Maternal Newborn Nursing
Maternal Newborn Nursing
Times Class Length: 10 weeks
For every 1 hour in a theory class, it is expected that students complete 2–3 hours of study in preparation for class. For this course, it is expected that a minimum of 10–15 hours of study outside of class is completed each week. Please check your Student Portal for specific class meeting times, dates, and locations.
In some courses, there is a required online Blackboard Collaborate Virtual Class Session in week 10. Please see course specifics below.
You are not required to complete any pre-work before Week 1, however, preparation for class is recommended.
Contact Information
Course Description This course focuses on nursing concepts in the therapeutic care of women, mothers, infants, children, adolescents, and their families. Concepts include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based practice, teaching/learning principles, and role development in the care of women, infants and children, and families.
Total Course Credits:
2
Total Course Hours:
30
Lecture Hours In-Class:
30
Lab Hours:
0
Supervised Clinical/Practicum Hours:
0
Externship/Internship Hours:
0
Requisites Course Prerequisites: NURS 120 and NURS 121L Course Corequisites: NURS 316L
Course Learning Outcomes 1. Interpret how the Healthy People 2020 Objectives and other major health promotion and disease prevention concepts will improve
the health and welfare of women, newborns, and families. 2. Discuss current issues regarding women’s health care as they transition through the life cycle. 3. Describe significant aspects of human sexuality and reproduction and apply this knowledge in planning nursing care and
comprehensive teaching plans for individuals and families throughout the life cycle.
WCU Miami · College of Nursing
NURS 306 Expanding Family and Community (OB) 202101SPI VR-D01 202101SPI 2021 Section 01/25/2021 to 04/04/2021 Modified 01/11/2021
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4. Analyze the physiologic and psychosocial aspects of uncomplicated and complicated pregnancy from conception to postpartum and plan appropriate nursing interventions for actual and potential self-care demands for each stage.
5. Discuss and apply the nursing process to the obstetrical patient and neonates suffering from a variety of acute and chronic disease states, assessing health deviations, developing expected outcomes, and identifying and validating the effectiveness of nursing interventions.
6. Incorporate evidence-based nursing research from a variety of sources including pharmaceutical, biological, psychosocial, and behavioral sciences in the nursing process when planning care for women, newborns, and families.
7. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of women, newborns, and their families.
8. Describe nutritional requirements for newborns and for women throughout the life cycle, with emphasis on pregnant, breastfeeding, and post-menopausal women, and plan nursing interventions for actual and potential nutritional deficits for selected patients.
9. Identify and explore the role of the nurse as provider, manager, and coordinator of therapeutic care for women, newborns, and their families.
10. Identify community resources and referrals appropriate for childbearing women, newborns, and families; with particular attention to families facing major health problems and special health care needs.
Week CLOs PLOs ILOs AACN Essentials
1 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
2 3, 4, 6, 7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
3 4-6, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
4 4-10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
5 4-7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
6 4, 5, 7, 8, 10, 11 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
7 4-7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
8 4-7, 9, 10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
10 1-10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX
Program Learning Outcomes
College of Nursing Mission Statement
The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners, preparing nurses to provide quality and compassionate care responsive to the needs of the community and the global society.
College of Nursing Philosophy
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The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime. Nurses are lifelong learners and critical thinkers.
Program Learning Outcomes
The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to educate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008). (https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1)
1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences. 2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity. 3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using
evidence-based practice. 4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations. 5. Design healthcare education for individuals, families, and communities. 6. Comply with the professional standards of moral, ethical, and legal conduct in practice. 7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team. 8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with
oversight and accountability for care delivery. 9. Use patient care technology and information systems when providing nursing care in a variety of settings.
Course Materials Visit the West Coast University bookstore (https://bncvirtual.com/westcoastuniversity) to purchase any required materials, including publisher access codes, as needed.
Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materials that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However, students will be held accountable for obtaining these materials in order to meet all course requirements.
Publication Manual of the American Psychological Association Author: American Psychological Association Publisher: American Psychological Association Edition: 7th Optional
Maternal-Newborn Nursing: The Critical Components of Nursing. Author: Durham, R. F. & Chapman, L. Publisher: F.A. Davis
Recommended Learning Resources: National Health Objectives (http://www.healthypeople.gov) United States Department of Health and Human Services (http://www.hhs.gov/)
Optional
ATI Assessment Technologies Institute. (2019)
ATI product solutions (http://atitesting.com/)
ATI is required throughout the program.
Remind App 3 of 22
Remind app will be used as a course communication tool. Initial communication will come from a telephone number individualized for each student. Please feel free to save that number and use it either by text or telephone during “office hours”.
Alternatively, you can download the Remind app (https://www.remind.com/apps/) and communicate using in-app messaging. If this is your first time using Remind, please login using your university email address and click on the Forgot Password link to set a new password.
For support please contact support@remindhq.com from your university email address or visit https://help.remind.com/
Evaluation
West Coast University Grading Scale (Reflective of final course grade; see associated policy in Catalog)
Grade Points WCU Grading Scale
A 4 93–100
A- 3.7 90–92
B+ 3.3 87–89
B 3.0 83–86
B- 2.7 80–82
C+ 2.3 76–79
C 2.0 73–75
C- 1.7 70–72
D+ 1.3 66–69
D 1.0 63–65
D- 0.7 60–62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
NP 0.0 Not Passed
I 0.0 Incomplete
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TC 0.0 Transfer Credit
W 0.0 Withdrawal
(Before Drop Deadline)
WF 0.0 Withdrawal
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and- Procedures/Calculating-the-Cumulative-Grade-Point-Average)
A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional information.
Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)
Evaluation Criteria
The evaluation criteria consists of Formative and Summative assessments of student learning.
Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an ongoing learning process. Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or lab assignments, practice exams
Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been achieved. Examples: Final exam, term paper, or term project Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course and program learning outcomes.
Additional Information:
All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and comments on graded items will be posted in the Blackboard Gradebook, unless otherwise specified. All assignments submitted for each course must be created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for credit in any other course unless approved by the faculty or noted in the syllabus. Please review all rubrics in the course for assignment grading criteria, found under the My Grades tab. It is important that you save all of your completed assignments for your records. Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.
Criteria *Critical Assignments (where applicable)
If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments will be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly
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clinical reports, must achieve a 76% average grade to pass. If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining course assignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of the Critical Assignment points.
It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met the minimum requirements for critical assignments. Some courses do not have critical assignments.
It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in the course syllabus. Please see your instructor if you have questions about grading or assignment criteria.
Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignments that will be late after 3 days and receive a zero score must be submitted.
All tests are cumulative. They confirm a cognitive level based on the NCLEX test plan structure.
Time to test: Each assessment is limited to a specific time per question. All ATI Proctored tests are 1 minute per question. For all faculty-created tests, students are allowed 1.5 minutes per question for 100-level courses and 1 minute per question for 200 and higher-level courses (e.g. 300, 400).
Assignment
Weight / Points
Week Due Details
Formative
ATI Real Life RN Case Studies
130 4, 5, 6, 7
ATI Real Life RN Case Studies
32.5 points each
Week 4: Teaching Prenatal and Newborn Care Week 5: Preterm Labor Week 6: Preeclampsia Week 7: Postpartum Hemorrhage
Scoring Key For Real Life RN Scenarios
Strong 32.5 points
Satisfactory 0 points
Needs Improvement 0 points
ATI Practice Assessment
0 6 RN Maternal newborn online practice 2019 B
Focused Review Hours
60 7, 9 Focused Review Hours
30 points each
Week 7: After ATI practice assessment Week 9: After ATI proctored exam
Minimum 1 hour focus review and minimum of 4 templates.
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*Assessments 450 2, 3, 4, 5, 6, 7
75 points each
Week 2: Assessment 1 Week 3: Assessment 2 Week 4: Assessment 3 Week 5: Assessment 4 Week 6: Assessment 5 Week 7: Assessment 6
Nursing Evolution
10 9 This is a portfolio assignment that must be completed at the end of the course.The student will not be allowed to sit for the final without having completed the evolution for this course.
Active Learning Engagement
30 9
Blackboard Collaborate Virtual Class Session Summary
25 10 Attend the online Blackboard Collaborate session. Participation is required. Your instructor will post details regarding the session in the announcements. There is no in-class meeting during week 10. Directions for using Collaborate are located in your Blackboard Course. After attending the Collaborate session, submit a 1 paragraph (4-5 sentence) summary to Blackboard for grading. Details of the summary requirements will be presented during the Collaborate session.
Summative
*ATI Proctored Exam
120 8 RN maternal newborn
*Comprehensive Final Exam
175 9
Total 1,000 points total
*Total Critical Assignments Points
745
Assignment
Weight / Points
Week Due Details
Course and Program Specific Policies
ATI Policy Tutorials (where applicable)
Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to spend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for tutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post- tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the course grade.
Practice Assessments and Focused Reviews (where applicable)
Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice assessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored exam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare for proctored exams.
Proctored Exams and Focused Reviews (where applicable)
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Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a Level 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area.A focused review is always required after proctored exams.
Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading parameters.
Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.
All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.
Nursing Program or Accreditation Requirements Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the program.
NURS 493: See details in course criteria. NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not be dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will result in dismissal from the university.
A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of “F” in the course.
Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for more information under Course Withdraw and Dismissal Policies.
Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)for more information.
All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course.
Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam.The student will not be allowed to sit for the final without having completed the evaluation for this course.
AACN Essentials of Baccalaureate Education
The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing and assessing baccalaureate education programs for professional nursing practice. You may access the full publication here: AACN Essentials (http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf)
Late and Make Up Work Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):
Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignments submitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3 days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided for extenuating circumstances only.
Quizzes and Tests*
It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students
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may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48 hours of the original examination date will earn a zero.
Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.
The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of the next class. The make-up examination may not be the same examination but may be an alternative format such as an essay examination. The student must take the make-up examination in a proctored environment. If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the maximum score that the student may earn on the examination is 76%. Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of missing the examination will receive a zero score for the examination. One form is required for each request. Any future make-up requests require a new form. Receiving the maximum amount of points on a make-up examination will be considered only for students who provide documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion of the Academic Dean, Director, or designee.
*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review each syllabus for assignment criteria.
** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.
No work is accepted after the last scheduled class (on ground) or the last day of class (online).
Minimum Passing Grade The minimum passing grade in the core nursing program is a C+.
“P” or “NP” are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and NURS 493).
SafeAssign Plagiarism Check Each course has an open SafeAssign dropbox. Students can use this dropbox to submit drafts of assignments. SafeAssign will generate a report that checks for plagiarism and academic integrity. It is the student’s responsibility to review the report and make any changes to the assignment before the final submission. It is the student’s responsibility to ensure that the final submission
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aligns to West Coast University’s academic integrity policy, located in the syllabus and the University Catalog.
When the final assignment is checked and complete you must submit to its respective assignment dropbox for grading. The SafeAssign draft area is for checking your assignment only and will NOT be graded.
Sigma Theta Tau Nurse Manager Certificate Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your courses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of completion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS 497 portfolio.
The Nurse Manager Certificate is a requirement for the program.
Course Outline The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is subject to change in the event of extenuating circumstances.
Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes. Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill throughout the duration of the course.
*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section and/or in your assignment dropbox.
Week Topic Objectives Activities & Assignments
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1 Menstruation and Conception 1. Identify critical components of conception, embryonic development, and fetal development
2. Discuss the relevance of genetics within the context of the care of the childbearing family.
3. Describe methods for diagnosis of pregnancy and determination of estimated date of delivery.
4. Describe the anatomical and physiological changes during pregnancy.
5. Link the anatomical and physiological changes of pregnancy to signs, symptoms, and common discomforts of pregnancy.
6. Describe appropriate interventions to relieve common discomforts of pregnancy in the antepartum setting.
7. Identify the critical elements of assessment and nursing care during initial and subsequent prenatal visits.
8. Describe the elements of patient education and anticipatory guidance in the antepartum setting.
Reading
Durham & Chapman Ch. 3 – 5
Content Outline
Menstrual cycle conception, embryo and fetal development placenta, membranes, amniotic fluid, and umbilical cord Genetic diseases and teratogens Preconception healthcare; PE and screening Anticipatory guidance and education in preconceptual and prenatal periods; assessment of risk factors by trimester Diagnosis of pregnancy Physiological changes in pregnancy Self-care/relief measures for physical changes and common discomforts of pregnancy Prenatal care assessment, education, and timing of routine care during first, second, and third trimester Maternal, paternal, and family adaptations to pregnancy
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content Watch ATI video
Danger signs of paregnancy Measuring fundal height Leopolds maneuvers
Need to know prenatal assessment terminology
G/P Gravida Para GTPAL nulligravida Primigravida Multigravida Critical components Intimate partner buse Danger signs of the first trimester, second and third trimesters medications Prenatal vitamin and iron supplementation folic acid
ATI
ATI review module Ch. 3 – 6
2 Pregnancy and Labor 1. Identify the five P’s of labor 2. Describe the four stages of labor and the related
nursing and medical care. 3. Describe the mechanism of spontaneous vaginal
delivery and related nursing care. 4. Identify supportive care modalities for women during
Reading
Durham & Chapman Ch. 6 Ch. 8 – 9
ATI Review Module (View media supplement:
Week Topic Objectives Activities & Assignments
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labor and childbirth. 5. Identify the modes of fetal monitoring, auscultation,
and EFM. 6. Articulate the physiology of FHR accelerations and
decelerations. 7. Identify normal and abnormal FHR patterns and
correct nursing actions based on monitor strip interpretations.
8. Define terms used in antenatal tests. 9. Describe the purpose, procedure, interpretation,
advantages, and risks of antenatal tests. 10. Articulate the nursing responsibilities and teachings
related to antenatal tests. 11. Explain Standards of Practice in maternity nursing.
Early, Late & Variable decelerations) Ch. 11 – 14
Content Outline
Process of labor Factors affecting labor Onset of labor Stages of labor and childbirth Cardinal movements Episiotomy and lacerations Newborn transition and Apgar scoring Management of discomforts labor Pharmacologic and nonpharmacologic
Auscultation fetal heart rate and palpation of contractions External & internal electronic fetal and uterine monitoring Influences on fetal heart rate
Utero-placental Autonomic nervous system Central nervous system Chemoreceptors Hormonal regulation Fetal reserves
Fetal Monitoring NICHD criteria for interpretation of FHR patterns Category system: 1, 2, 3 Intrauterine resuscitation interventions Amnioinfusion Biophysical assessments (US); biochemical assessments (amniocentesis, CVS); maternal assays (AFP, multiple marker screen) Tests of fetal status and well-being: FKC, NST, VAS, CST, AFI, BPP
Maternal Assays (AFP, multiple marker screen)
Tests of fetal status and well-being- FKC, NST, VAS, CST, AFI, BPP
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content Need to know FHR assessment terminology
Baseline FHR Baseline variability Accelerations Decelerations: variable, early, late Tachycardia Bradycardia Normal FHR Abnormal FHR
Medications Terbutaline Procardia Oxytocin Methergine Hemabate
ATI
Watch ATI video
Week Topic Objectives Activities & Assignments
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Stages of labor Epidural placement Skills module
ATI accepted practice Non-pharmacological pain management
Assignments
Assessment 1
3 Postpartum; New Parenting 1. Describe the physiological and psychological changes that occur during the postpartum period.
2. Identify the critical elements of assessment and nursing care during the postpartum period. Plan nursing interventions to prevent postpartum complications.
3. Plan nursing interventiosn to prevent postpartum complications.
4. Describe critical elements of discharge teaching. 5. Describe the stages and processes of human milk
production. 6. Develop a teaching plan to promote optimal
breastfeeding or formula feeding outcomes. 7. Incorporate principles of teaching and learning when
providing newborn care information to parents. 8. Identify factors that influence women, men, and
siblings in their role transitions to mother, father, brother, or sister.
9. Describe bonding and attachment. 10. Describe nursing actions that support couples during
their transition to parenthood. 11. Discuss the different methods of contraception
available.
Reading
Durham & Chapman Ch. 12–13 Ch. 16
ATI Review Module Ch. 1 Ch. 17–19
Content Outline
Changes during postpartum and corresponding nursing assessment and care needed
Reproductive system: uterus, endometrium, vagina, perineum, breasts Cardiovascular system respiratory system Immune system Urinary system Endocrine system Muscular and nervous systems Gastrointestinal systems
Breastfeeding and discharge teaching healthy people goal: breastfeeding initiation and maintenance of breastfeeding
Breastfeeding teaching Bottle feeding Preparing formula Transition to parenthood Maternal phases Paternal phases Sibling rivalry
Parent-Infant bonding Postpartum blues vs depression Natural family-planning methods Barrier methods Hormonal methods Long acting reversible sterilization
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content Critical components
Excessive bleeding Mastitis Rubella immunization Preventing Rh isoimmunization Breastfeeding initiation Methods of contraception
Medications Oxytocin (Pitocin) Ibuprofen (Motrin) Docusate (Colace)
Week Topic Objectives Activities & Assignments
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Depo-Provera Rubella vaccine Hemabate
ATI
Skills module ATI: View ATI image Fundal height ATI video: Maternal newborn discharge teaching
Assignments
Assessment 2
4 Extrauterine Life; Neonate; Therapeutic and Surgical Procedures; Pain Assessment
1. Identify the changes that occur during the transition from intrauterine to extrauterine life and the related nursing actions.
2. Describe the critical elements of neonatal assessment. 3. Describe the critical elements of neonatal gestational
age assessments. 4. Discuss methods used in neonatal pain management. 5. Describe the nursing care and common laboratory and
diagnostic tests for neonates during the first week of life.
6. Discuss the nursing actions that support parents in the care of their newborn.
7. Describe the most common therapeutic and surgical procedures for neonates and related nursing care.
8. Incorporate principles of teaching and learning when providing newborn care information to parents.
9. Develop a teaching plan for breastfeeding. 10. Develop a teaching plan for formula feeding
Reading
Durham & Chapman Ch. 15–16
Content Outline
Transition to extrauterine life andrelated nursing care
Respiratory system Circulatory system Thermoregulatory system Metabolic system Hepatic system Gastrointestinal system Immune system
Neonatal assessment Common newborn characteristics newborn reflexes Gestational age assessment Pain assessment Nursing care of the neonate
Routine medications Promoting parent-infant bonding Danger signs Skin care
Laboratory & diagnostic tests Newborn screening tests Newborn hearing screening Cardiac screening
Therapeutic and surgical procedures Immunizations Circumcision Initiation and maintenance of breastfeeding Breastfeeding teaching Bottle feeding Preparing formula
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content Accepted practice
Newborn care Nutritional needs of the newborn
Breastfeeding support La Leche League
Week Topic Objectives Activities & Assignments
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International OC mommies World Health Organization CDC guide to breastfeeding & report card March of Dimes Breastfeeding goals for 2020
Medications Erythromycin Vitamin K Hepatitis B vaccine HBig
ATI
View ATI Image Caput succedaneum Cephalohamatoma
ATI Skills Module Step by step viewing Gestational age assessment Apgar scoring Umbilical cord care
ATI Review Module Ch. 23–26
Assignments
ATI Real Life RN Case Study Teaching Prenatal and Newborn Care
Assessment 3
Week Topic Objectives Activities & Assignments
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5 Complications in Pregnancy 1. Describe the primary complications of pregnancy and the related nursing and medical care.
2. Identify potential antenatal complications for the woman, the fetus, and the newborn.
3. Identify the key aspects of discharge teaching for women with antenatal complications.
4. Demonstrate an understanding of knowledge related to preexisting medical complications of pregnancy and related management.
5. Define key terms.
Reading
Durham & Chapman Ch. 7
Content Outline
High Risk Antepartum nursing care, discharge planning, and teaching
Preterm labor and birth Preterm premature rupture of membranes and chorioamnionitis Incompetent cervix Multiple gestation Hyperemesis gravidarum Diabetes mellitus Hypertensive disorders of pregnancy Placental abnormalities Ectopic pregnancy Hydatidiform mole Infections and STIs Trauma Cardiovascular disorders Pulmonary disorders/asthma Substance abuse
Antenatal testing review
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content
ATI
ATI Review Module Ch. 9–10 Ch. 12–13 Ch. 15–16
Assignments
ATI Real Life RN Case Study Preterm labor
Assessment 4
6 Labor Complications and Obstetrical Emergencies
1. Describe the various methods of therapeutic procedures to assist with labor and delivery. 2. Describe the key obstetrical emergencies and the related medical and nursing care. 3. Describe the primary causes of dystocia and the related nursing and medical care 4. Demonstrate and understanding of knowledge related to induction of labor and augmentation of labor. 5. Identify key components of childbirth preparation for expectant families. 6. Explain Standards of Practice in maternity nursing. 7. Describe legal issues in maternity nursing.
Reading
Durham & Chapman Ch. 10–11
Content Outline
Therapeutic procedures External cephalic version Bishop score Cervical ripening Induction of labor Augmentation of labor Amniotomy Amnioinfusion Vacuum-assisted delivery Forceps-assisted birth Episiotomy
Week Topic Objectives Activities & Assignments
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VBAC Labor complications and obstetrical emergencies
Pelvic & fetal dystocia Hypertonic & hypotonic uterine dysfunction Precipitous labor Umbilical cord prolapse Rupture of the uterus Shoulder dystocia Ruptured vasa previa Augmentation of labor Amniotomy, Amnioinfusion Vacuum-assisted delivery Forceps- assisted birth Episiotomy VBAC
Labor complications and obstetrical emergencies
Pelvic and fetal dystocia Hypertonic and hypotonic uterine dysfunction labor Umbilical cord prolapse Rupture of the uterus Shoulder dystocia Ruptured vasa previa
ACOG/AWHONN standards of practice professional organization
Alternative birthing practices
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content View ATI step by step viewing
Cesarean section Post-operative care
Critical components Administering oxytocin in labor Respiratory depression related to intrathecal morphine
Medications Prepedil PGE2 Cervidil Misoprostol PGE1 Oxytocin (Pitocin)
ATI
ATI Review Module Ch. 15–16
Assignments
ATI Practice Assessment RN maternal newborn online practice 2016B
ATI Real Life RN Case Study Preeclampsia
Assessment 5
7 Intrapartum and Postpartum 1. Discuss the preoperative, intraoperative, and Reading
Week Topic Objectives Activities & Assignments
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care postoperative nursing care and medical anesthesia management for caesarean births.
2. Identify potential intraoperative and postoperative complications related to caesarean birth and nursing actions to reduce risk.
3. Describe the primary causes of postpartum hemorrhage and the related nursing actions and medical care.
4. Describe the primary postpartum infections and the related nursing actions and medical care.
5. Describe the primary postpartum psychological complications and the related nursing actions and medical care.
6. Describe the physiology and pathophysiology associated with selected complications of the neonatal period.
7. Identify critical elements of assessments and nursing care of the high-risk neonate.
8. Develop a discharge plan for high-risk neonates.
Durham & Chapman Ch. 11 Ch. 14 Ch. 17
Content Outline
Intrapartum and postpartum care Caesarean birth families: Indications and classifications for caesarean birth
Risks & nursing care related to C/S preoperative care intraoperative care postoperative care
High Risk postpartum care Hemorrhage from uterine atony, lacerations, hematomas, subinvolution, and retained placental tissue Coagulation disorder from DIC, amniotic fluid embolism, and thrombosis Infections related to endometritis, cystitis, mastitis, and wound infection Psychosocial complications related to postpartum depression and postpartum psychosis
High-risk neonatal nursing care Preterm neonates Respiratory distress syndrome Bronchopulmonary dysplasia Patent ductus arteriosus Postmature neonates Meconium aspiration syndrome Small for gestational age/IUGR Macrosomia/LGA Hyperbilirubinemia Neonatal infection: GBS Substance abuse exposure
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content American Red Cross video: Just a Little Heart Attack Critical components
Administering oxytocin in labor Clinical pathway for scheduled caesarean birth Time-out prior to procedures and surgical incisions Prevention of maternal respiratory depression related to intrathecal morphine Medications
Bicetra Cefazolin
Critical components Risk factors for PPH Management for uterine atony Gavage feeding procedure Signs of neonatal withdrawal (neonatal abstinence scoring tool) Medications
Week Topic Objectives Activities & Assignments
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Methylergonovine (Methergine) Carboprost (Hemabate) Misoprostol (Cytotec)
ATI
ATI Review Module Ch. 16 Ch. 20–22 Ch. 27
Assignments
Assessment 6 ATI Real Life RN Case Study
Postpartum hemorrhage Focused Review Hours
After practice assessment
8 Women’s Health 1. Describe common alterations in women’s health/potential complications including medical management and nursing actions.
2. Describe potential complications/disorders related to traumatic childbirth trauma, including medical management and nursing actions.
3. Discuss various causes of menstrual disorders. 4. Describe diagnostic procedures commonly used in
women’s health care. 5. Identify factors that place a woman at risk for adverse
health conditions. 6. Discuss preventive screenings for women across life
span. 7. Discuss the physical and emotional changes related to
perimenopause and menopause and related medical management and nursing care.
8. Discuss current trends and issues in the management of women’s and newborn’s health.
9. Discuss the current trends and issues in maternal and infant health outcomes.
10. Identify the primary maternal and infant goals stated in Healthy People 2020.
11. Examine concepts in evidence based practice. 12. Describe the most common methods used in assisted
fertility. 13. Describe the common coases and diagnostic tests
used for infertility.
Reading
Durham & Chapman Ch. 1–2 Ch. 18–19
Healthy People Website (http://www.healthypeople.gov)
Why is maternal and infant health important? What are the preconception and prenatal counseling goals for 2020?
Content Outline
Hysterectomies Menstrual disorders Polycystic ovary disorder endometriosis Infections Sexually transmitted infections ovarian cysts Cervical cancer Breast cancer Fibrocystic changes Top three leading causes of death in women Recommended screenings and immunizations for women Osteoporosis lesbian health Common diagnostic procedures in women’s health Common physiological and anatomical changes in women during the perimenopausal and menopausal years Past and present trends
Family-centered maternity Nursing trends Preterm births Maternal deaths and mortality rates Infant mortality rates Birth rates for teenagers
Tobacco use Substance abuse Obesity Health disparities Maternal and Child Health goals Healthy People 2020
Week Topic Objectives Activities & Assignments
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Infertility: ART, medications Parents with sensory or physical impairments
Specific Course Activities
Discuss 5 or more NCLEX-style test questions related to class content American Red Cross video: Just a Little Heart Attack Critical components
Heart attack and stroke warning signs HPV vaccine Obesity in women Medications
Clomid Metformin Bisphosphonates Nafarelin
ATI
ATI Review Module Ch. 21–22
Assignments
Active Learning Engagement ATI Proctored Exam
RN maternal newborn
9 Course Evaluation Assignments
Focused Review Hours After ATI proctored exam
Nursing Evolution Comprehensive Final Exam
10 Blackboard Collaborate Virtual Class Session
Participate in the online class session via Collaborate. There is no in-class session this week. Assignment
Submit 1 paragraph (4-5 sentence) summary of Collaborate session to Blackboard.
Week Topic Objectives Activities & Assignments
Institutional Policies
University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.
Institutional Learning Outcomes Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated
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programmatic learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:
1. Implement intellectual and practical problem-solving skills through information assessment and critical thinking. 2. Demonstrate effective written communication skills. 3. Demonstrate effective oral communication skills. 4. Demonstrate computer proficiency and information literacy. 5. Describe ethical standards and legal guidelines associated with one’s chosen career field. 6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality
in one’s discipline. 7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.
Academic Integrity and Dishonesty Students should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)
Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)
Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) and the Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html)
Classroom Policies Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.
Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy
All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her
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or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Blackboard outages, or third-party content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented emergency situation (e.g., death in the immediate family), it is the student’s responsibility to contact the faculty member within 48 hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.
Final Week of Term/Semester/Trimester
Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for maximum absences and other details.
Technology
West Coast University utilizes the Blackboard Learning Management System. Technical support for Blackboard is offered 24 hours per day, 7 days per week. There are minimum system requirements to access not only Blackboard but also any resources that may be posted in Blackboard or utilized in a course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student- affairs/student-services.html) for minimum technical requirements. For tech support options, please click on the Support tab located at the top of your Blackboard home page. Blackboard can be accessed here: www.learn.westcoastuniversity.edu (https://learn.westcoastuniversity.edu)
Library Information You can access the library through the Library tab at the top of your Blackboard home page or here: https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library- resources.html)
Course Related Policies West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully completed, add/drop and withdrawal. Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for course related policies.
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