The nursing process in the care of clients with complex acute alterations in physiological and psychological functioning is emphasized. Advanced theoretical concepts are applied in the selection of therapeutic nursing interventions that successfully manipulate complex environmental factors to restore system balance and prevent further system imbalance. Collaborative relationships essential to providing holistic quality care for client systems with complex acute needs are discussed. Differences in the use of advanced technological support across the lifespan are presented. Legal, ethical, cultural and economic considerations associated with complex acute health problems are addressed. (3 Credits)
 

Senior year, Level III. Satisfactory completion of all Level II courses. Concurrent enrollment in Nurs421.
 

Upon completion of this course, the student will be able to:

1. Apply the nursing process in the care of clients with complex acute health needs by integrating knowledge gained from nursing and related arts and sciences.
2. Explain the alteration in physiological and psychological functioning that result from complex acute changes in the client's internal and external environment.
3. Differentiate among anticipated client system responses to complex acute health problems at various developmental stages and ages.
4. Analyze legal, ethical, cultural, and economic issues associated with complex acute health care.
5. Explore professional standards and nursing research findings (including outcome research) in the care of the client.
6. Discuss the role of various team members in the application of clinical pathways and case management.
7. Explain health promotion and disease prevention strategies which could influence complex health care situations.

This course is entirely web-based. All the instructions are delivered via the World Wide Web. Class interactions are mainly through online threaded group discussions. The online discussion group, the Virtual Care Unit (VCU) on the Discussion Board, is where we exchange ideas and help each other in the learning process. To participate in the group discussions, you can initiate a topic for discussion or click on an existing topic to give your input.
One week, you will be assigned to be moderator of the VCU. During that week you will select a topic to be discussed and respond to the other students comments. 
You are strongly encouraged to use the VCU regularly, asking questions and helping each other with answers. The Virtual Care Unit is available only to students enrolled in the course. Only the instructor can delete the messages. If you wish to communicate with the instructor privately, please use email instead of the discussion group.

On-line presentation and discussion
Virtual Care Unit - weekly participation
Assigned readings
Case studies
Placement and monitoring of topic on Virtual Care Unit
Unit activities - Case Studies, Test Your Knowledge

Disability Statement:

Learning assistance, academic performance enhancement, and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Services by calling 913-588-6580 or visiting G116 Student Center.

Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor or the Equal Opportunity / Disability Specialist (913-588-7813, TDD 913-588-7963) as soon as possible.

Four module exams - Multiple-choice, matching and short answer
Satisfactory completion of all on-line modules
Participation on Discussion Board, including one week as monitor
Grades:

Final grades will be computed according to the following standard:

90-100%	=	A
80-89%	=	B
70-79%	=	C
60-69%	=	D
Below 60%	=	F

Per the SON Student Handbook, a grade of C must be achieved to meet  requirements for graduation.

Examination Process

All tests must be taken on or before the assigned date unless the faculty member approves a delay in testing in advance. Such a change will only be approved for illness, family crisis, etc. and it is expected that the student will contact the faculty member prior to the examination. If a student is excused from an examination, a make-up test will be given; this make-up test may be an essay or oral examination instead of the usual multiple choice format. Students who have an unexcused absence from a test will receive a grade of 0% for that test. All testing employs an honors system in relation to personal integrity (PROFITS).

Proctors:

A date, time, and classroom will be assigned for students in the Kansas City metropolitan area to take exams. Students in outlying areas must arrange with a person to proctor the exam.  Good examples of proctors are librarians or persons in your hospital's nursing education department.  The student is responsible for making arrangements with the proctor and supplying the proctors name and mailing address to the instructor. Tests will be mailed directly to the proctor and the proctor will return the tests to the instructor. Students taking tests by proctor are expected to take the tests on or before the assigned date.

PROFITS:

PROFITS upholds behaviors reflective of individual responsibility, mutual trust, professional values and standards. PROFITS values an academic environment free of academic misconduct or abuse of academic resources. When in doubt, the student must clarify with the instructor the appropriateness of behaviors that may violate PROFITS. All students are required to sign the PROFITS pledge once during their academic tenure:

I pledge that I will not give, receive, nor tolerate unauthorized aid, nor will I abuse academic resources while I am a member of this academic community.

Required Textbook:

The textbook may be purchased directly from the KUMC Bookstore.

Recommended Textbooks:

Gahart, B. L. &  Nazareno, A. R. (2006)  Intravenous Medications: A handbook for nurses and allied health professionals. 22^nd  ed. Philadelphia, PA: Mosby, Inc..

Takemoto, C. K., Hodding, J. H. & Draus, D. M. (2003) Pediatric Dosage Handbook. 10^th Ed. Cleveland: Lexi-Comp. (recommended for students having clinical in NICU or PICU)

Hazinski, M. F. (1999). Manual of Pediatric Critical Care. St. Louis: Mosby, Inc. (recommended for students having clinical in NICU or PICU)

Carpenito, L. (2003). Nursing diagnosis: Application to clinical practice (10^th ed). Philadelphia: Lippincott Williams & Wilkins. (This is the same text used in Nurs 404 Concepts of Professional Nursing and Health Promotion.)

Student Evaluation of Course and Instructor:

You will have the opportunity to evaluate the Nurs 420: Nursing of the Client with Complex Acute Health Needs course and faculty on line at the conclusion of the course.  The on line evaluation will offer you an opportunity to evaluate the course objectives, teaching strategies, textbooks and a variety of other elements of the course.  You will also have the opportunity to evaluate the instructor for the course.  I welcome your suggestions for improvement in this course.  Faculty strongly feel student suggestions are important and in order to make course changes this type of data about the course is vital.  Please take advantage of this opportunity.

 You will be given information about how to access the evaluation forms at the end of this course.  You can access the evaluation URL from your computer at home or school.

THANK YOU IN ADVANCE FOR TAKING TIME TO COMPLETE THE EVALUATIONS.  WE VALUE YOUR SUGGESTIONS AND IDEAS TO MAKE THE COURSE BETTER. 

Sharon Kumm, University of Kansas School of Nursing, July 1999
Revised July 2005