minutes)
  Annals of Oncology
- Select activity The Barriers and Facilitators in Providing Spiritual Care for Parents who have Children Suffering from Cancer
  
  The Barriers and Facilitators in Providing Spiritual Care for Parents who have Children Suffering from Cancer URL
  
  Students must
  
  View
  
  Read the section "Discussion." (14 minutes)
  Journal of Family Medicine and Primary Care
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Spiritual Care
  
  Topic: Spiritual Care URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 5.8
  
  Quiz: Unit 5.8
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.7 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Grief, Loss and Bereavement
  
  Grief, Loss and Bereavement URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Grief and Loss Introduction" to "Care Giver Support" from pages 1091- 1113 and "Bereavement" from pages 1120-1127. (35 minutes)
  
  "OpenRN Nursing Fundamentals" by Chippewa Valley Technical College
- Select activity Complicated Grief
  
  Complicated Grief URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Issues of Concern," "Clinical Significance" and "Other Issues." (7 minutes)
  StatPearls [Internet]
- Select activity Possible Behaviors in Grieving People
  
  Possible Behaviors in Grieving People URL
  
  Students must
  
  Mark as done
  
  Read the content under the section "How long does the grieving process last?" and "Some or all of the following may be seen in a person who is grieving." (2 minutes)
  American Cancer Society
- Select activity Coping with Grief
  
  Coping with Grief URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (8 minutes)
  American Society of Clinical Oncology
- Select activity "Support Groups"
  
  "Support Groups" URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Cancer support groups" and "Types of support groups." (3 minutes)
  National Cancer Institute
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Slide Deck Presentation
- Select activity Topic: Grief and Loss
  
  Topic: Grief and Loss URL
  
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- Select activity Quiz Unit (copy) (copy) (copy)
  
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  Quiz Unit
- Select activity Quiz: Unit 5.9
  
  Quiz: Unit 5.9
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 5.8 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Compassionate Care of the Terminally Ill
  
  Compassionate Care of the Terminally Ill URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "What Characteristics of Treaters Are Important in the Care of Dying Patients?" and "How Can a Clinician Be Helpful to a Patient Who Is Terminally Ill?" (15 minutes)
  Primary Care Companion to the Journal of Clinical Psychiatry
- Select activity Advance Care Planning and Advance Directives
  
  Advance Care Planning and Advance Directives URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Advance Care Planning" and "Advance Directives." (16 minutes)
  UpToDate
- Select activity Making Memory Last: The Art of Legacy Work
  
  Making Memory Last: The Art of Legacy Work URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (4 minutes)
  
  The University of Texas
- Select activity Facing End of Life
  
  Facing End of Life URL
  
  Students must
  
  Mark as done
  
  Read the content under the section "Providing psychological supports." (10 minutes)
  Cancer Council Victoria
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Slide Deck Presentation
- Select activity Topic: Nurses Role in End of Life Care
  
  Topic: Nurses Role in End of Life Care URL
  
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- Select activity Quiz Unit (copy) (copy) (copy)
  
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  Quiz Unit
- Select activity Quiz: Unit 5.10
  
  Quiz: Unit 5.10
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
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- Select activity Unit 5 Exam
  
  Unit 5 Exam Quiz
  
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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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity Lifespan Development: A Psychological Perspective
  
  Lifespan Development: A Psychological Perspective URL
  
  Students must
  
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  Read the contents under Chapter 1 "Introduction to Lifespan Development" up to "Piaget’s Theory." (36 minutes)
- Select activity Behaviorism
  
  Behaviorism URL
  
  Students must
  
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  Read the contents under the section "John B. Watson" to "An Overview of the Five Categories of Operant Conditioning." (8 minutes)
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Slide Deck Presentation
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  Topic: Human Development URL
  
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  Quiz Unit
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  Quiz: Unit 6.1
  
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  Not available unless: The activity Unit 5 Exam is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 25 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff
  
  Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff URL
  
  Students must
  
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  Read the contents under "Patient care considerations for age-specific care," "Neonate," "Infant" and "Toddler." (13 minutes)
  HCPro, Inc.
- Select activity Erik Erikson's Stages of Psychosocial Development
  
  Erik Erikson's Stages of Psychosocial Development URL
  
  Students must
  
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  Read the contents under the sections "Trust Vs Mistrust" and "Success and failure in this stage." (2 minutes)
  Simply Psychology
- Select activity Freud's 5 Stages of Psychosexual Development
  
  Freud's 5 Stages of Psychosexual Development URL
  
  Students must
  
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  Read: Oral Stage and Anal Stage. (3 minutes)
  Simply Psychology
- Select activity Age-Specific Considerations in Patient Care
  
  Age-Specific Considerations in Patient Care URL
  
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  Read: Age-specific nursing consideration; Neonate, ages 1 day to 28 days, Infant, ages 29 days to 2 years and Toddler, ages 1 year to 3 years. (7 minutes)
  
  RN.com
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- Select activity Topic: Infancy and Childhood (1)
  
  Topic: Infancy and Childhood (1) URL
  
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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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity Developmental Milestones: 3 to 4 Year Olds
  
  Developmental Milestones: 3 to 4 Year Olds URL
  
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  Read: The entire article. (4 minutes)
  Healthychildren.org
- Select activity Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff
  
  Evidence-Based Age-Specific Care: Training Handbook for Nurses and Clinical Care Staff URL
  
  Students must
  
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  Read: Prescholar and school-age. (2 minutes)
  HCPro, Inc.
- Select activity Erik Erikson's Stages of Psychosocial Development
  
  Erik Erikson's Stages of Psychosocial Development URL
  
  Students must
  
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  Read: Initiative vs. Guilt, Industry vs. Inferiority. (4 minutes)
  Simply Psychology
- Select activity Age-Specific Considerations in Patient Care
  
  Age-Specific Considerations in Patient Care URL
  
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  Read: Preschool Child, ages 3 years to 5 years and School-aged Child, ages 6 years to 12 years. (5 minutes)
  RN.com
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Topic: Infancy and Childhood (2) URL
  
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  Quiz Unit
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  Quiz: Unit 6.2a and 6.2b
  
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  Not available unless: The activity Quiz: Unit 6.1 is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 22 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Evidence-Based Age-Specific Care
  
  Evidence-Based Age-Specific Care URL
  
  Students must
  
  Mark as done
  
  Read: The interdisciplinary team and age-specific care. (9 minutes)
  Training Handbook for Nurses and Clinical Care Staff
- Select activity Freud's 5 Stages of Psychosexual Development
  
  Freud's 5 Stages of Psychosexual Development URL
  
  Students must
  
  Mark as done
  
  Read: Genitalia Stage. (2 minutes)
  Simply Psychology
- Select activity Age-Specific Considerations in Patient Care
  
  Age-Specific Considerations in Patient Care URL
  
  Students must
  
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  Read: Adolescent, Ages 13 years to 18 years. (7 minutes)
  RN.Com
- Select activity Erik Erikson's Stages of Psychosocial Development
  
  Erik Erikson's Stages of Psychosocial Development URL
  
  Students must
  
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  Read: Identity vs. Role Confusion, Intimacy vs. Isolation. (4 minutes)
  Simply Psychology
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Topic: Adolescence and Young Adulthood URL
  
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- Select activity Quiz Unit (copy) (copy) (copy)
  
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  Quiz Unit
- Select activity Quiz: Unit 6.3
  
  Quiz: Unit 6.3
  
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  Not available unless: The activity Quiz: Unit 6.2a and 6.2b is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity Human Behavior and the Social Environment I
  
  Human Behavior and the Social Environment I URL
  
  Students must
  
  View
  
  Read Chapter 25 "Physical development of middle adulthood." (55 minutes)
  University of Arkansas
- Select activity Human Behavior and the Social Environment I
  
  Human Behavior and the Social Environment I URL
  
  Students must
  
  View
  
  Read Chapter 27 "Psychosocial development of middle adulthood." (3 minutes)
  University of Arkansas
- Select activity Open RN Nursing Fundamentals by Chippewa Valley Technical College
  
  Open RN Nursing Fundamentals by Chippewa Valley Technical College URL
  
  Students must
  
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  Read the unit "Care of the Older Adults." (20 minutes)
- Select activity Nurses Role in Polypharmacy
  
  Nurses Role in Polypharmacy URL
  
  Students must
  
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  Read the entire article. (10 minutes)
  Nursing Healthcare and International Journal
- Select activity Case Study: Older Adult/Geriatric Syndromes
  
  Case Study: Older Adult/Geriatric Syndromes Forum
  
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  Start discussions: 1
  
  Post replies: 1
  
  Make forum posts: 2
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Slide Deck Presentation
- Select activity Topic: Middle Adult and Older Adult
  
  Topic: Middle Adult and Older Adult URL
  
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  Quiz Unit
- Select activity Quiz: Case Study: Older Adult/Geriatric Syndromes
  
  Quiz: Case Study: Older Adult/Geriatric Syndromes
  
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- Select activity Quiz: Unit 6.4
  
  Quiz: Unit 6.4
  
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- Select activity Unit 6 Exam
  
  Unit 6 Exam Quiz
  
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  Not available unless: The activity Quiz: Unit 6.4 is complete and passed
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.

Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy)

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Mark as done

Required Learning Resources and Activities
Select activity Safe Medication Administration

Safe Medication Administration URL

Students must

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Read the content under sections 6.2, 6.3, 6.4. (38 minutes)
Clinical Procedures for Safer Patient Care
Select activity Nursing Rights of Medication Administration

Nursing Rights of Medication Administration URL

Students must

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Read the section “Definition / Introduction.” (7 minutes)
StatPearls
Select activity Open RN Pharmacology.

Open RN Pharmacology. URL

Students must

View

Read the section “Absorption.” (2 minutes)
Select activity Dose Calculation Desired Over Have Formula Method.

Dose Calculation Desired Over Have Formula Method. URL

Students must

View

Read the section “Introduction to “Ratio and proportion method.” (7 minutes)

StatPearls
Select activity Medication-Assisted Treatment for Opioid Use Disorder: Improving Adherence and Outcomes

Medication-Assisted Treatment for Opioid Use Disorder: Improving Adherence and Outcomes URL

Students must

View

Watch the entire video. (87 minutes)

Medication Administration Pediatric Client Case Study (245 minutes) Forum

Medication Administration Pediatric Client

In this activity, you will read the case study and write your thoughts/reflections in response to the questions asked on the template provided below. You will share your responses with your peers and you will provide feedback on your peers' reflections.

Objectives:

After completing this case study, the student should be able to:

Identify the key principles of medication administration for a pediatric client
Interpret important physical parameters and lab values for a pediatric client receiving dextrose for hypoglycemia
Provide education to the client and family concerning proper medication administration and monitoring
Reflect on nursing interventions and actions taken to administer medications, monitor for effectiveness, and provide client education

Step 1: Read carefully the case study presented below. It is a good idea to read it a few times to familiarize yourself with the details. [45 minutes]

Case Presentation

Elena is a 12-year-old female client recently diagnosed with Type I Diabetes. Her mother brought her to the emergency room because Elena “did not seem well this morning. She was very irritable, dizzy, lethargic and perspiring heavily.” Her mother gave her the daily injection of long-acting insulin in the morning. Shortly afterward, Elena complained of a severe sore throat and feeling very shaky, which alarmed her mother. Elena seemed unable to concentrate when answering questions, so her mother answered most of the questions posed by the nurses in the emergency room. Elena’s mother was visibly upset and tearful and was blaming herself for Elena’s condition. Elena’s mother appeared overwhelmed, noting that adjusting to Elena’s new diagnosis was complicated and confusing. Elena did not make eye contact with her mother or the nurses in the emergency room. She admitted that she had a binge-eating and consumption episode of chocolates and Lipovitan energy drink last night to keep her awake as she needed to study for a Math test. She eventually asked if she could lay down and rest. The noise and activity in the hospital emergency room upset Elena, and she began to cry quietly. Elena stated that she was concerned about missing a math test she had studied for all night. Being a good student, she feared having to make up work because of not attending school today.

Medical History

Elena was diagnosed with Type I Diabetes 10 months ago. Prior to that, she is also diagnosed with binge-eating disorder. She was taught about her diagnosis, medications, diabetic diet, physical activity, and potential complications by her community health nurse. She has no other medical diagnoses. (Although her mother says that Elena seemed slightly depressed with all the new medications and treatments and she worries that it makes her feel different from her friends.)

Physical Assessment Findings

Elena’s vital signs are as follows:

Elena’s Vital Signs	Normal Values
Blood pressure: 140/90 mmHg	120/80 mmHg
Heart rate: 110 BPM	60-80 BPM
Respiratory rate: 24 br/minute	12-20 br/min
The oral temperature: 38.2 °C/101 °F	35.7-36.9 °C/ 96.3-98.4 °F
O2 saturation: 95% on room air	94-100 %

Elena’s electrocardiogram shows sinus tachycardia with a regular rate. Her lungs are clear to auscultation bilaterally. Her throat is red with some white patches. She has a dry cough. The rest of the exam is unremarkable. Her weight is 50 kg. She is 65 cm in height.

Laboratory and Diagnostic Testing and Results

Recent lab values reveal the following information with normal values included:

Elena’s Lab Results	Normal Values
A random blood glucose level: 110 mg/dL	70-100 mg/dL
White blood cell count: 12,000 k/uL	5,000- 10, 000 k/uL
Throat culture: pending

Medical orders

The provider’s orders include an intravenous line placement with a bolus of 50% dextrose slow injection followed by a maintenance of D5NS IV infusion at 50 cc/her.

Step 2: Read and answer each of the questions below. Organize your thoughts/reflections and write them on this template. You may need to move the boxes around to accommodate your text. [180 minutes]

See the instructional template below for guidance:

Diagram

Description automatically generated

Noticing

Describe what you think about your client’s current presentation today.
How does the client appear clinically to you? Provide specific examples.
How does the client appear socially to you? Provide specific examples.
How does the client appear psychologically to you? Provide specific examples.
What is the prescribed treatment for hypoglycemia?
What do you notice about Elena’s mother’s coping and involvement in her daughter’s care?

Interpreting

Are there any clinical, social or psychological factors that need to be addressed?
Identify the client's educational needs, readiness to learn, preferences, barriers to treatment, and expectations.
Review the findings from the client’s assessment and laboratory data that are out of the normal range. How do you interpret these findings?

Responding

Describe the interventions to be taken by the nurse in this type of situation.
What interventions will you do first and why?
Identify the ‘5 rights and 3 checks’ of proper medication administration.
Explain the reason for asking clients about allergies before administering medications.
How will you evaluate whether your interventions are effective?
What medication education is essential to provide to Elena and her mother?
Develop an educational plan to help Elena and her mother understand diabetes self-care management.

Reflection

Reflection in-practice:

What are some of the initial thoughts you had about your client’s condition?
Did your thoughts change as you learned more about this condition or test results?
What is it that you think you want for this client?
Describe the stresses you believe clients experience when they are diagnosed with Type 1 Diabetes.

Reflection on-practice

What might you do in your future practice to prepare for this type of situation?
Describe three ways that you can increase your knowledge/skills/attitudes about caring for a client who needs diabetes management.
Describe some of the stresses you believe nurses might experience as they care for clients who have chronic care needs.
In reflection, would you have done anything differently in this situation?
Write a paragraph with no more than 200 words that discuss what it may be like to be the nurse, the client, and the mother in this scenario? Please type your answer to this question outside of the template but on the same document provided in Step 2.

Step 3: To share your work, click on the “Add a new discussion topic” button at the bottom of this post, then click on the “Advanced” button as shown in the picture below. [10 minutes]

Drag and drop your completed template inside the “Attachment” as shown in the picture below and click on “Post” after you have uploaded your completed template.

Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (References are excluded from word counts).

Step 4: To complete this activity, you will need to reply to at least one post made by your peers respectfully and professionally. Be sure that your post engages your peers' ideas by providing feedback on their comments, sharing ideas of other potential problems/solutions, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion list below, write your feedback and then click on “Post to forum.” [10 minutes]

OPTIONAL Step 5: Interact (10 minutes)

If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

Select activity Medication Administration Pediatric Client Case Study (copy)

Medication Administration Pediatric Client Case Study (copy) Forum

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Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)

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Slide Deck Presentation
Select activity Topic: Medication Administration

Topic: Medication Administration URL

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Select activity Clinical Skills

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Clinical Skills
Select activity Safe Medication Administration- Information Sheet

Safe Medication Administration- Information Sheet URL

Students must

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Select activity Preparing Medications from Ampules and Vials- Procedure Checklist

Preparing Medications from Ampules and Vials- Procedure Checklist URL

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Select activity Preparing Medication from an Ampule by Thompson Rivers University (Video)

Preparing Medication from an Ampule by Thompson Rivers University (Video) URL

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Select activity Medication Via Mouth- Procedure Checklist

Medication Via Mouth- Procedure Checklist URL

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Select activity Medication Administration Via Nasogastric Tube- Procedure Checklist

Medication Administration Via Nasogastric Tube- Procedure Checklist URL

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Select activity Applying Topical Creams, Lotions, and Ointments- Procedure Checklist

Applying Topical Creams, Lotions, and Ointments- Procedure Checklist URL

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Select activity Applying Topical Powder- Procedure Checklist

Applying Topical Powder- Procedure Checklist URL

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Select activity Applying Transdermal Patch- Procedure Checklist

Applying Transdermal Patch- Procedure Checklist URL

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Select activity Instilling Eye Medication- Procedure Checklist

Instilling Eye Medication- Procedure Checklist URL

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Select activity Instilling Ear Medication- Procedure Checklist

Instilling Ear Medication- Procedure Checklist URL

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Select activity Instilling Nasal Medication- Procedure Checklist

Instilling Nasal Medication- Procedure Checklist URL

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Select activity Medication Administration Via Nasal Spray- Procedure Checklist

Medication Administration Via Nasal Spray- Procedure Checklist URL

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Select activity Medication Administration Via Small-Volume Nebulizer- Procedure Checklist

Medication Administration Via Small-Volume Nebulizer- Procedure Checklist URL

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Select activity Rectal Medication Administration- Procedure Checklist

Rectal Medication Administration- Procedure Checklist URL

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Select activity Medication Administration Via Vagina- Procedure Checklist

Medication Administration Via Vagina- Procedure Checklist URL

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Select activity Preparing Medication from a Vial by Thompson Rivers University (Video)

Preparing Medication from a Vial by Thompson Rivers University (Video) URL

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Select activity Intradermal Medication Administration- Procedure Checklist

Intradermal Medication Administration- Procedure Checklist URL

Students must

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Select activity Subcutaneous Medication Administration- Procedure Checklist

Subcutaneous Medication Administration- Procedure Checklist URL

Students must

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Select activity Intramuscular Medication Administration- Procedure Checklist

Intramuscular Medication Administration- Procedure Checklist URL

Students must

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Select activity Medication Administration by Z-Track Method- Procedure Checklist

Medication Administration by Z-Track Method- Procedure Checklist URL

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Select activity Quiz Unit (copy) (copy) (copy)

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Quiz Unit
Select activity Quiz: Medication Administration Pediatric Client

Quiz: Medication Administration Pediatric Client

To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

Not available unless: The activity Medication Administration Pediatric Client Case Study (245 ... ...

Not available unless: The activity Medication Administration Pediatric Client Case Study (245 minutes) is marked complete
Select activity Quiz: Unit 7.1

Quiz: Unit 7.1

To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

Not available unless: The activity Unit 6 Exam is complete and passed

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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity "Intravenous Therapy"
  
  "Intravenous Therapy" URL
  
  Students must
  
  View
  
  Read the content under sections 8.2 and 8.3. (48 minutes)
  Clinical Procedures for Safer Patient Care
- Select activity "Intravenous therapy"
  
  "Intravenous therapy" URL
  
  Students must
  
  View
  
  Read the entire article. (27 minutes)
  Postgrad Med J
- Select activity Drug Dosage & IV Rates Calculations
  
  Drug Dosage & IV Rates Calculations URL
  
  Students must
  
  View
  
  Read the entire article. (10 minutes)
  George Brown College
- Select activity Dose Calculation Desired Over Have Formula Methods
  
  Dose Calculation Desired Over Have Formula Methods URL
  
  Students must
  
  View
  
  Read the section Technique. (4 minutes)
  StatPearls
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Slide Deck Presentation
- Select activity Topic: Intravenous Therapy
  
  Topic: Intravenous Therapy URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Intravenous Cannula Insertion- Procedure Checklist
  
  Intravenous Cannula Insertion- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Intravenous Medication Administration- Procedure Checklist
  
  Intravenous Medication Administration- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Priming Intravenous Tubing- Procedure Checklist
  
  Priming Intravenous Tubing- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Saline Lock Flush- Procedure Checklist
  
  Saline Lock Flush- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Primary Intravenous Solution Administration- Procedure Checklist
  
  Primary Intravenous Solution Administration- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Changing Intravenous Solution Bag- Procedure Cheklist
  
  Changing Intravenous Solution Bag- Procedure Cheklist URL
  
  Students must
  
  Mark as done
- Select activity Removal of Intravenous Cannula- Procedure Checklist
  
  Removal of Intravenous Cannula- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 7.2
  
  Quiz: Unit 7.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.1 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity What is Perioperative Care?
  
  What is Perioperative Care? URL
  
  Students must
  
  Mark as done
  
  Read the content under "Integrated care across the full patient pathway before, during and after surgery." (1 minute)
  Center for Perioperative Care, UK
- Select activity "Perioperative Care"
  
  "Perioperative Care" URL
  
  Students must
  
  Mark as done
  
  Read paragraph under the section "Perioperative care." (2 minutes)
  Journal of Perioperative and Critical Intensive Care Nursing
- Select activity Individual Assessment
  
  Individual Assessment URL
  
  Students must
  
  Mark as done
  
  Read the content under the headings "Pre-op assessment" and "Pre-op education." (5 minutes)
  Australian Government, Cancer Australia
- Select activity Postoperative Pain Control
  
  Postoperative Pain Control URL
  
  Students must
  
  Mark as done
  
  Read the section on "Assessment." (2 minutes).
  Clinics on Colon and Rectal Surgery Journal
- Select activity The challenge of perioperative pain management in opioid-tolerant patients
  
  The challenge of perioperative pain management in opioid-tolerant patients URL
  
  Students must
  
  Mark as done
  
  Read the content under section "Preoperative evaluation and identification of population at risk." (5 minutes)
  Therapeutics and Clinical Risks Management Journal
- Select activity Routine Preoperative Teaching for the Adult Patient
  
  Routine Preoperative Teaching for the Adult Patient URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  University of Iowa Health Care
- Select activity Intra-operative period
  
  Intra-operative period URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes).
  Australian Government, Cancer Australia
- Select activity Nursing Roles
  
  Nursing Roles URL
  
  Students must
  
  Mark as done
  
  Read the contents under the headings "Anaesthetic Nurse", "Circulating Nurse", "Instrument Nurse", "Post Anaesthesia Care Unit nurse", and "Pre admission and day surgery nurse." (9 minutes)
  Australian College of Perioperative Nurses
- Select activity Principles of monitoring postoperative patients
  
  Principles of monitoring postoperative patients URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (14 minutes).
  Nursing Times, EMAP Publishing Limited
- Select activity How to reduce the risk of deterioration after surgery
  
  How to reduce the risk of deterioration after surgery URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  Nursing Times, EMAP Publishing Limited
- Select activity The challenge of perioperative pain management in opioid-tolerant patients
  
  The challenge of perioperative pain management in opioid-tolerant patients URL
  
  Students must
  
  Mark as done
  
  Read content under the sections "Prejudice and misconceptions that limit postoperative pain treatment in opioid-tolerant patients," "Postoperative pain" and "Perioperative management of opioid abusers." (7 minutes).
  Therapeutics and Clinical Risks Management Journal
- Select activity Risks of cancer surgery
  
  Risks of cancer surgery URL
  
  Students must
  
  Mark as done
  
  Read the content under the heading "Possible side effects of cancer surgery." (6 minutes)
  American Cancer Society
- Select activity Deep Breathing, Coughing, and Moving After Surgery
  
  Deep Breathing, Coughing, and Moving After Surgery URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (4 minutes)
  Government of Alberta, MyHealthAlberta.ca
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Slide Deck Presentation
- Select activity Topic: Perioperative Care
  
  Topic: Perioperative Care URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 7.3
  
  Quiz: Unit 7.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.2 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity Communicating with Healthcare Team Members
  
  Communicating with Healthcare Team Members URL
  
  Students must
  
  Mark as done
  
  Read the entire section (7 minutes)
  Open Resources for Nursing (Open RN)
- Select activity "Documentation"
  
  "Documentation" URL
  
  Students must
  
  Mark as done
  
  Read the entire section (9 Minutes)
  Open Resources for Nursing (Open RN)
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Slide Deck Presentation
- Select activity Topic: Reporting and Documentation
  
  Topic: Reporting and Documentation URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 7.4
  
  Quiz: Unit 7.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.3 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
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  Required Learning Resources and Activities
- Select activity "Vital Signs"
  
  "Vital Signs" URL
  
  Students must
  
  Mark as done
  
  Read: The entire section “Vital Signs.” (21 minutes)
  Open Resources for Nursing (Open RN)
- Select activity Blood Pressure Assessment
  
  Blood Pressure Assessment URL
  
  Students must
  
  Mark as done
  
  Read the content under "Blood Pressure Assessment." (5 minutes)
  Open Resources for Nursing (Open RN)
- Select activity Pain Assessment Method
  
  Pain Assessment Method URL
  
  Students must
  
  Mark as done
  
  Read the content under "Pain Assessment Method." (9 Minutes)
  Open Resources for Nursing (Open RN)
- Select activity Vital Sign Assessment
  
  Vital Sign Assessment URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (18 minutes)
  
  StatPearls [Internet].
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Slide Deck Presentation
- Select activity Topic: Vital Signs including Pain
  
  Topic: Vital Signs including Pain URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Apical Pulse Assessment Procedure Checklist
  
  Apical Pulse Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Radial Pulse Assessment Procedure Checklist
  
  Radial Pulse Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Radial Pulse- British Heart Foundation (Video)
  
  Radial Pulse- British Heart Foundation (Video) URL
  
  Students must
  
  Mark as done
- Select activity Brachial Pulse Assessment Procedure Checklist
  
  Brachial Pulse Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Carotid Pulse Assessment Procedure Checklist
  
  Carotid Pulse Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Assessment of Respiration Procedure Checklist
  
  Assessment of Respiration Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Respiration- NHS UK (Video)
  
  Respiration- NHS UK (Video) URL
  
  Students must
  
  Mark as done
- Select activity Blood Pressure Measurement Procedure Checklist
  
  Blood Pressure Measurement Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Blood pressure- University of South Wales (Video)
  
  Blood pressure- University of South Wales (Video) URL
  
  Students must
  
  Mark as done
- Select activity Temperature measurement- oral, axilla, tympanic, rectal (Procedure Checklist)
  
  Temperature measurement- oral, axilla, tympanic, rectal (Procedure Checklist) URL
  
  Students must
  
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- Select activity Oral temperature- Hennepin Healthcare (Video)
  
  Oral temperature- Hennepin Healthcare (Video) URL
  
  Students must
  
  Mark as done
- Select activity Tympanic temperature- NHS UK (Video)
  
  Tympanic temperature- NHS UK (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 7.5
  
  Quiz: Unit 7.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.4 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Allen Test
  
  Allen Test URL
  
  Students must
  
  View
  
  Read the entire article. (10 minutes)
- Select activity 24-Hour Urine Collection
  
  24-Hour Urine Collection URL
  
  Students must
  
  View
  
  Read the entire article. (8 minutes)
  John Hopkins Medicine
- Select activity Blood Culture
  
  Blood Culture URL
  
  Students must
  
  View
  
  Read the content under "Test Overview, Why It Is Done, How To Prepare, How It Is Done." (3 minutes)
  University of Michigan Health, 2020
- Select activity Skin and Wound Culture
  
  Skin and Wound Culture URL
  
  Students must
  
  View
  
  Read the content under "Test overview and how it is done." (4 minutes)
  University of Michigan Health (2020).
- Select activity Blood Tests
  
  Blood Tests URL
  
  Students must
  
  View
  
  Read the content under the sections "What Are Blood Tests?" "Blood Tests Types," "What To Expect With Blood Tests," "What Are the Risks of Blood Tests?" and "What Do Blood Tests Show?" (10 minutes)
  National Heart, Lungs and Blood Institute
- Select activity How should I collect and store a poo (stool) sample?
  
  How should I collect and store a poo (stool) sample? URL
  
  Students must
  
  View
  
  Read the entire article. (12 minutes)
  National Health Service (2019)
- Select activity Common Health Questions: How should I collect and store a pee (urine) sample?
  
  Common Health Questions: How should I collect and store a pee (urine) sample? URL
  
  Students must
  
  View
  
  Read the content under the section "How should I collect and store a urine sample?: Storing Urine sample." (3 minutes)
  National Health Service (2019)
- Select activity Specimen collection 1: general principles and procedure for obtaining a midstream urine specimen
  
  Specimen collection 1: general principles and procedure for obtaining a midstream urine specimen URL
  
  Students must
  
  View
  
  Read the content under the sections "Specimen collection: good-practice principles", "Professional issues", "Collecting tissue/body fluids: precautions to take", "Equipment", "Consent", "Request form", "Sample label", "Transporting specimen." (4 minutes)
  Nursing Times
- Select activity Patient education: Sputum Specimen Collection
  
  Patient education: Sputum Specimen Collection URL
  
  Students must
  
  View
  
  Read the entire article. (2 minutes)
  Carteret Health Care
- Select activity WHO Guidelines on Drawing Blood: Best Practices in Phlebotomy
  
  WHO Guidelines on Drawing Blood: Best Practices in Phlebotomy URL
  
  Students must
  
  View
  
  Read the entire article. (9 minutes)
  NCBI
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Specimen Collection
  
  Topic: Specimen Collection URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Phlebotomy Procedure Checklist
  
  Phlebotomy Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Portland Community College: Venipuncture Procedure (Video)
  
  Portland Community College: Venipuncture Procedure (Video) URL
  
  Students must
  
  Mark as done
- Select activity Arterial Blood Gases Procedure Checklist
  
  Arterial Blood Gases Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Performing ABG (Video)
  
  Performing ABG (Video) URL
  
  Students must
  
  Mark as done
- Select activity Collection of Sputum Procedure Checklist
  
  Collection of Sputum Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Midstream Urine Specimen Collection Female Procedure Checklist
  
  Midstream Urine Specimen Collection Female Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Midstream Urine Specimen Collection Male Procedure Checklist
  
  Midstream Urine Specimen Collection Male Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Urine specimen Collection from a Catheter Procedure Checklist
  
  Urine specimen Collection from a Catheter Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Urine Specimen Collection from an Indwelling Urinary Catheter (Foley) (Video)
  
  Urine Specimen Collection from an Indwelling Urinary Catheter (Foley) (Video) URL
  
  Students must
  
  Mark as done
- Select activity Stool Specimen Collection Procedure Checklist
  
  Stool Specimen Collection Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Fecal Occult Blood Specimen Collection Procedure Checklist
  
  Fecal Occult Blood Specimen Collection Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Gastric Specimen Collection Procedure Checklist
  
  Gastric Specimen Collection Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Bedside Blood Glucose Test Procedure Checklist
  
  Bedside Blood Glucose Test Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 7.6
  
  Quiz: Unit 7.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.5 is complete and passed
- Select activity Unit 7 Exam
  
  Unit 7 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 7.6 is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 47 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity Respiratory System
  
  Respiratory System URL
  
  Students must
  
  View
  
  Read the content under section “Introduction to Respiratory system, Mechanism of Ventilation.” (4 minutes)
  National Institutes of Health, National Cancer Institute
- Select activity Oxygenation.
  
  Oxygenation. URL
  
  Students must
  
  View
  
  Read the content under sections "Oxygenation" 8.1, 8.2, 8.3. (36 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0.
- Select activity Respiratory system. Anatomy and Physiology
  
  Respiratory system. Anatomy and Physiology URL
  
  Students must
  
  View
  
  Read the content under "The process of breathing.” (27 minutes)
  OSC Rice University is licensed under a Creative Commons Attribution 4.0
- Select activity Oxygen Therapy
  
  Oxygen Therapy URL
  
  Students must
  
  View
  
  Read the content under "Oxygen Therapy " section 12.2 "Basic concepts of Oxygenation and Oxygenation Equipment." ( 40 minutes)
  Open RN Nursing Skills by Chippewa Valley Technical College is licensed under CC BY 4.0.
- Select activity Oxygenation Case Study
  
  Oxygenation Case Study Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Oxygenation
  
  Topic: Oxygenation URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Use of Pulse Oximeter Procedure Checlist
  
  Use of Pulse Oximeter Procedure Checlist URL
  
  Students must
  
  Mark as done
- Select activity Use of Nasal Cannula Procedure Checklist
  
  Use of Nasal Cannula Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Oxygen Therapy and Delivery (Video)
  
  Oxygen Therapy and Delivery (Video) URL
  
  Students must
  
  Mark as done
- Select activity Client Teaching Tool on ‘Deep Breathing and Coughing Exercises'
  
  Client Teaching Tool on ‘Deep Breathing and Coughing Exercises' URL
  
  Students must
  
  Mark as done
- Select activity Teaching Incentive Spirometry Procedure Checklist
  
  Teaching Incentive Spirometry Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Postural Drainage Procedure Checklist
  
  Postural Drainage Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Closed Chest Drainage System Management Procedure Checklist
  
  Closed Chest Drainage System Management Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Chest Tube Care & Maintenance (Video)
  
  Chest Tube Care & Maintenance (Video) URL
  
  Students must
  
  Mark as done
- Select activity Chest Tube Insertion Site Dressing Procedure Checklist
  
  Chest Tube Insertion Site Dressing Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Chest Tube Dressing Change (Video)
  
  Chest Tube Dressing Change (Video) URL
  
  Students must
  
  Mark as done
- Select activity Oral Suctioning Procedure Checklist
  
  Oral Suctioning Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Cleaning an Inner Tracheal Cannula Procedure Checklist
  
  Cleaning an Inner Tracheal Cannula Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Tracheostomy Care: Cleaning Stoma and Changing the Sterile Dressing
  
  Tracheostomy Care: Cleaning Stoma and Changing the Sterile Dressing URL
  
  Students must
  
  Mark as done
- Select activity Tracheostomy Care: Changing Tracheostomy Ties Procedure Checklist
  
  Tracheostomy Care: Changing Tracheostomy Ties Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Tracheostomy Care: Suctioning Procedure Checklist
  
  Tracheostomy Care: Suctioning Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Case Study: Oxygenation
  
  Quiz: Case Study: Oxygenation
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Oxygenation Case Study is marked complete
- Select activity Quiz: Unit 8.1
  
  Quiz: Unit 8.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Unit 7 Exam is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 49 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Symptoms of Heart Valve Disease
  
  Symptoms of Heart Valve Disease URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  American Heart Association
- Select activity Human Anatomy: Heart
  
  Human Anatomy: Heart URL
  
  Students must
  
  Mark as done
  
  Read the content under "Chamber and circulation through heart," "Disorders of heart: heart defects," "Heart valves," "Congenital heart diseases" and "Myocardial infraction." (22 minutes)
  OpenStax
- Select activity Mitral Stenosis (Nursing)
  
  Mitral Stenosis (Nursing) URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (15 minutes)
  StatPearls [Internet].
- Select activity Patent foramen ovale and strokes
  
  Patent foramen ovale and strokes URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (10 minutes)
  Nursing Critical Care
- Select activity Electrical System of the Heart
  
  Electrical System of the Heart URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (8 minutes)
  University of Michigan Health
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Circulation
  
  Topic: Circulation URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Blood Transfusion- Procedure Checklist
  
  Blood Transfusion- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.2
  
  Quiz: Unit 8.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.1 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Urinary system
  
  Urinary system URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Urinary system" ( pgs. 1030-1034), '‘Urinary Tract Infection" (pgs. 1040-1041), "Urinary Incontinence" (pgs.1042-47), "Urinary Retention" (pgs 1048-1051), "Urinary Elimination Assessment" (pgs 1061, 1075-1079), "Urinary Diagnostic Tests" (pgs 1063-1068). (35 minutes)
  OPEN RN Nursing Fundamentals Textbook by Chippewa Valley Technical College
- Select activity Urinalysis
  
  Urinalysis URL
  
  Students must
  
  Mark as done
  
  Read the content from "Specimen Requirements" and "Procedure" to "Clinical Significance." (24 minutes)
  StatPearls [Internet]
- Select activity Obtaining midstream urine specimen
  
  Obtaining midstream urine specimen URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (12 minutes)
  Nursing Times
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Elimination I: Urinary
  
  Topic: Elimination I: Urinary URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Using Bedpan Procedure Checklist
  
  Using Bedpan Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Helping Client With Urinal Procedure Checklist
  
  Helping Client With Urinal Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Straight Catheterization for Female/Male- Procedure Checklist
  
  Straight Catheterization for Female/Male- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Indwelling Urinary Catheter Insertion in Female Client- Procedure Checklist
  
  Indwelling Urinary Catheter Insertion in Female Client- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Urinary Catheterization Female by Thompson Rivers University (Video)
  
  Urinary Catheterization Female by Thompson Rivers University (Video) URL
  
  Students must
  
  Mark as done
- Select activity Indwelling Urinary Catheter Insertion in Male Client- Procedure Checklist
  
  Indwelling Urinary Catheter Insertion in Male Client- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Urinary Catheterization Male by Thompson Rivers University (Video)
  
  Urinary Catheterization Male by Thompson Rivers University (Video) URL
  
  Students must
  
  Mark as done
- Select activity Two-way Foley Catheter Irrigation- Procedure Checklist
  
  Two-way Foley Catheter Irrigation- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Bladder Irrigation Procedure by Craig Hospital (Video)
  
  Bladder Irrigation Procedure by Craig Hospital (Video) URL
  
  Students must
  
  Mark as done
- Select activity Continuous Bladder Irrigation- Procedure Checklist
  
  Continuous Bladder Irrigation- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Continuous Bladder Irrigation by Connecticut Community College (Video)
  
  Continuous Bladder Irrigation by Connecticut Community College (Video) URL
  
  Students must
  
  Mark as done
- Select activity Indwelling Urinary Catheter Care- Procedure Checklist
  
  Indwelling Urinary Catheter Care- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Indwelling Catheter Care by Whatcom Community College (Video)
  
  Indwelling Catheter Care by Whatcom Community College (Video) URL
  
  Students must
  
  Mark as done
- Select activity Indwelling Catheter Removal- Procedure Checklist
  
  Indwelling Catheter Removal- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Removal of Indwelling Urinary Catheter by Northwest State Community College (Video)
  
  Removal of Indwelling Urinary Catheter by Northwest State Community College (Video) URL
  
  Students must
  
  Mark as done
- Select activity Emptying Urine Collection Bag- Procedure Checklist
  
  Emptying Urine Collection Bag- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Emptying Urinary Drainage Bag by Tennessee The Healthcare Institute (Video)
  
  Emptying Urinary Drainage Bag by Tennessee The Healthcare Institute (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.3
  
  Quiz: Unit 8.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.2 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Gastrointestinal System
  
  Gastrointestinal System URL
  
  Students must
  
  Mark as done
  
  Read the content under sections "Gastrointestinal System" (pgs 1035-1039), "Constipation" ( pgs 1051-1060), "Bowel Diagnostic Tests" (pgs 1069 -1075), "Bowel Elimination Assessment" (pgs 1061-1063, 1075-1081). (35 minutes)
  OPEN RN Nursing Fundamentals Textbook by Chippewa Valley Technical College
- Select activity What is diarrhea?
  
  What is diarrhea? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. ( 2 minutes)
  National Institute of Diabetes and Digestive and Kidney Diseases
- Select activity Dehydration
  
  Dehydration URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes).
  National Health Service, UK
- Select activity Intraosseous Access
  
  Intraosseous Access URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Background" and "Historical background and recommendations for IO access use." (5 minutes)
  Critical Care Journal
- Select activity How can diarrhea be prevented
  
  How can diarrhea be prevented URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "How can diarrhea be prevented?" and "Interventions." (2 minutes)
  Rehydrate Project, The Mother and Child Health and Education Trust
- Select activity Oral Rehydration
  
  Oral Rehydration URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Oral rehydration solution" and "Effective homemade remedy for watery diarrhea." (2 minutes)
  Rehydrate Project, The Mother and Child Health and Education Trust
- Select activity Stool Test
  
  Stool Test URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (4 minutes)
  Canadian Cancer Society
- Select activity Fecal Occult Blood Test
  
  Fecal Occult Blood Test URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (7 minutes)
  MedlinePlus, US National Library of Medicine
- Select activity Ova and Parasite Exam
  
  Ova and Parasite Exam URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (1 minute)
  MSD Manual Consumer Version
- Select activity Obtaining fecal specimen
  
  Obtaining fecal specimen URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  Nursing Times
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Elimination II: Bowel
  
  Topic: Elimination II: Bowel URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Enema- Procedure Checklist
  
  Enema- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ostomy Appliance Change- Procedure Checklist
  
  Ostomy Appliance Change- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Urostomy Care- Procedure Checklist
  
  Urostomy Care- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Emptying Ostomy Pouch- Procedure Checklist
  
  Emptying Ostomy Pouch- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity How to empty and change ostomy bag by Care Channel
  
  How to empty and change ostomy bag by Care Channel URL
  
  Students must
  
  Mark as done
- Select activity Removal of Fecal Impactions- Procedure Checklist
  
  Removal of Fecal Impactions- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.4
  
  Quiz: Unit 8.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.3 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Anatomy and Physiology
  
  Anatomy and Physiology URL
  
  Students must
  
  View
  
  Read the content under section “The Endocrine System.” ( 1 hr and 15 minutes)
  OSCRiceUniversity is licensed under a Creative Commons Attribution 4.0.
- Select activity Endocrine system diagnostic tests
  
  Endocrine system diagnostic tests URL
  
  Students must
  
  View
  
  Read the entire page. (5 minutes)
  University of Iowa Health Care
- Select activity Thyroid Function Tests
  
  Thyroid Function Tests URL
  
  Students must
  
  View
  
  Read the entire page. (9 minutes)
  American Thyroid Association
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Endocrine System
  
  Topic: Endocrine System URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.5
  
  Quiz: Unit 8.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.4 is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 2 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Sleep and Rest"
  
  "Sleep and Rest" URL
  
  Students must
  
  View
  
  Read the content under the section “Sleep and Rest’’ 12.1-12.4. (37 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0
- Select activity Brain Basics: Understanding Sleep
  
  Brain Basics: Understanding Sleep URL
  
  Students must
  
  View
  
  Read the entire page. (15 minutes)
  National Institute of Neurological Disorders and Stroke
- Select activity Stages of Sleep: The Sleep Cycle
  
  Stages of Sleep: The Sleep Cycle URL
  
  Students must
  
  View
  
  Read the content under the section “The Stages of Sleep" to the 5th Stage of Sleep. ( 4 minutes)
  American Sleep Association
- Select activity National Sleep Foundation’s sleep time duration recommendations: methodology and results summary. Sleep Health
  
  National Sleep Foundation’s sleep time duration recommendations: methodology and results summary. Sleep Health URL
  
  Students must
  
  View
  
  Read the content under the section “Participants and method.” (6 minutes)
  Journal of the National Sleep Foundation
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Sleep and Rest
  
  Topic: Sleep and Rest URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.6
  
  Quiz: Unit 8.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.5 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Cognitive Impairments
  
  Cognitive Impairments URL
  
  Students must
  
  View
  
  Read the content under sections 6.1, 6.2. 6.3, 6.4. ( 57 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0
- Select activity Sensory Impairments
  
  Sensory Impairments URL
  
  Students must
  
  View
  
  Read the content under sections 7.2 and 7.3. ( 25 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0
- Select activity Aging Changes in the Senses
  
  Aging Changes in the Senses URL
  
  Students must
  
  View
  
  Read the entire page. (12 minutes)
  Medline Plus
- Select activity Pressure Injury of an Older Adult Case Study
  
  Pressure Injury of an Older Adult Case Study Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Sensation, Perception and Cognition
  
  Topic: Sensation, Perception and Cognition URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Pressure Injury of an Older Adult Case Study
  
  Quiz: Pressure Injury of an Older Adult Case Study
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Pressure Injury of an Older Adult Case Study is marked complete
- Select activity Quiz: Unit 8.7
  
  Quiz: Unit 8.7
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.6 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Sexual Health"
  
  "Sexual Health" URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Sex," "Sexual health," "Sexuality," and "Sexual rights." (5 minutes)
  World Health Organization
- Select activity An Overview of Healthy Childhood Sexual Development
  
  An Overview of Healthy Childhood Sexual Development URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  National Sexual Violence Resource Center
- Select activity Understanding Your Child’s Development
  
  Understanding Your Child’s Development URL
  
  Students must
  
  Mark as done
  
  Read the contents on physical and sexual development under the sections "13, 14 and 15 Year Olds" and "16, 17 and 18 Year Olds." (5 minutes)
  Alberta Health Services
- Select activity Sexuality Through the Lifespan
  
  Sexuality Through the Lifespan URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (4 minutes)
  Island Sexual Health, Community Health Center
- Select activity Understanding and Coping with Sexual Behavioural Problems in Children
  
  Understanding and Coping with Sexual Behavioural Problems in Children URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (18 minutes)
  The National Child Traumatic Stress Network
- Select activity What Causes a Sexual Behavior Problem?
  
  What Causes a Sexual Behavior Problem? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (16 minutes)
  National Center on the Sexual Behavior of Youth
- Select activity Sexuality (and Lack Thereof) in Adolescence and Early Adulthood: A Review of the Literature
  
  Sexuality (and Lack Thereof) in Adolescence and Early Adulthood: A Review of the Literature URL
  
  Students must
  
  Mark as done
  
  Read the contents under the section "Timing of Sexual Onset." (11 minutes)
  Behavioral sciences (Basel, Switzerland) Journal
- Select activity Female Genital Mutilation
  
  Female Genital Mutilation URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  World Health Organizations
- Select activity Sexual Health Issues in Adolescents and Young Adults
  
  Sexual Health Issues in Adolescents and Young Adults URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (21 minutes)
  Clinical Medicine Journal
- Select activity Signs of Sexual Abuse in Children and Teenagers
  
  Signs of Sexual Abuse in Children and Teenagers URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (5 minutes)
  Raising Children Network (Australia) Limited
- Select activity Nurses on the Front Lines: Improving Adolescent Sexual and Reproductive Health Across Health Care Settings
  
  Nurses on the Front Lines: Improving Adolescent Sexual and Reproductive Health Across Health Care Settings URL
  
  Students must
  
  Mark as done
  
  Read the contents of the article under the section "CALLS FOR IMPROVEMENT." ( 25 minutes)
  American Journal of Nursing
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Sexual Health
  
  Topic: Sexual Health URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.8
  
  Quiz: Unit 8.8
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.7 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Mobility
  
  Mobility URL
  
  Students must
  
  View
  
  Read units "13.1," "13.2" and "13.3." (50 minutes)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0
- Select activity Reducing Functional Decline in Older Adults During Hospitalization.
  
  Reducing Functional Decline in Older Adults During Hospitalization. URL
  
  Students must
  
  View
  
  Read the entire page. (4 minutes)
  The Hartford Institute for Geriatric Nursing
- Select activity Anatomy and Physiology: Control of Body Movement
  
  Anatomy and Physiology: Control of Body Movement URL
  
  Students must
  
  View
  
  Read the section “voluntary control." ( 9 minutes)
  Brigham Young University
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Physical Activity and Mobility
  
  Topic: Physical Activity and Mobility URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Position Client in Bed Procedure Checklist
  
  Position Client in Bed Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Positioning Client in Bed by Align Home Health (Video)
  
  Positioning Client in Bed by Align Home Health (Video) URL
  
  Students must
  
  Mark as done
- Select activity Helping Client to Sitting Position at Bedside Procedure Checklist
  
  Helping Client to Sitting Position at Bedside Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ambulation of Client Procedure Checklist
  
  Ambulation of Client Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ambulating Client to Wheelchair Procedure Checklist
  
  Ambulating Client to Wheelchair Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Transferring Client in Stretcher Procedure Checklist
  
  Transferring Client in Stretcher Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Stand, Walk, and Sitting with Crutches Procedure Checklist
  
  Stand, Walk, and Sitting with Crutches Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ambulation on Stairs with Crutches Procedure Checklist
  
  Ambulation on Stairs with Crutches Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Assisting Client to Walk with Cane- Procedure Checklist
  
  Assisting Client to Walk with Cane- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ascend/Descend Stairs Using Cane- Procedure Checklist
  
  Ascend/Descend Stairs Using Cane- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Stand/walk/sit using walker- Procedure Checklist
  
  Stand/walk/sit using walker- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Lowering Client on the Floor- Procedure Checklist
  
  Lowering Client on the Floor- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Logrolling the Client- Procedure Checklist
  
  Logrolling the Client- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Passive Range of Motion Exercises Procedure Checklist
  
  Passive Range of Motion Exercises Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Range of Motion Exercises by Wings Health Care Training (Video)
  
  Range of Motion Exercises by Wings Health Care Training (Video) URL
  
  Students must
  
  Mark as done
- Select activity Lower Extremity Range of Motion Exercises by Joe Martin ALS Foundation (Video)
  
  Lower Extremity Range of Motion Exercises by Joe Martin ALS Foundation (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.9
  
  Quiz: Unit 8.9
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.8 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity Integumentary Introduction
  
  Integumentary Introduction URL
  
  Students must
  
  Mark as done
  
  Read "10.2 Integumentary Basic Concepts," "10.3. Wounds," "10.4. Pressure Injuries," "10.5. Braden Scale" and "10.6. Applying the Nursing Process." (1 hour and 2 minutes)
  Open Resources for Nursing (Open RN)
- Select activity Pressure Injury of an Older Adult Case Study
  
  Pressure Injury of an Older Adult Case Study Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Skin Integrity and Would Healing
  
  Topic: Skin Integrity and Would Healing URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Making Occupied Bed- Procedure Checklist
  
  Making Occupied Bed- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Making Occupied Bed by Mosby (Video)
  
  Making Occupied Bed by Mosby (Video) URL
  
  Students must
  
  Mark as done
- Select activity Making Unoccupied Bed- Procedure Checklist
  
  Making Unoccupied Bed- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Back Care Procedure Checklist
  
  Back Care Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Wound Assessment- Procedure Checklist
  
  Wound Assessment- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Simple Wound Dressing Change- Procedure Checklist
  
  Simple Wound Dressing Change- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Case Study: Pressure Injury of an Older Adult
  
  Quiz: Case Study: Pressure Injury of an Older Adult
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Pressure Injury of an Older Adult Case Study is marked complete
- Select activity Quiz: Unit 8.10
  
  Quiz: Unit 8.10
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.9 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity "Nutrition"
  
  "Nutrition" URL
  
  Students must
  
  Mark as done
  
  Read: Nutrition Basic Concepts to Applying the Nursing Process. (1 hour 7 minutes)
  
  Open Resources for Nursing (Open RN)
- Select activity "Eating Disorders"
  
  "Eating Disorders" URL
  
  Students must
  
  View
  
  Read the entire article. (17 minutes)
  Physicians Committee for Responsible Medicine
- Select activity Six Steps to Optimal Nutrition Care
  
  Six Steps to Optimal Nutrition Care URL
  
  Students must
  
  View
  
  Read the entire article. (5 minutes)
  American Nurse Association
- Select activity Nutrition in the Cognitively Impaired Case Study
  
  Nutrition in the Cognitively Impaired Case Study Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Nutrition
  
  Topic: Nutrition URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Insertion of Nasogastric Tube- Procedure Checklist
  
  Insertion of Nasogastric Tube- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Nasogastric/Enteral Tube Intermittent Feeding- Procedure Checklist
  
  Nasogastric/Enteral Tube Intermittent Feeding- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Nasogastric Tube Feeding by Singapore General Hospital (Video)
  
  Nasogastric Tube Feeding by Singapore General Hospital (Video) URL
  
  Students must
  
  Mark as done
- Select activity Gravity Bag Feeding - Procedure Checklist
  
  Gravity Bag Feeding - Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Removing Nasogastric Tube- Procedure Checklist
  
  Removing Nasogastric Tube- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Case Study: Nutrition in the Cognitively Impaired
  
  Quiz: Case Study: Nutrition in the Cognitively Impaired
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Nutrition in the Cognitively Impaired Case Study is marked ... ...
  
  Not available unless: The activity Nutrition in the Cognitively Impaired Case Study is marked complete
- Select activity Quiz: Unit 8.11
  
  Quiz: Unit 8.11
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.10 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity Fluid and Electrolytes Introduction
  
  Fluid and Electrolytes Introduction URL
  
  Students must
  
  Mark as done
  
  Read "15.1 Fluid and Electrolytes Introduction," "15.2. Basic Fluid and Electrolyte Concepts," "15.3. Intravenous Solution," and "15.4 Electrolytes" (38 minutes)
  Open RN Nursing Fundamentals. By Chippewa Valley Technical College
- Select activity Fluid and Electrolytes Case Study
  
  Fluid and Electrolytes Case Study Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Fluid and Electrolyte Balance
  
  Topic: Fluid and Electrolyte Balance URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Net Fluid Balance- Procedure Checklist
  
  Net Fluid Balance- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Case Study Fluid and Electrolytes
  
  Quiz: Case Study Fluid and Electrolytes
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Fluid and Electrolytes Case Study is marked complete
- Select activity Quiz: Unit 8.12
  
  Quiz: Unit 8.12
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Case Study Fluid and Electrolytes is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity "Acid-Base Balance"
  
  "Acid-Base Balance" URL
  
  Students must
  
  Mark as done
  
  Read: Chapter 15.5 Acid-Base Balance and 15.6 Applying Nursing Process. (54 minutes)
  
  Open Resources for Nursing (Open RN)
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Acid Base Imbalance
  
  Topic: Acid Base Imbalance URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.13
  
  Quiz: Unit 8.13
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.12 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
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  Required Learning Resources and Activities
- Select activity Assisting Patients With Personal Hygiene
  
  Assisting Patients With Personal Hygiene URL
  
  Students must
  
  Mark as done
  
  Read: The entire article. (21 minutes)
  StatPearls [Internet]
- Select activity What is Dignity in Care: Everything You Need to Know
  
  What is Dignity in Care: Everything You Need to Know URL
  
  Students must
  
  Mark as done
  
  Read: How to maintain privacy and dignity when providing personal care. (4 minutes)
- Select activity Perineal Care
  
  Perineal Care URL
  
  Students must
  
  Mark as done
  
  The entire article. (3 minutes)
  Health Online Unit, Ministry of Health Malaysia
- Select activity Personal Hygiene: NCLEX-RN
  
  Personal Hygiene: NCLEX-RN URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (13 minutes)
  Registered Nursing.org
- Select activity Supplementary Resource
  
  Students must
  
  Mark as done
  
  Supplementary Resource
- Select activity The Essentials Clinical Skills for Nurses: Personal Hygiene Care
  
  The Essentials Clinical Skills for Nurses: Personal Hygiene Care URL
  
  Students must
  
  Mark as done
  
  Read the entire PDF
  Wiley Blackwell
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Facilitating Hygiene
  
  Topic: Facilitating Hygiene URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Bed Bath Procedure Checklist
  
  Bed Bath Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Arizona Medical Training Institution: Bed Bath (Video)
  
  Arizona Medical Training Institution: Bed Bath (Video) URL
  
  Students must
  
  Mark as done
- Select activity Self Bath in Bed Procedure Checklist
  
  Self Bath in Bed Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Partial Bed Bath Procedure Checklist
  
  Partial Bed Bath Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Helping Client in Shower Procedure Checklist
  
  Helping Client in Shower Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Mouth Care of Dependent Conscious Client Procedure Checklist
  
  Mouth Care of Dependent Conscious Client Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Mouth Care of Unconscious Client Procedure Checklist
  
  Mouth Care of Unconscious Client Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Oral care unconscious patient- Mosby's Nursing Video Skills, Elsevier
  
  Oral care unconscious patient- Mosby's Nursing Video Skills, Elsevier URL
  
  Students must
  
  Mark as done
- Select activity Dentures Care Procedure Checklist
  
  Dentures Care Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Cleaning Denture- Health Education England (Video)
  
  Cleaning Denture- Health Education England (Video) URL
  
  Students must
  
  Mark as done
- Select activity Shaving Procedure Checklist
  
  Shaving Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Shaving patient- SacMed Training Video Tutorials
  
  Shaving patient- SacMed Training Video Tutorials URL
  
  Students must
  
  Mark as done
- Select activity Hair Care (Hair Wash) Clinical Procedure
  
  Hair Care (Hair Wash) Clinical Procedure URL
  
  Students must
  
  Mark as done
- Select activity Nail Care Procedure Checklist
  
  Nail Care Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Perineal Care Female- Procedure Checklist
  
  Perineal Care Female- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Perineal Care Female by Arizona Medical Training Institute (Video)
  
  Perineal Care Female by Arizona Medical Training Institute (Video) URL
  
  Students must
  
  Mark as done
- Select activity Perineal Care Male- Procedure Checklist
  
  Perineal Care Male- Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.14
  
  Quiz: Unit 8.14
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.13 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Everything You Need to Know About Pain
  
  Everything You Need to Know About Pain URL
  
  Students must
  
  View
  
  Read the entire page. (12 minutes)
  Healthline
- Select activity Cancer Pain (PDQ®)–Health Professional Version
  
  Cancer Pain (PDQ®)–Health Professional Version URL
  
  Students must
  
  View
  
  Read the sections "background and definition of pain," "prevalence," "causes of cancer pain" and "pain classification." (17 minutes)
  National Cancer Institute, 2020
- Select activity Cancer Pain Assessment and Classification
  
  Cancer Pain Assessment and Classification URL
  
  Students must
  
  View
  
  Read the sections "clinical presentation and assessment of pain" and "timing and temporal variation." (8 minutes)
- Select activity The Challenge of Cancer Pain Assessment
  
  The Challenge of Cancer Pain Assessment URL
  
  Students must
  
  View
  
  Read the section "HOW DO WE CURRENTLY ASSESS PAIN IN CANCER PATIENTS?" (3 minutes)
  The Ulster Medical Journal
- Select activity "Pain Assessment"
  
  "Pain Assessment" URL
  
  Students must
  
  View
  
  Read the sections "Instruments for pain-intensity assessment" and "Instruments to measure pain affect." (12 minutes)
  European spine journal
- Select activity The McGill Pain Questionnaire as a Multidimensional Measure in People with Cancer: An Integrative Review
  
  The McGill Pain Questionnaire as a Multidimensional Measure in People with Cancer: An Integrative Review URL
  
  Students must
  
  View
  
  Read the section "McGill Pain Questionnaire" on the first page. (3 minutes)
  Official Journal of the American Society of Pain Management Nurses
- Select activity Optimal Pain Management for Patients with Cancer in the Modern Era
  
  Optimal Pain Management for Patients with Cancer in the Modern Era URL
  
  Students must
  
  View
  
  Read the sections "Pain management with non-opioid" and "Pain management with opioids-related side effects." (30 minutes)
  A Cancer Journal for Clinicians
- Select activity Support for People with Cancer. Cancer Pain Control
  
  Support for People with Cancer. Cancer Pain Control URL
  
  Students must
  
  View
  
  Read the section "Managing and preventing side effects." (4 minutes)
  National Cancer Institute, 2019
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Nurse's Role in Pain Management Part 1
  
  Topic: Nurse's Role in Pain Management Part 1 URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Pain Assessment Procedure Checklist
  
  Pain Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Paint Assessment by University of Technology Sydney (Video)
  
  Paint Assessment by University of Technology Sydney (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.15a
  
  Quiz: Unit 8.15a
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.14 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Adult Cancer Pain
  
  Adult Cancer Pain URL
  
  Students must
  
  View
  
  Read the section "Non-pharmacological Interventions" on pages 1073 and 1075, and "Patients and family education." (6 minutes)
  Journal of the National Comprehensive Cancer Network
- Select activity Complementary and Alternative Medicine in Cancer Pain Management: A Systematic Review
  
  Complementary and Alternative Medicine in Cancer Pain Management: A Systematic Review URL
  
  Students must
  
  View
  
  Read the entire section "Non-pharmacological therapies in cancer pain management." (32 minutes)
  Indian Journal of Palliative Care
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Nurse's Role in Pain Management Part 2
  
  Topic: Nurse's Role in Pain Management Part 2 URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Students must
  
  Mark as done
  
  Clinical Skills
- Select activity Sitz Bath Procedure Checklist
  
  Sitz Bath Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 8.15b
  
  Quiz: Unit 8.15b
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.15a is complete and passed
- Select activity Unit 8 Exam
  
  Unit 8 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 8.15b is complete and passed
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.

Approximate time required for the readings for this lesson (at 144 words/minute): 55 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Community Definition
  
  Community Definition URL
  
  Students must
  
  Mark as done
  
  Read the description of "Communities" in the first paragraph of the section "7th Global Conference on Health Promotion: Track Themes." (1 minute)
  World Health Organization
- Select activity Community Definition
  
  Community Definition URL
  
  Students must
  
  Mark as done
  
  Read the section on "Community." (1 minute)
  National Institute for Health and Care Excellence
- Select activity Features of Community
  
  Features of Community URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "1.1 Introduction" from pages 1-3. (3 minutes)
  "Community Health Nursing" Book by Ethiopia Public Health Training Initiative
- Select activity Defining Healthy Communities
  
  Defining Healthy Communities URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "ELEMENTS OF HEALTHY COMMUNITY," "HEALTHY COMMUNITY PRINCIPLES" and "Learnings." (13 minutes)
  Health Resources in Action
- Select activity What is a Community Health Assessment?
  
  What is a Community Health Assessment? URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "What is a community health assessment?" (3 minutes)
  Centers for Disease Control and Prevention
- Select activity "Community Assessment"
  
  "Community Assessment" URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  Ohio State University Extension
- Select activity Community Health Assessment Toolkit
  
  Community Health Assessment Toolkit URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  Association of Community Health Improvement, Americal Hospital Association
- Select activity Common Elements of Assessment and Planning Frameworks
  
  Common Elements of Assessment and Planning Frameworks URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (7 minutes)
  Center for Disease Control and Prevention
- Select activity Social Determinants of Health
  
  Social Determinants of Health URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  World Health Organization
- Select activity Social Determinants of Health
  
  Social Determinants of Health URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  Healthy People 2030, US Department of Health and Human Services
- Select activity The Vulnerable Population
  
  The Vulnerable Population URL
  
  Students must
  
  Mark as done
  
  Read the definition of a vulnerable population. (1 minute)
  National Collaborating Centers for Determinants of Health
- Select activity Understanding Disaster Risk
  
  Understanding Disaster Risk URL
  
  Students must
  
  Mark as done
  
  Read the contents of the article from the section "Vulnerability" to "Why does vulnerability matter?" (6 minutes)
  United Nations Office for Disaster Risk Reduction
- Select activity Vulnerable Group
  
  Vulnerable Group URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Vulnerable population" to "Definitions." (5 minutes)
  Wakefield Joint Strategic Needs Assessment
- Select activity Health Equity
  
  Health Equity URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (2 minutes)
  World Health Organization
- Select activity Equity vs Equality
  
  Equity vs Equality URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (1 minute)
  Northwestern Health Unit
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Community
  
  Topic: Community URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 9.1
  
  Quiz: Unit 9.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Unit 8 Exam is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity Essential Components of Community Health Nursing
  
  Essential Components of Community Health Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents of the sections "1.1 Essential components of community health nursing" and "1.2 Background and importance of community health nursing" from pages 5-7. (9 minutes)
  World Health Organization
- Select activity Definitions of Public Health/Community Health Nurse
  
  Definitions of Public Health/Community Health Nurse URL
  
  Students must
  
  Mark as done
  
  Read the contents of the sections "Definitions of Public Health/Community Health Nurse," "Section 3: Roles of the Public Health/Community Health Nurse," and "Section 4: Activities of Public Health/Community Health Nurse" on pages 8 and16-26. (25 minutes)
  Canadian Public Health Association
- Select activity Community-Based Nursing
  
  Community-Based Nursing URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Eastern Michigan University
- Select activity Public Health Nursing
  
  Public Health Nursing URL
  
  Students must
  
  Mark as done
  
  Read the definition of public health nursing under the heading "Definition." (1 minute)
  American Public Health Association
- Select activity Role of Public Health Nurse
  
  Role of Public Health Nurse URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "What is a Public Health Nurse?" to the section "Educating Individuals and Communities." (4 minutes)
  Ohio University
- Select activity Skills of Public/Community Health Nurse
  
  Skills of Public/Community Health Nurse URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (1 minute)
  National Health Service UK
- Select activity Barriers Perceived by Community Nurses/UK
  
  Barriers Perceived by Community Nurses/UK URL
  
  Students must
  
  Mark as done
  
  Read the results and conclusions of the study. (1 minute)
  Public Health Journal
- Select activity Challenges Faced by Community Health Nurses/Myanmar
  
  Challenges Faced by Community Health Nurses/Myanmar URL
  
  Students must
  
  Mark as done
  
  Read the contents of the sections "Discussion" and "Conclusion." (8 minutes)
  International Journal of Nursing Sciences
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Domains of Community Health Care
  
  Topic: Domains of Community Health Care URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 9.2
  
  Quiz: Unit 9.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 9.1 is complete and passed
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.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity The Science of Drug Use and Addiction: The Basics
  
  The Science of Drug Use and Addiction: The Basics URL
  
  Students must
  
  View
  
  Read the sections "What is drug addiction?" and "How are substance use disorders categorized?” (4 minutes)
  NIDA (2020)
- Select activity Familial, Social and Individual Factors Contributing to Risk for Adolescent Substance Use
  
  Familial, Social and Individual Factors Contributing to Risk for Adolescent Substance Use URL
  
  Students must
  
  View
  
  Read the entire page. (30 minutes)
  Journal of addiction, 2013
- Select activity What is Addiction?
  
  What is Addiction? URL
  
  Students must
  
  View
  
  Read the entire page. (9 minutes)
  Healthline
- Select activity Nursing Care of Persons with Drug Addictions
  
  Nursing Care of Persons with Drug Addictions URL
  
  Students must
  
  View
  
  Read the section “Nursing care for persons with drug addiction." ( 9 minutes)
  Open Access Peer-reviewed Chapter
- Select activity Prevention and Treatment of Child Treatment: The Role of the School Nurse.
  
  Prevention and Treatment of Child Treatment: The Role of the School Nurse. URL
  
  Students must
  
  View
  
  Read the entire page. (10 minutes)
  National Association of School Nurses, (2018)
- Select activity Drug Addiction (Substance Use Disorders)
  
  Drug Addiction (Substance Use Disorders) URL
  
  Students must
  
  View
  
  Read the entire page. (20 minutes)
  Mayoclinic
- Select activity Adverse Childhood Experiences: Risk Factors for Substance Abuse and Mental Health SAMHSA
  
  Adverse Childhood Experiences: Risk Factors for Substance Abuse and Mental Health SAMHSA URL
  
  Students must
  
  View
  
  Read the entire page. (3 minutes)
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Abuse Patterns within Communities
  
  Topic: Abuse Patterns within Communities URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 9.3
  
  Quiz: Unit 9.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 9.2 is complete and passed
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).

Approximate time required for the readings for this lesson (at 144 words/minute): 33 minutes.

Click here to start this lesson.
- Select activity Required Learning Resources and Activities (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Required Learning Resources and Activities
- Select activity The Importance of Person-Centred Approaches to Nursing Care
  
  The Importance of Person-Centred Approaches to Nursing Care URL
  
  Students must
  
  View
  
  Read the section “So what is person-centered nursing?” (2 minutes)
  The Open University (2019)
- Select activity Client Centered Care: Nursing Best Practice Guideline Shaping the future of Nursing.
  
  Client Centered Care: Nursing Best Practice Guideline Shaping the future of Nursing. URL
  
  Students must
  
  View
  
  Read the section “Core process of client-centered care.” (8 minutes)
  Registered Nurses Association of Ontario (RNAO) (2002)
- Select activity Public Health Nurse vs. Community Health Nurse
  
  Public Health Nurse vs. Community Health Nurse URL
  
  Students must
  
  View
  
  Read the section “Community Health Nurse.” (2 minutes)
  ASPEN University (2020)
- Select activity Community Health Nurse Career Overview
  
  Community Health Nurse Career Overview URL
  
  Students must
  
  View
  
  Read the section “Community Nursing Vs Hospital Nursing.” (1 minute)
  Nurse Journal (2021)
- Select activity Role of the School Nurse in Providing School Health Services
  
  Role of the School Nurse in Providing School Health Services URL
  
  Students must
  
  View
  
  Read the section “School Nurse Role and School Nurse Activities.” (8 minutes)
  American Academy of Pediatrics, (2008)
- Select activity Occupational Health Nurse
  
  Occupational Health Nurse URL
  
  Students must
  
  View
  
  Read the entire page. (2 minutes)
  Explore Health Careers Org (2021)
- Select activity What to Expect as a Correctional Care Nurse and How to Avoid Burnout in Challenging Settings
  
  What to Expect as a Correctional Care Nurse and How to Avoid Burnout in Challenging Settings URL
  
  Students must
  
  View
  
  Read the section “What Is the Role of a Correctional Nurse?” ( 2 minutes)
  University of Southern California (2021)
- Select activity Nurse Clinics
  
  Nurse Clinics URL
  
  Students must
  
  View
  
  Read the section “What are nurse clinics.” (2 minutes)
  Australian Primary Health Care Nurses Association (2021)
- Select activity The FNP’s Role in Disaster Nursing and Emergency Preparedness.
  
  The FNP’s Role in Disaster Nursing and Emergency Preparedness. URL
  
  Students must
  
  View
  
  Read the entire page. (6 minutes)
  Advent Health University (2021)
- Select activity Slide Deck Presentation
  
  Students must
  
  Mark as done
  
  Slide Deck Presentation
- Select activity Topic: Professional Considerations
  
  Topic: Professional Considerations URL
  
  Students must
  
  View
- Select activity Quiz Unit (copy) (copy) (copy) (copy)
  
  Students must
  
  Mark as done
  
  Quiz Unit
- Select activity Quiz: Unit 9.4
  
  Quiz: Unit 9.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 9.3 is complete and passed
- Select activity Unit 9 Exam
  
  Unit 9 Exam Quiz
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
  
  Not available unless: The activity Quiz: Unit 9.4 is complete and passed
Summative Critical Thinking Reflection Activity

In the following exercise, you will learn about the health care needs of a family. Each section provides a scenario that requires a synthesis of fundamental nursing knowledge, skills, and attitudes and their application using the nursing process to provide optimal nursing care.
Each case study has two parts. Read each case study and answer the questions in narrative form. You will share your responses in the discussion forum and respond to one post made by your peers.
Feedback reflection: Once you have completed this task, you will be provided with feedback on the scenario, and you will have an opportunity to reflect on the feedback as it relates to your answer. Reflect on the areas where you did well and on any gaps where you could have done better. Discuss how you will use this information in your future practice. Share this insight in the discussion forum and respond to the reflection of one of your peers.
Introduction to the Lynn family
Boschtown is a small farming community with a population of 1500 people located in a remote area surrounded by rolling hills and farmland. The residents of Boshtown work as farmers and laborers or are employed by the few businesses in town - a gas station, post office, coffee shop, feed store, grocery store, school, bank, and three churches. People living here often drive two hours once or twice a month to reach the nearby city to buy needed items and to seek healthcare.
The Lynn family moved to Boshtown six months ago to be closer to their family. Throughout this course, you will learn more about the Lynn family and will be asked to apply what you have learned as a nurse to care for them.

Click here to start this activity.
- Select activity Case study 1 - Part 1
  
  Case study 1 - Part 1 Forum
  
  Students must
  
  View
  
  Start discussions: 1
- Select activity Feedback: Case Study 1 - Part 1
  
  Feedback: Case Study 1 - Part 1 Forum
  
  Not available unless: The activity Case study 1 - Part 1 is marked complete
- Select activity Case study 1 - Part 2
  
  Case study 1 - Part 2 Forum
  
  Not available unless: The activity Feedback: Case Study 1 - Part 1 is marked complete
- Select activity Feedback: Case Study 1 - Part 2
  
  Feedback: Case Study 1 - Part 2 Forum
  
  Not available unless: The activity Case study 1 - Part 2 is marked complete
- Select activity Case study 2 - Part 1
  
  Case study 2 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case Study 1 - Part 2 is marked complete
- Select activity Feedback: Case study 2 - Part 1
  
  Feedback: Case study 2 - Part 1 Forum
  
  Not available unless: The activity Case study 2 - Part 1 is marked complete
- Select activity Case Study 2 - Part 2
  
  Case Study 2 - Part 2 Forum
  
  Not available unless: The activity Feedback: Case study 2 - Part 1 is marked complete
- Select activity Feedback: Case Study 2 - Part 2
  
  Feedback: Case Study 2 - Part 2 Forum
  
  Not available unless: The activity Case Study 2 - Part 2 is marked complete
- Select activity Case Study 3 - Part 1
  
  Case Study 3 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case Study 2 - Part 2 is marked complete
- Select activity Feedback: Case Study 3 - Part 1
  
  Feedback: Case Study 3 - Part 1 Forum
  
  Not available unless: The activity Case Study 3 - Part 1 is marked complete
- Select activity Case Study 3 - Part 2
  
  Case Study 3 - Part 2 Forum
  
  Not available unless: The activity Feedback: Case Study 3 - Part 1 is marked complete
- Select activity Feedback: Case Study 3 - Part 2
  
  Feedback: Case Study 3 - Part 2 Forum
  
  Not available unless: The activity Case Study 3 - Part 2 is marked complete
- Select activity Case Study 4 - Part 1
  
  Case Study 4 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case Study 3 - Part 2 is marked complete
- Select activity Feedback: Case Study 4 - Part 1
  
  Feedback: Case Study 4 - Part 1 Forum
  
  Not available unless: The activity Case Study 4 - Part 1 is marked complete
- Select activity Case Study 4 - Part 2
  
  Case Study 4 - Part 2 Forum
  
  Not available unless: The activity Feedback: Case Study 4 - Part 1 is marked complete
- Select activity Feedback: Case Study 4 - Part 2
  
  Feedback: Case Study 4 - Part 2 Forum
  
  Not available unless: The activity Case Study 4 - Part 2 is marked complete
- Select activity Case Study 5 - Part 1
  
  Case Study 5 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case Study 4 - Part 2 is marked complete
- Select activity Feedback: Case Study 5 - Part 1
  
  Feedback: Case Study 5 - Part 1 Forum
  
  Not available unless: The activity Case Study 5 - Part 1 is marked complete
- Select activity Case study 5 - Part 2
  
  Case study 5 - Part 2 Forum
  
  Not available unless: The activity Feedback: Case Study 5 - Part 1 is marked complete
- Select activity Feedback: Case study 5 - Part 2
  
  Feedback: Case study 5 - Part 2 Forum
  
  Not available unless: The activity Case study 5 - Part 2 is marked complete
- Select activity Case Study 6 - Part 1
  
  Case Study 6 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case study 5 - Part 2 is marked complete
- Select activity Feedback: Case Study 6 - Part 1
  
  Feedback: Case Study 6 - Part 1 Forum
  
  Not available unless: The activity Case Study 6 - Part 1 is marked complete
- Select activity Case Study 7 - Part 1
  
  Case Study 7 - Part 1 Forum
  
  Not available unless: The activity Feedback: Case Study 6 - Part 1 is marked complete
- Select activity Feedback: Case Study 7 - Part 1
  
  Feedback: Case Study 7 - Part 1 Forum
  
  Not available unless: The activity Case Study 7 - Part 1 is marked complete
Clinical Skills Activity

Click here to start this activity.
- Select activity Branching Case Study on Medication Administration/Infection Control/Client Safety
  
  Branching Case Study on Medication Administration/Infection Control/Client Safety Forum
  
  Students must
  
  View
  
  Start discussions: 1
  
  In this activity, you will complete a branching case study and reflect on the decisions you have made throughout the case study.
  
  Step 1: Complete the branching case study.
  
  Case Study on Medication Administration/Infection Control/Client Safety
  
  Based on the context of the case study provided, make decisions by choosing the best answer options. Continue making decisions and reflecting-in until you make it to the last scenario of the case study.
  
  Step 2: Reflect
  
  In a minimum of 200 words, reflect on the decisions you have made throughout the case study, what you have learned, and explain how you might use this information for your future practice to assure safe client care.
  
  Step 3: Share
  
  To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
  OPTIONAL Step 5: Interact (10 minutes)
  If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
- Select activity Medication Administration/Infection Control/Client Safety
  
  Medication Administration/Infection Control/Client Safety SCORM package
  
  Students must
  
  View
Final Exam

Click here to start the final examination.
- Select activity Final Exam Attempt 1
  
  Final Exam Attempt 1 Quiz
  
  To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 75 minutes to complete it. When the time is over you will not be able to answer additional questions.
  
  To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
  
  Not available unless any of: All of: ...
  
  Not available unless any of:
  
  All of:
  
  The activity Course Registration is marked complete
  
  The activity Unit 9 Exam is complete and passed
  
  You belong to Alberta Health Services
- Select activity Final Exam Attempt 2
  
  Final Exam Attempt 2 Quiz
  
  To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 75 minutes to complete it. When the time is over you will not be able to answer additional questions.
  
  To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
  
  Not available unless: The activity Course Registration is marked complete ...
  
  Not available unless:
  
  The activity Course Registration is marked complete
  
  The activity Unit 9 Exam is complete and passed
Course and Self Evaluation & Certificate

In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.

Click here to give your feedback.
- Select activity Course Evaluation
  
  Course Evaluation Questionnaire
  
  Not available unless any of: The activity Final Exam Attempt 1 is complete and passed ...
  
  Not available unless any of:
  
  The activity Final Exam Attempt 1 is complete and passed
  
  The activity Final Exam Attempt 2 is complete and passed
- Select activity Self Evaluation
  
  Self Evaluation Questionnaire
  
  Not available unless any of: The activity Final Exam Attempt 1 is complete and passed ...
  
  Not available unless any of:
  
  The activity Final Exam Attempt 1 is complete and passed
  
  The activity Final Exam Attempt 2 is complete and passed
Educator Resources
- Select activity Teacher's Guide
  
  Teacher's Guide URL
  
  Students must
  
  Mark as done
- Select activity Nurses International Fundamentals of Nursing Course Syllabus
  
  Nurses International Fundamentals of Nursing Course Syllabus URL
  
  Students must
  
  Mark as done
- Select activity Nurses International Fundamentals of Nursing Course Clinical Syllabus
  
  Nurses International Fundamentals of Nursing Course Clinical Syllabus URL
  
  Students must
  
  Mark as done
Course Activities
- Select activity Educator Resources
  
  Educator Resources Page
  
  Students must
  
  Mark as done
- Select activity Clinical Skills
  
  Clinical Skills Page
  
  Students must
  
  Mark as done
- Select activity All Learning Resources
  
  All Learning Resources Page
  
  Students must
  
  Mark as done
- Select activity Slide Decks
  
  Slide Decks Page
  
  Students must
  
  Mark as done
- Select activity Discussions
  
  Discussions Page
  
  Students must
  
  Mark as done

Introduction

Course Registration

Peer Corner

1.1 - The Role of the Professional Nurse

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

1.2 - Regulation of the Nursing Profession

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

1.3 - Healthcare Delivery System

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

1.4 - Transcultural Nursing

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

1.5 - Client-Centered Care

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

Discussion Forum: Client-centered care (155 minutes)

Topic: Client Centred Care

2.1 - Critical Thinking 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

2.2 - The Nursing Process

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

2.3 - Evidence-Based Practice

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

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.