Nur 154 - spring 2009

Spring 2014 (Last Revised (12/10/13)
CAROLINAS COLLEGE OF HEALTH SCIENCES
SCHOOL OF NURSING
COURSE SYLLABUS

Credit Hours:

Placement:

Course Description: NUR 154, Maternal/Neonatal Health, is a theory and lab/clinical course designed to prepare the
student for the role of the Associate Degree Nurse in the provision and management of holistic care for the
maternal/neonatal client and family. The course emphasizes professional behaviors, communication, assessment, clinical
decision making, caring interventions, teaching and learning, collaboration, and managing care for the maternal/neonatal
client. Clinical emphasis is placed on the application of the core components and competencies when caring for one or
more clients in a variety of healthcare settings.
Online Course Platform Requirement: This is a web-enhanced course using the College Information Portal. A general
college orientation to this learning platform is available in addition to the course specific orientation on the first day of
class. You will be required to access the internet as well as software programs including but not limited to Microsoft
Word, PowerPoint, Adobe Acrobat, and Windows Media Player. Should you be unable to access these software
applications from your home, you may use the Computer Resources Lab at the college to complete assignments. The
Information Portal online learning site is
QUALITY ENHANCEMENT PLAN: Information Literacy
In its QUEST for information literacy, the College has adapted the information literacy standards of the Association of
College and Research Libraries (ACRL) (2000). The College has identified the learning outcomes below as expected
skills of an information literate student. Learning outcomes that correlate to activities in this course are designated in bold
type.
The information literate student:
1. Determines the nature and extent of the information needed.
2. Retrieves needed information effectively.
3. Evaluates information and its sources for currency, relevancy, and reliability.
4. Uses information to accomplish a specific purpose.
5. Uses information ethically and legally.

Plagiarism
Carolinas College currently holds a licensing agreement for use of a plagiarism detection and prevention tool that is an
electronic web-based service. The tool helps users detect and prevent plagiarism from sites and full text published
internet sources. As your faculty member for this course, I may use the tool to either require you to submit your written
assignments electronically for review of your own work or I may submit text from your assignments.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 1
Spring 2014 (Last Revised (12/10/13)
Nursing Standards: This course utilizes the following nursing standards as criteria for both clinical and theory
components:
• Association of Women’s Health, Obstetrics & Neonatal Nurses (2003). Standards & guidelines for professional nursing practice in the care of women & newborns (6th ed.). Washington, DC: Author.
Pre-Requisites:
HEA 102 Medical Terminology or NUR 100 Medical Terminology

Co-Requisites: 2nd Semester: PSY 102 Human Growth & Development
3rd Semester:
4th Semester:


The faculty reserves the right to make changes to the syllabus.
Faculty:
Faculty for NUR 154 are as follows:
Dana Mangum
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 2
Spring 2014 (Last Revised (12/10/13)
COURSE OBJECTIVES
NUR 154, Maternal/Neonatal Health
At the completion of this course, the student nurse will: I. Function in the role of a professional with maternal/neonatal clients using a holistic approach. Use effective professional verbal and written communication skills while interacting with clients, peers, faculty, and other healthcare professionals. Demonstrate concepts of caring and holism when providing nursing care. Apply theoretical concepts and experiential knowledge while performing a holistic assessment using the following components: physical, developmental, emotional, psychosocial, spiritual, functional, and cultural needs. Demonstrate clinical decision making skills using the nursing process and critical thinking during the delivery of care. Use principles of teaching and learning in order to promote, facilitate, maintain, and restore optimal health. Collaborate and cooperate with members of the healthcare team while delegating and advocating the needs of the client in today’s healthcare system. Demonstrate responsibility for managing client care assigned by faculty or delegated by other Required Resources (May use edition required at the time of original purchase)
HESI Case Studies Complete RN Collection 2013: ISBN 9781455741328 (from evolve.elsevier.com) – will be placed into CCHS Group upon purchase. You will gain instant access if you purchase online versus using the bookstore. (See Information Portal for instructions) Lowdermilk, D. L., Perry, S. E., & Cashion, K. (2010). Maternity Nursing (8th ed.). Maryland Heights, MO: Required Online Access: NUR 154 Information Portal Web Page:
Synapse Resource
MICROMEDEX Healthcare Series drug reference databas Optional Resources
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington: Author. ISBN 978-1-4338-0561-5 Lippincott Publishing Staff (2008). Straight A’s in Maternal-Neonatal Nursing. (2nd ed.) Lippincott-Raven Publishers. Lowdermilk, D. L., Perry, S. E., & Cashion, K. (2010). Study Guide for Maternity Nursing (8th ed.). Maryland Heights, MO: Mosby-Elsevier. ISBN 978-0-323-08571-7 Pickar, G. (2013). Dosage calculations (9th ed.). Albany: Delmar. ISBN 13: 978-1-4390-5847-3 The North Carolina AHEC Digital Library: Campus Resource Center: Information Resource Center and AHEC of Charlotte Library Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 3
Spring 2014 (Last Revised (12/10/13)
On-Line Bookstore: MBS Direct

Grading
See Carolinas College of Health Sciences Catalog/Student Handbook on CCHS websit.
Numerical range for all Nursing courses will be:
The lowest passing grade in any course in the curriculum is a letter grade of “C.” An Unsatisfactory in the clinical/lab
component of the course results in a course grade of “F.” In order to successfully pass NUR 154, students must receive a
Satisfactory in the clinical/lab component of the course and a course grade of 77% or greater.

Attendance
Class Attendance: The student is expected to be present and on time for all classes. Attendance will be documented.
The student is held accountable for all content and handouts from missed classes. Students who arrive late to class may
have to wait until the first class break to enter.

Clinical Attendance: The student is expected to attend all field trips and laboratory and clinical experiences in order to
satisfactorily achieve clinical objectives. Students may jeopardize their ability to successfully pass clinical if they are not
present and on time for clinical/lab experiences. Promptness and attendance are expected. Students will be placed on
an action plan after one occurrence of no call/no show. A second no call/no show during the Nursing Program is grounds
for dismissal from the program. “No call/no show” is defined as absence without appropriate communication to the
assigned clinical instructor. At the discretion of the course faculty, the student who is absent or tardy from clinical may be
required to attend the next scheduled NUR 154 Course and/or Intermediate Level faculty meeting in order to identify how
he/she plans to meet the course objectives for the clinical experience that was missed. The student will bring a written
plan to the meeting for discussion with the faculty. Tardiness and/or absences may result in failure to pass the course.
Class Communication: Course announcements will be posted on the NUR 154 Information Portal web page; individual
correspondences will be made using CCHS e-mail addresses. Students are responsible for checking both daily.
Name Badges
Students must display their CCHS issued name badge above the waist for every class and clinical session. Any student
present without the appropriate name badge must obtain a temporary badge from the receptionist in order to remain in
class as well as on CHS campus.

Testing
Students are expected to be present and on time for each scheduled test. Students who are unable to take a test at the
scheduled time will contact a course faculty member at least one (1) hour prior to the start time of the test. Make-up
sessions for rescheduled tests will be held at 7 AM the Monday following the scheduled test day. Students who
miss a scheduled test may be given an alternative form of testing. In the event that class is canceled or the College is
closed on a scheduled test day due to inclement weather, power failure, etc., students should check the NUR 154
Information Portal page for instructions regarding the rescheduled date and time of the test. Test grades may be
accessed via the NUR 154 Information Portal web page at No disputes of quiz or test
questions will be considered after the final exam. After final course grades are submitted to the College Registrar,
there will be no further review of any course tests/final exams by students.
Testing Cognitive Levels
The cognitive levels for tests in NUR 154 will be as follows:
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 4
Spring 2014 (Last Revised (12/10/13)
Evaluation Methods
Tests related to course objectives, return demonstration of specified skills, written assignments, direct observation in
clinical setting, nursing documentation, and written Clinical Evaluation Tool based upon clinical/course objectives will be
utilized for performance evaluation. (The testing guidelines apply. Refer to the CCHS Catalog/Student Handbook on
CCHS website.)
In order to pass NUR 154, the student must meet all of the following requirements:
1. Achieve a final testing/clinical quiz grade of 76.50% or greater. 2. Achieve a course grade of 77% or greater. 3. Achieve a Satisfactory on the Clinical Evaluation Tool by the end of the course. Achieving clinically focused objectives listed with each unit is the responsibility of the student on a weekly basis. Once objectives are met for a particular week, it is the student's responsibility to maintain the previously achieved level of competency. 4. Achieve a score of 77% or better on the Health Literacy project. 5. Attend a clinical evaluation conference at the completion of the course; proof of online course evaluation will be required of students in Spring 1, Fall 1 and Summer sessions prior to conferences. 6. Complete six (6) Hesi Case Studies by dates designated on course calendar. 7. Attend one (1) Community Teaching Experience and submit a Community Teaching Guided Summary. 8. Complete Comprehensive Assessment Profile (CAP) testing requirements for RN Maternal Newborn Nursing.
Patient Education Assignment
Students are required to complete an assignment in which they develop a patient education brochure about a perinatal
topic. This assignment addresses the College’s information literacy learning outcomes 1, 3, 4, & 5 as described on page 1
of this syllabus. Details of this assignment can be located on the NUR154 Information Portal.


Community Teaching Experience Requirement
Students are required to attend one (1) community perinatal teaching experience by the date indicated on the course
calendar. A list of available opportunities will be distributed on the calendar function of the NUR 154 Information Portal
web page. No more than two (2) students will be permitted to attend a community class at a given time to prevent
overcrowding in the community classroom. Students are expected to dress appropriately (business casual), wear name
badges, and attend the entire class. Cell phones may not be taken into the class. Students should arrive ten (10)
minutes early and make their presence known to the community class instructor. A Community Teaching Guided
Summary form is provided on the following page and must be signed by the community class instructor at the time of
attendance. Students should submit the completed form to a lecture instructor within one week of the designated
experience. Extensions may be granted by the clinical instructor, but failure to complete this requirement may result in a
grade of “F” in NUR 154 and academic dismissal.
HESI Case Studies - online case study requirement
Students must complete the six (6) HESI Case Studies by dates listed on course calendar with a minimal score of 70 or
better to be adequately prepared for clinical. The purpose of these case studies is to enhance understanding of course
content and to strengthen the student’s ability to correlate content with clinical practice. The five (5) highest case study
scores will be added into the final course grade only after a passing average has been obtained (see page 8). Students
may take the test as many times as desired to reach 70% until the due date on the calendar, but only the first score for
each case study will be counted as an Bonus Point Item (see page 8); if the student takes more than one attempt to score
better than 70%, he/she should print a copy of that score to demonstrate preparation for the clinical instructor. Directions
for accessing these case studies are available on the Information Portal. These case studies will take approximately 30
minutes to 1.5 hours to complete. Failure to complete this requirement may result in a grade of “F” in NUR 154 and
academic dismissal.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 5
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Community Teaching Guided Summary
Student Name:
Date of Experience:

TO BE COMPLETED BY THE COMMUNITY TEACHER:
The above named student arrived prior to class, attended the entire class, and adhered to the guidelines for this experience set forth in the syllabus. Facility:

TO BE COMPLETED BY THE STUDENT:
1. What were the qualifications of the instructor(s) you observed (i.e., degrees, certifications, 2. Describe the audience (i.e., age, ethnic/cultural background, couples or singles, educational 4. How did the instructor tailor his/her class to meet the needs of the participants? 5. Describe at least one (1) teaching technique that you might incorporate into your own style of 6. Describe anything in the class that, if you had been teaching, you might have done differently. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 6
Spring 2014 (Last Revised (12/10/13)
Total Testing Program
All students are required to take the RN Maternal Newborn Nursing CAP test (see course calendar for test date). Students
should register for the CAP test using the course’s Information Portal site. If a proficiency level 2 is achieved on the RN
Maternal Newborn Nursing CAP test then no further action will be required. If the proficiency level is below a Level 2, an
individualized remediation plan will be developed. The remediation plan must be completed and submitted to course
faculty prior to course completion and the RN Maternal Newborn Nursing CAP test will be retaken. To successfully
complete the CAP test requirement of the course the student must either achieve proficiency Level 2 on the first attempt
or complete the required remediation and complete a second attempt on the RN Maternal Newborn Nursing CAP test.

Grade Calculation
The course grade will consist of:
• Comprehensive Final Exam + Bonus 25% • Four (4) Clinical Prep Quizzes worth
Health Literacy Project Grade
The final grade for the Health Literacy Project will be converted to a number that will be added to the Comprehensive
Final Exam. Conversions are as follows:
Greater than or equal to 96 = 4 points 91 to 96 = 3 points 86 to 91 = 2 points 81 to 86 = 1 point < 81 = 0 points Students will be give one opportunity to revise project for a higher grade. An additional opportunity may be given if
necessary for student achieve minimal passing grade of 77, but no points will be awarded for this attempt.

Clinical Preparation Quizzes
Five (5) clinical preparation quizzes will be given in pre-conference to assess students’ preparation on their first day in
each of the clinical areas. Students who do not correctly answer 70% of a clinical preparation quiz will be further assessed
by the clinical instructor for their readiness to give safe patient care and if deemed inadequately prepared, may be sent to
the Campus Lab to remediate and will need to meet with their clinical instructor at the end of the clinical day. The lowest
clinical preparation quiz will be dropped. If a student is absent on one clinical day associated with a quiz, there will be no
make-up; that grade will be recorded as a “0” and counted as the dropped score. If that student misses a second quiz
he/she must seek out his/her clinical instructor and make arrangements to take that quiz within one week of the absence
to receive credit for that quiz; otherwise a “0” will be recorded for that score and averaged into the score as written in the
grading rubric.
Students must achieve an average score of 76.50% or greater on tests and clinical preparation quizzes to pass the
course. Weighting of tests and clinical quizzes are described in the grading rubric on the following page.
Scavenger Hunt Quiz
This required quiz, located on the NUR 154 Information Portal was designed as an alternative to the traditional course
orientation and challenges students to familiarize themselves with the Syllabus and website. This quiz will close at the
beginning of class on the second day of the course and there will be no further opportunity to earn these points.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 7
Spring 2014 (Last Revised (12/10/13)

Health Literacy Quiz
This required quiz, located on the NUR154 Information Portal was designed to acquaint students with the principles of
“Ask Me 3TM” and “Plain Language” prior to beginning their Health Literacy assignment. This quiz will close the day that
the assignments are initially due and there will be no further opportunity to earn these points.

HESI Case Studies Grades
Students may earn up to 1 additional point in their Final Course Calculation for their performance on the HESI Case
Studies. Grades on these items cannot negatively affect the final course grade, but will be awarded only after a passing
Testing/Clinical Quiz Grade has been achieved.
Enter as Posted
Enter as Calculated
Instructions
Add Comprehensive Final Exam
with Bonus Points from Health
Literacy Project
FINALTESTING/CLINICAL QUIZ GRADE
Add A through J
• If K is 76.50 or Greater: Your 5 highest HESI Case Studies grades wil be included in the calculation of your Course Grade. (Complete L through
• If K is Less than 76.50: Your HESI Case Studies grades wil not be included in the calculation of your Course Grade and K wil be utilized as your
Final Course Grade. (Leave L through R blank. Enter K in S following the rounding instructions) Total Bonus Point Item Points(max. 1 points)
Add L through P
Total Preliminary Final Course Grade (where applicable)
Add K & Q
Round R to Whole # (.50 or
FINAL COURSE GRADE
Greater Rounds Up)
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 8
Spring 2014 (Last Revised (12/10/13)
Math Requirement
Since the administration of drugs and solutions is an integral part of nursing, it is imperative that all students be proficient
in calculation skills for the safe administration of drugs and solutions. Math will be evaluated on all tests.

Academic Integrity
Academic integrity is a key value of a credible academic community. All college employees and students are expected to
honor this value and protect the reputation of the College’s intellectual community. All work created for the College by
members of its community must be completed by the individual to whom the work was assigned without unauthorized
assistance of any kind. Violations of academic integrity include, but are not limited to, cheating, plagiarism, self-
plagiarism/multiple submission, falsification/fabrication, complicity, interference, or facilitating such activities.
Failure to comply with academic integrity standards may result in actions up to and including dismissal from the College.
The College’s Academic Integrity Policy is available in the College’s policies and procedures accessible through the
College’s Information Portal, from the provost, deans and directors of the individual academic programs and
administrative departments, and is summarized in the College’s Personnel Handbook and College Catalog and Student
Handbook.

Learning Environment
Classroom, simulated lab, computer lab, Information Resource Center and AHEC of Charlotte Library, clinical settings,
and the Information Portal learning platform.
Communication Devices
Personal communication devices should be deactivated, or if necessary, set to a silent, vibrating mode when in class or in
the computer lab. All devices are strictly prohibited from clinical areas. The college receptionist can contact students in
the event of an emergency.
Computer Lab Hours
CCHS Computer Lab hours of operation are posted on the bulletin board outside the Computer Lab and are subject to
change. Please call 704-355-7572 for update hours of operation.
Student Activities
The following strategies may be utilized: observation, direct client care, competency practice in simulated lab, discussion,
classroom participation, clinical paperwork specific to course, teaching plans, clinical paperwork portfolio, computer
assisted instruction (CAI), selected reading assignments, self-directed learning, and self-evaluation.

Teaching Strategies
The following strategies may be utilized: lecture-discussion, small group discussion, demonstrations, audiovisuals, case
studies, written projects, role play, gaming techniques, study guides, selected reading assignments, and computer
assisted instruction (CAI).

Clinical Activities
Success in this course requires clinical experience. The availability of clinical sites is governed in part by clinical
contracts. If for any reason the student is excluded from a clinical site, the student will be deemed unable to progress in
the course and will be dismissed. Ninety (90) clinical hours are required for successful completion of this course. Clinical
schedules will be distributed at the start of the course. For questions regarding clinical rotation schedules, please contact
a course faculty member. In order to receive a satisfactory clinical rating in NUR 154, students must accurately
demonstrate the required clinical preparation, complete the required clinical paperwork, perform the identified clinical
responsibilities satisfactorily, and complete the weekly self-evaluation form. Clinical paperwork must be turned in as
directed by your clinical instructor. It is your responsibility to notify your assigned clinical area if you are absent or
tardy and to page your clinical instructor by dialing 704-355-4088 followed by the instructor's pager number specified on
the clinical rotation schedule. Students are expected to actively participate in group and/or electronic post-conferences
(using the Information Portal platform) as assigned by the clinical instructor.
Students will be required to maintain current CPR at the American Heart Association “BCLS for Healthcare Providers”
level and current immunizations and TST screening (due annually during their birthday month) through CHS Employee
Health Department. Additionally, students will be required to complete the CHS Annual Safety Modules (ACE) each year
in August in order to practice in the clinical areas. Students who have not completed these requirements will not be
allowed to go to the clinical areas.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 9
Spring 2014 (Last Revised (12/10/13)
Clinical Attire
Although students will be changing into hospital scrubs for their Intrapartal and Newborn Nursery experiences, students
are expected to wear CCHS uniforms to and from the facility to avoid dress code violations. Locker rooms are available to
change clothes, but no lockers are provided; therefore, students should NOT bring any valuables to these clinical sites.
Codes to the locker rooms will be given to students during clinical orientation.

Clinical Responsibilities
1. Perform a physical assessment and document appropriately using the Cerner system.
2. Provide a.m. care: bathing or showering, bed change, etc.
3. Throughout the entire clinical experience, administer scheduled medications for your assigned client(s) only
after verifying the medication with the clinical instructor. Be prepared and knowledgeable to administer any
required intermittent or prn medications. Students must be supervised by the clinical instructor or staff
nurse when administering IV push medications.
4. Perform nursing care procedures required of your assigned client that have been introduced in the curriculum 5. Communicate significant assessment findings to staff nurse and instructor in a timely manner. 6. Record Intake and Output on patients as appropriate.
Daily Self-Evaluation
The daily self-evaluation form is available on the NUR 154 Information Portal web page. The purpose of this form is to
enable the student to perform a self-evaluation of his/her clinical performance, including a discussion of weaknesses as
well as strengths. The self-evaluation for each day should briefly describe the client and the care that was provided for
that client, what was applied from theory, skills performed and how they were performed, and evaluation of the overall
quality of care the client received. The student should also include a reflection of care that might have been better
accomplished differently and his/her goals for the next clinical experience. This daily self-evaluation will be submitted
electronically to the drop box on the Information Portal and is due as directed by the clinical instructor.

Verification of Clinical Skills
There are five (5) clinical skills that will be verified during the Intermediate Level of Nursing:
1. Continuous IV Fluid Administration 2. IV Push Medication Administration 3. IV Secondary Medication Administration 4. Tracheostomy Suctioning & Care 5. Urinary Catheterization
All students must have all five (5) skills verified by faculty by the end of the Intermediate Level. Failure to complete the
verification of the above clinical skills will result in a grade of "I" (Incomplete) in the final Nursing course of the
Intermediate Level. Students may not progress to the advanced level (NUR 202) until this requirement has been met.
Professional Organization Meeting
All students must attend a professional organization meeting by the end of the Intermediate Level of Nursing. Students
must submit written verification of attendance at the meeting. Verification forms are available on the Information Portal.
Professional organization meetings can be any meeting related to the profession of nursing. Examples include NCNA,
ANA, BON, NCCFN, Day at the Legislature, and all nurse specialty organizations. Current professional organization
meetings will be posted on the Information Portal. After attendance, the student will submit the Verification of Attendance
form to the Intermediate Level Coordinator. Failure to attend a professional organization meeting by the end of the
Intermediate Level will result in a grade of "I" (Incomplete) in the final Nursing course of the Intermediate Level. Students
may not progress to the advanced level (NUR 202) until this requirement has been met.
Professional organizations closely associated with this course are AWHONN (Association of Women’s Health, Obstetrical,
and Neonatal Nursing, North Carolina Perinatal Association, South Carolina Perinatal Association, and NANN (National
Association of Neonatal Nurses.)
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 10
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Antepartal Nursing
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide a holistic plan of care for the antepartal client through assessment, formulation of nursing diagnoses, planning, implementation, and evaluation of goals/outcomes. 2. Distinguish therapeutic and collaborative communication techniques in providing antepartal care. 3. Demonstrate professional behaviors and safety/legal/ethical principles related to antepartal nursing care. Antepartal lecture content is located in the following chapters:
Chapter 4: Contraception, Abortion, and Infertility (Infertility content only)

4. Identify common diagnoses and treatments for infertility.
Chapter 5: Genetics, Conception, and Fetal Development
5. Identify physiological anatomical and physiological factors necessary to successful conception and maintenance 6. Discuss impediments to successful pregnancy. 7. Relate normal fetal development by trimester.
Chapter 6: Anatomy & Physiology of Pregnancy
8. Associate the normal physiologic effects of pregnancy on the maternal body systems. 9. Differentiate presumptive, probable, and positive signs of pregnancy 10. Compare laboratory values for pregnant and non-pregnant women.
Chapter 7: Nursing Care of the Family during Pregnancy

11. Use data to determine estimated of delivery. 12. Compare normal maternal and paternal psychosocial adaptation to pregnancy. 13. Explain the purpose and client preparation of the following recommended laboratory tests: Beta-HCG, Hemoglobin/Hematocrit (H&H), blood type, Rh, rubella titer, tuberculin skin testing, urinalysis, urine culture, PAP testing, vaginal cultures, RPR/VDRL/FTA-ABS, HIV testing, Hepatitis B screening, MS-AFP/Quad Screen, Glucose Challenge Test. 14. Utilize nursing interventions related to common discomforts for pregnancy. 15. Teach good health/safety guidelines for pregnancy. 16. Recognize potential complications of pregnancy. 17. Associate cultural issues which impact during the antepartal period.
Chapter 8: Maternal & Fetal Nutrition (Nutrient Needs During Pregnancy, only)
18. Relate appropriate weight gain in pregnancy. 19. Delineate recommended components of nutrition and dietary supplements in pregnancy. 20. List nutritional risk factors during pregnancy. 21. Compare variation in dietary needs of adolescents and mature pregnant women. 22. Teach prevention of listeriosis (not in text; see required reading below.) Preparation:

Required Readings:
•
NUR 154 Pregnancy and Nutrition Module (see information portal)
Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 11
Spring 2014 (Last Revised (12/10/13)

Clinical Focus:
1. See clinical preparation documents for MPC (Myers Park Clinic)/NPC (Northpark Clinic) located under the Clinical Resources section of the NUR 154 Information Portal. 2. Observe the roles of the nurse at MPC or NPC, including those of Nurse Practitioner and Certified Nurse Midwife.
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 12
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Intrapartal Nursing & Preparation for Childbirth
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide a holistic plan of care for the intrapartal client through assessment, formulation of nursing diagnoses, planning, implementation, and evaluation of goals/outcomes. Intrapartal lecture content is located in the following chapters.
Chapter 9: Labor and Birth Process
2. Associate the normal anatomic and physiologic adaptations to labor for the intrapartal client and her fetus as they 3. Relate the physiological processes that initiate labor and explain the role of the (5 P’s); passenger, passageway, powers, maternal position, and psyche in the labor process. 4. Relate the maternal data collected regarding physiological and psychological changes associated with the phases 5. Identify cardinal movement s of the mechanism of labor for a vertex presentation. 6. Distinguish therapeutic and collaborative communication techniques in providing intrapartal nursing interventions. 7. Describe professional behaviors and safety/legal/ethical principles related to intrapartal nursing care. Chapter 10: Management of Discomfort
8. Distinguish the various types of childbirth methods, birth plans, care providers, and settings for childbirth in the 9. Utilize nursing implications for the pharmacological agents used in the management of pain for the intrapartal client: epidural and spinal procedures and nursing interventions, Analgesia and anesthesia, ampicillin, butorphanol tartrate (Stadol), morphine sulfate, Duramorph, lidocaine (Xylocaine), oxytocin (Pitocin), prostaglandin gel (Cervidil). Chapter 11: Fetal Assessment during Labor
10. Utilize concepts of Fetal Heart Rate Monitoring and Contraction Monitoring to provide therapeutic and collaborative care to the mother and fetus during antenatal events and Intrapartal labor. 11. Identify and provide appropriate nursing interventions related to findings noted on the electronic monitoring of mother and fetus for the antepartal and intrapartal patients; fetal heart rate variability, accelerations, decelerations, neonatal tachycardia, neonatal bradycardia, prolonged decelerations, the use of amnioinfusion during labor. 12. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and Chapter 12: Nursing Care of the Family during Labor and Birth
13. Identify and associate the Stages of Labor include purpose, description, client preparation, nursing care, and 14. Associate the cultural factors that may affect the intrapartal client. 15. Demonstrate and identify fetal position in the uterus using Leopold Maneuvers. Chapter 19: Assessment of High Risk Pregnancy
16. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and teaching: amniotic fluid volume, Amniotic fluid index, polyhydramnios, oligohydramnios, Non-stress test. Chapter 22: Labor and Birth at Risk
17. Associate the surgical procedures related to high risk ante/intrapartal clients and cesarean birth (c-birth). 18. Associate the procedures related to, amniotic fluid embolism, cervical ripening, Bishop Score, cesarean delivery (C-birth), dystocia of labor (hypertonic and hypotonic), shoulder dystocia (McRoberts Maneuver), operative vaginal birth (forceps, vacuum assist), premature rupture of membranes, meconium stained amniotic fluid, prolapsed cord, precipitous delivery, vaginal birth after cesarean (VBAC), , rupture of uterus, and version Utilize nursing implications for the pharmacological agents used in the management of pain for the intrapartal client: misoprostol (cytotec), Methylergonovine (Methergine), and Methylprostaglandin (Carboprost, Hemabate). Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 13
Spring 2014 (Last Revised (12/10/13)

Preparation: Required Readings:

Maternity Nursing: Lowdermilk, Perry, Cashion (2010)
Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.
Clinical Focus:
1. See clinical paperwork packet for Labor and Delivery; located on the NUR 154 Information Portal web page. 2. Utilize clinical decision making and the nursing process to provide holistic nursing care for selected intrapartal Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 14
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Neonatal Nursing
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the neonate. 2. Distinguish therapeutic and collaborative communication techniques in teaching and providing caring neonatal 3. Describe professional behaviors and legal/ethical principles related to neonatal nursing care.
Neonatal lecture content is located in the following chapters.

Chapter 16: Physiologic and Behavioral Adaptations of the Newborn
4. Relate the physiological adaptations which occur within the neonate's transition from intrauterine to extrauterine 5. Utilize the sequence to follow in the assessment of the newborn. 6. Compare differences between normal growth and development of the neonate versus deviations from normal. 7. Associate principles and apply interventions regarding neonatal thermoregulation and heat loss. 8. Describe and associate the neonate’s behavioral adaptations to nursing care and parental teaching. 9. Identify and describe nursing care for neonates with jaundice. Chapter 17: Assessment and Care of the Newborn and Family
10. Interpret and implement APGAR score to prioritized care for the newborn. 11. Associate the following neonatal diagnostic tests to include purpose, description, client preparation, and nursing care: blood glucose, blood type, Phenylketonuria (PKU), Serum Bilirubin, urine test, and screening for hearing issues. 12. Utilize nursing implications for the pharmacological agents used in the management of the neonate: Vitamin K (Phytonadione), erythromycin (Ilotycin) ophthalmic, tetracycline ophthalmic, Hepatitis B vaccine (Recombivax HB or Energix-B), and Hepatitis B immune globulin (HBIG). 13. Interpret and apply appropriate nursing care based on neonatal gestational age (New Ballard Score). 14. Associate physical and soft tissue injuries of the neonate with the birth process. 15. Identify and describe nursing care for neonates with identification, safety, newborn security, “code pink” guidelines, nursing concerns for the neonate related to, cord/circumcision care, jaundice, heel sticks, non nutritive sucking, and “back to sleep”. Chapter 18: Newborn Nutrition and Feeding
16. Describe neonatal nutritional needs and guidelines for teaching parents about formula feeding and formula 17. Describe jaundice as it relates to breastfeeding. Chapter 24: The Newborn at Risk
18. Associate the following neonatal diagnostic tests to include purpose, description, client preparation, and nursing care related to: ABO incompatibility, Blood Type Rh, Coombs', Serum Bilirubin, Hypoglycemia, Hyperglycemia.
Preparation: Required Readings:

Maternity Nursing: Lowdermilk, Perry, Cashion (2010)

Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 15
Spring 2014 (Last Revised (12/10/13)

Clinical Focus:
1. See clinical paperwork packet for Newborn Nursery; located on the NUR 154 Information Portal web page. 2. Utilize the nursing process and clinical decision making to provide, manage, and delegate care for a newborn. 3. Identify priority teaching needed by assigned newborn’s parents and complete a newborn care map if clinical
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 16
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Lactation
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the breastfeeding 2. Distinguish therapeutic and collaborative communication techniques in supporting breastfeeding. 3. Describe professional behaviors and safety/legal/ethical principles related to lactation. Lactation lecture content is located in the following chapters.
Chapter 18: Newborn Nutrition and Feeding
4. Discuss benefits of breastfeeding for infants and mothers. 5. Describe the anatomical and physiological changes which occur to initiate and maintain lactation. 6. Discuss current recommendation for infant feeding. 7. Recognize newborn feeding-readiness cues. 8. Explain maternal and infant indicators of effective breastfeeding. 9. Examine nursing interventions to facilitate and promote successful breastfeeding. 10. Identify common problems associated with breastfeeding and appropriate nursing interventions. 11. Describe community agencies and professional organizations which help nurses promote optimal outcomes for newborns: AWHONN, American Academy of Pediatrics, CMC Lactation Services, La Leche League, and Wake Medical Center Breast Milk Bank. Preparation:
Required Readings:
• Lowdermilk, Perry, & Cashion (2010)
Recommended Websites:

Clinical Focus:
1. See clinical preparation documents for NBN & MB (Mother-Baby), located under the Clinical Resources section of 2. Utilize the nursing process and clinical decision making to provide, manage, and delegate care for a lactating 3. Identify priority physiological and teaching needs of assigned newborn’s parents and complete a care map incorporating those needs if clinical instructor so designates.
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 17
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
Postpartal Nursing
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the postpartum client. 2. Distinguish therapeutic and collaborative communication techniques in teaching and providing caring postpartal 3. Describe professional behaviors and legal/ethical principles related to postpartal nursing care.
Postpartal lecture content is located in the following chapters:

Chapter 13: Maternal Physiologic Changes
4. Describe the anatomic and physiologic changes that occur during the postpartum period. 5. Identify the characteristics of uterine involution and lochial flow. 6. Explain expected differences in postpartum vital sign values.
Chapter 14: Nursing Care of the Family during the Fourth Trimester
7. Perform a systematic postpartum assessment. 8. Compare anticipated assessments and needs of clients delivered vaginally versus C-birth. 9. Recognize potential complications in a postpartal assessment. 10. Examine the psychosocial components of postpartal care. 11. Explain the influence of cultural beliefs and practices on postpartum nursing.
Chapter 15: Nursing Care of the Family during the Fourth Trimester
12. Identify parental and infant behaviors that facilitate and those that inhibit parental attachment. 13. Describe how the nurse can facilitate parent-infant adjustment.
Chapter 23: Postpartum Complications
14. Identify the causes, signs and symptoms, and management of postpartum of postpartum hemorrhage, including actions, side effects, contraindications, and nursing considerations of the following medications: oxytocin, methylergonovine, prostaglandins, 15. Summarize the possible causes and nursing care of a woman with a postpartum infection. 16. Describe postpartum thromboembolic disorders, risk factors, signs/symptoms, and management. 17. Differentiate postpartum depression and postpartum psychosis with regards to signs/symptoms and management. Chapter 4: Contraception, Abortion, and Infertility.
18. Compare mode of action, contraindications, potential complications, and applicable teaching about the following contraceptive options available to the postpartal client: hormonal methods, including combined estrogen-progestin contraceptives, vaginal rings, progestin only pills and injectables; intrauterine devices, including Mirena and ParaGard; female sterilization. Preparation:
Required Readings:
• Lowdermilk, Perry, & Cashion (2010) Required CAI:
• HESI Patient Review; see Course Calendar for specific correlating scenario required.
Clinical Focus:
1. See clinical preparation documents for MB, located under the Clinical Resources section of the NUR 154 2. Utilize the nursing process and clinical decision making to provide, manage, and delegate care for selected 3. Complete a care map on one of assigned postpartum clients.
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 18
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
High Risk Pregnancy 1
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the high risk antepartum 2. Distinguish therapeutic and collaborative communication techniques in providing high risk antepartal care. 3. Describe professional behaviors and safety/legal/ethical principles related to antepartal Complications
High Risk Lecture is located in the following chapters:
Chapter 19: Assessment of High Risk Pregnancy
4. Associate risk factors that contribute to antepartal complication across the reproductive lifespan including biophysical, psychosocial, sociodemographic, and environmental factors. 5. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and teaching: fetal movement counts, fetal fibronectin, amniocentesis, ultrasound, biophysical profile, PUBS, and chorionic villi sampling and Contraction Stress Test (CST).
Chapter 20: Pregnancy at Risk: Preexisting Conditions
6. Associate the pathophysiology of antepartal complications: anemias and substance abuse: substance and domestic, infections, anemias, pre-term labor, pre-term premature rupture of membranes, chorioamnionitis, uterine rupture, amniotic fluid embolism and pyelonephritis Chapter 2: Assessment and Health Promotion
Chapter 7: Nursing Care of the Family during Pregnancy
7. Associate the pathophysiology of antepartal complications: abuse: substance and domestic. 8. Describe community support for clients who have experienced abuse (Battered Women’s Shelter, Social Chapter 21: Pregnancy at Risk: Gestational Conditions
9. Associate risk factors that contribute to ante/intrapartal complications: hyperemesis gravidarum and hemorrhagic 10. Associate the pathophysiology of ante/intrapartal complications related to early pregnancy hemorrhagic conditions: hemorrhagic conditions (spontaneous abortion [miscarriage]),cervical insufficiency, ectopic pregnancy, Gestational Trophoblastic Disease (GTD)-hydatidiform molar pregnancy, placenta previa, abruption, D.I.C. (disseminated intravascular coagulation), sexually transmitted infections. 11. Associate surgical procedures related to high risk ante/intrapartal client experiencing a D&C (dilation and curettage), D&E (dilation and evacuation). 12. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and teaching: blood tests including coagulation studies, beta hCG levels, hCG levels, Kleihauer-Betke. 13. Examine psychological implications of a high risk pregnancy. 14. Utilize nursing implications for the pharmacological agents used in the management of the high risk ante/intrapartal client experiencing: hemorrhagic conditions, choriocarcinoma, morphine sulfate, carboprost tromethamine (prostaglandin), Rh (D) Immune Globulin (Rho GAM), terbutaline (Brethine), betamethasone (Celestone), Methotrexate, and ginger capsules (alternative medicine). 15. Describe community support for clients who have experienced fetal loss (Kindermorn, Footprints, and Preparation:
Required Readings:
Maternity Nursing: Lowdermilk, Perry, Cashion (2010)
Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.

Clinical Focus:
1. See clinical paperwork packet for High Risk Pregnancy; located on the NUR 154 Information Portal web page. 2. Identify pregnant clients at risk for antepartal complications. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 19
Spring 2014 (Last Revised (12/10/13)
3. Prepare clients for diagnostic tests relevant to antepartal complications. 4. Utilize the nursing process and clinical decision making to provide, manage, and delegate care for high risk
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 20
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
High Risk Pregnancy 2
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the high risk antepartum 2. Distinguish therapeutic and collaborative communication techniques in providing high risk antepartal care. 3. Describe professional behaviors and safety/legal/ethical principles related to antepartal Complications
High Risk Lecture is located in the following chapters:
Chapter 21: Pregnancy at Risk: Gestational Conditions
4. Associate the pathophysiology of ante/intrapartal complications related to late pregnancy hemorrhagic conditions: placenta previa, abruption placentae, D.I.C. (disseminated intravascular coagulation) 5. Utilize clinical decision making skills with the nursing process to provide a holistic plan of care for the high risk ante/intrapartal client experiencing hemorrhagic conditions through assessment, formulation of nursing diagnoses, planning, implementation, and evaluation of goals/outcomes. 6. Distinguish therapeutic and collaborative communication techniques in providing care to the high risk ante/intrapartal client experiencing hemorrhagic conditions, or fetal loss. 7. Describe professional behavior and safety/legal/ethical principles related to high risk ante/intrapartal nursing care of the pregnant client experiencing hemorrhagic conditions, or fetal loss. 8. Associate the pathophysiology of ante/intrapartal complications related to infections: sexually transmitted infections, urinary tract infections (UTI), pyleonephritis 9. Utilize nursing implications for the pharmacological agents used in the management of select antepartal complications: 17 alpha-hydroxyprogesterone caproate (Delalutin), ampicillin, betamethasone (Celestone), ceftriaxone (Rocephin), cervidil, Indomethacin (Indocin), magnesium sulfate, mifepristone, misoprostol, nifedipine (Procardia), Rho-GAM, terbutaline sulfate (Brethine). 10. Associate the pathophysiology of ante/intrapartal complications related to surgery and trauma during pregnancy. Utilize clinical decision making skills with the nursing process to provide holistic plan of care for the ante/intrapartal client experiencing surgery or trauma through assessment, formulation of nursing diagnoses, planning, implementation, and evaluation of goals/outcomes. Distinguish therapeutic and collaborative communication techniques in providing care to the ante/intrapartal client experiencing surgery or trauma. Chapter 22: Labor and Birth at Risk
11. Associate the pathophysiology of antepartal complications: preterm labor, premature rupture of membranes, chorioamnionitis, uterine rupture, amniotic fluid embolism. 12. Utilize nursing implications for the pharmacological agents used in the management of select antepartal complications: 17 alpha-hydroxyprogesterone caproate (Delalutin), ampicillin, betamethasone (Celestone), ceftriaxone (Rocephin), cervidil, Indomethacin (Indocin), magnesium sulfate, mifepristone, misoprostol, nifedipine (Procardia), Rho-GAM, terbutaline sulfate (Brethine). 13. Utilize clinical decision making skills with the nursing process to provide holistic plan of care for the ante/intrapartal client experiencing preterm labor, premature rupture of membranes, chorioamnionitis, uterine rupture, amniotic fluid embolism. 14. Distinguish therapeutic and collaborative communication techniques in providing care to the ante/intrapartal client experiencing preterm labor, premature rupture of membranes, chorioamnionitis, uterine rupture, amniotic embolism.
Preparation:
Required Readings:

Maternity Nursing: Lowdermilk, Perry, Cashion (2010

Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 21
Spring 2014 (Last Revised (12/10/13)

Clinical Focus:
1. See clinical paperwork packet for High Risk Pregnancy; located on the NUR 154 Information Portal web page. 2. Utilize clinical decision making skills and the nursing process to provide holistic care for selected high risk
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 22
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
High Risk Antepartum Nursing: Endocrine
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the high risk antepartum client experiencing endocrine complications. 2. Distinguish therapeutic and collaborative communication techniques in providing care for the high risk antepartal 3. Describe professional behaviors and safety/legal/ethical principles related to antepartal complications. Endocrine Lecture is located in Chapter 20: Pregnancy at Risk: Preexisting Conditions (Metabolic Disorders only)
4. Associate the normal endocrine changes in pregnancy with the pathophysiology of pre-gestational diabetes, gestational diabetes, hyperthyroidism, and hypothyroidism. 5. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and teaching: blood glucose, hemoglobin A1C, Glucose Challenge Test (GCT) (a.k.a, O’Sullivan’s test), and 3-hour oral glucose tolerance test (OGTT).5. Differentiate the types of diabetes mellitus and their respective risk 6. Compare insulin requirements during pregnancy, postpartum, and with lactation. 7. Identify maternal and fetal risks or complications associated with diabetes in pregnancy. 8. Develop a plan of care for the pregnant woman with pregestational or gestational diabetes. 9. Associate the following diagnostic tests to include purpose, description, client preparation, nursing care, and teaching: blood glucose, hemoglobin A1C, Glucose Challenge Test (GCT) (a.k.a, O’Sullivan’s test), and 3-hour oral glucose tolerance test (OGTT). 10. Utilize nursing implications for the pharmacological agents used in the management of antepartal endocrine disorders: aspart insulin, regular insulin, NPH insulin, propylthiouracil (PTU), metformin (Glucophage), L-thyroxine (Synthroid). Preparation:
Required Readings:
• Lowdermilk, Perry, & Cashion (2010)
Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required. Clinical Focus:
1. See clinical preparation documents for APC (Antepartum Complications), located under the Clinical Resources section of the NUR 154 Information Portal. 2. Utilize the nursing process and clinical decision making to provide, manage, and delegate holistic care for high risk antepartal clients with select endocrine disorders.
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 23
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
High Risk Antepartum Nursing: Cardiovascular
Unit Objectives: Upon completion of this unit of study, the student will:
1. Utilize clinical decision making skills with the nursing process to provide holistic care for the high risk antepartum client experiencing cardiovascular complications. 2. Distinguish therapeutic and collaborative communication techniques in providing care for the high risk antepartal client with cardiovascular complications. 3. Describe professional behaviors and safety/legal/ethical principles related to cardiovascular complications. 4. Identify Basic Life Saving adaptations for pregnant clients. Endocrine Lecture is located in the following Chapters:
Chapter 20: Pregnancy at Risk: Preexisting Conditions (Cardiovascular Disorders only)
5. Associate the normal cardiovascular changes in pregnancy and postpartum with the pathophysiology of impaired 6. Compare symptoms of cardiac decompensation with subjective symptoms of a normal pregnancy. 7. Develop a plan of care for a patient with cardiac disease during pregnancy, labor and delivery, and the 8. Recognize care considerations of the following specific cardiac disorders: Mitral stenosis; Peripartum 9. Utilize nursing implications for the pharmacological agents used in the management of antepartal cardiovascular disorders: digoxin, beta blockers, calcium channel blockers, and prophylactic antibiotics.
Chapter 21: Pregnancy at Risk: Gestational Conditions (Hypertension in Pregnancy only)
10. Differentiate the defining characteristics of gestational hypertension, preeclampsia, eclampsia, and chronic 11. Discuss the antepartum, intrapartum, and postpartum care management of the woman with mild or severe 12. Identify possible sequelae and priorities of care for a client experiencing preeclamptic seizures. 13. Associate the following diagnostic tests/assessments for antepartal clients with cardiovascular complications to include purpose, description, client preparation, nursing care, and teaching: deep tendon reflexes with clonus, urine testing for protein, platelet counts, serum magnesium, liver enzymes. 14. Utilize nursing implications for the pharmacological agents used in the management of antepartal cardiovascular disorders: magnesium sulfate, calcium gluconate, hydralazine (Apresoline), nifedipine (Procardia, Adalat), methyldopa (Aldomet), labetalol (Normodyne).
Preparation:
Required Readings:
Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.
Clinical Focus:
1. See clinical preparation documents for APC (Antepartum Complications), located under the Clinical Resources section of the NUR 154 Information Portal. 2. Utilize the nursing process and clinical decision making to provide, manage, and delegate care for high risk antepartal clients with cardiovascular complications. Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Evaluation Tool. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 24
Spring 2014 (Last Revised (12/10/13)
NUR 154, Maternal/Neonatal Health
High Risk Neonatal Nursing
Unit Objectives: Upon completion of this unit of study, the student will:
High Risk Neonatal lecture content is located in the following chapter.
Chapter 24 The Newborn at Risk
1. Examine factors, including psycho-social-cultural, that place the neonate at risk. 2. Associate anticipated assessment based on the pathophysiological changes with the following in the high risk preterm and late-preterm neonate: compromised respiratory function, immature body systems, Table 24-1(Classification of High Risk Infant) and 24-2(Late-Preterm infant Assessment and interventions). 3. Associate the following diagnostic tests: blood tests, and drug screening. 4. Utilize nursing implications for the pharmacological agents used in the management of the high risk neonate: 5. Associate and identify neonate at risk for sepsis, Table 24-5(Risk Factors for Neonatal Sepsis) and Table 24- 6. Identify nutritional implications and feeding problems associated with the high risk neonate. 7. Associate the following viral and non-viral maternal infections with fetal outcomes: cytomegalovirus, rubella, herpes simplex virus, hepatitis B virus, Varicella zoster virus, group B streptococcus, toxoplasmosis and HIV, Table 24-7(Infections Affecting the Newborn). 8. Utilize nursing implications for the neonate born with birth trauma, Table 24-4(Types of Birth Injuries). 9. Compare the emotional aspects of care for the family who has given birth to a preterm newborn, a newborn with 10. Describe decision making skills and the nursing process to plan holistic care for the high risk neonate with congenital anomalies, Table 24-10(Congenital Anomalies). 11. Apply therapeutic and collaborative communication techniques in providing high risk neonatal care. 12. Describe professional behaviors and common safety/legal/ethical issues related to the care of the high risk neonate: right to die vs. technological advances, and cost. 13. Describe national, state, and local community agencies and professional organizations which help nurses promote optimal outcomes for high risk neonates, home care or placement for infants with special needs, hospice/palliative care for infants with conditions incompatible with life, and parents’ support with grief and grieving: March of Dimes, Holy Angels, and Hospice. Preparation:
Required Readings:

Maternity Nursing: Lowdermilk, Perry, Cashion (2010)

Required CAI:
HESI Patient Review; see Course Calendar for specific correlating scenario required.
Clinical Focus:
1. Identify factors placing clients at risk for delivering high risk neonates. 2. Clinical instructor will tour students through Neonatal Intensive Care Nursery (NICN) to observe neonates at risk.
Evaluation:
Knowledge of this unit's content will be evaluated as indicated on the test blueprints and on the Clinical Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 25
Spring 2014 (Last Revised (12/10/13)
Carolinas College of Health Sciences
School of Nursing
Clinical Evaluation
NUR 154, Maternal/Neonatal Health

Clinical Evaluation Tool
Mastery of the following objectives is necessary to successfully complete the clinical component of NUR 154. Successful
completion of the clinical component is required to pass NUR 154. In order to receive a Satisfactory grade on the clinical
component, all objectives must be satisfactorily met by the end of the course. Satisfactory is defined as the student
consistently demonstrating expected behaviors in all criteria under the objectives. Students are responsible for weekly
self-evaluation.
If a student experiences an ongoing pattern of difficulty in meeting the same or similar objective(s) from course to course,
the student may fail clinical or receive a dismissal recommendation without the development of a new action plan
following discussion and vote by the level faculty team and program manager(s).
Preparation
The student can expect to spend from three (3) to five (5) hours preparing for his/her clinical experience. The student
must be prepared for each laboratory/clinical experience. Students who attend clinical experiences and are not
sufficiently prepared to administer safe and efficient care will be dismissed from the clinical environment and may be sent
to the Campus Lab for the remainder of the clinical day. Subsequently, the student and clinical instructor may formulate
an Action Plan. If the student was unprepared, the student will receive an absence and an Unsatisfactory for the
laboratory/clinical experience. Faculty may elect to request the student to return to the Campus Lab for remediation or
specify other activities necessary for the student to complete before returning to the clinical environment.
Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 26
Spring 2014 (Last Revised (12/10/13)
Carolinas College of Health Sciences
School of Nursing
Clinical Evaluation Objectives
NUR 154, Maternal/Neonatal Health
Upon completion of NUR 154, Maternal/Neonatal Health, the student nurse will: I. Function in the role of a professional with maternal/neonatal clients using a holistic approach:
Displays competence in carrying out client care skills. Evaluates his/her own abilities, accomplishments, and areas for improvement on a weekly basis. Follows through with appropriate behaviors/policies when an error has been made. Is responsible for his/her own actions, without excuses. Is able to identify the impact of his/her actions on the quality of care provided to his/her clients. Follows written and verbal instructions in a timely manner. Respects the dignity, worth, and confidentiality of the clients and their families. Adheres to the policies of the School of Nursing, the clinical facility, and the North Carolina Nursing Practice Act. Indicates at least three areas of needed self-growth. Identifies available resources if necessary to improve clinical skills. Use effective professional verbal, non-verbal and written communication skills while interacting with
clients, peers, faculty, and other healthcare professionals:
Interacts with clients in a non-judgmental manner using age-appropriate verbal and nonverbal behavior. Always communicates respectfully and effectively Represents his/her actions in a completely honest manner. Demonstrate concepts of caring and holism when providing nursing care:
Interacts professionally with respectful deference to client needs. Demonstrates attentiveness to the client’s experience. Establishes positive connectedness and presence. Respects the individual client’s dignity and autonomy. Apply theoretical concepts and experiential knowledge while performing a holistic assessment using the
following components: physical, developmental, emotional, psychosocial, spiritual, functional, and
cultural needs:
Assesses changes in nutritional, fluid, and electrolyte status. Demonstrate clinical decision making skills using the nursing process and critical thinking during the
delivery of care:
Implements the nursing process following the Association of Women’s Health, Obstetrics & Neonatal Nurses’ Standards of Care (2003): Analyzes data to form appropriate nursing diagnoses. Identifies expected outcomes individualized to the client. Develops a holistic plan of care that incorporates individual client’s cultural beliefs and prescribes evidence-based interventions to attain expected outcomes. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 27
Spring 2014 (Last Revised (12/10/13)
Implements caring interventions identified in the plan of care including: health promotion, pharmacological interventions, health teaching, and counseling. Evaluates the client’s progress in attaining expected outcomes. B.Demonstrates competency by the satisfactory completion of a care map and use of critical thinking skills. Incorporates prior learned nursing knowledge into planning care. Demonstrates rational thinking while giving care. Uses knowledge taught in previous course to plan client care. Use principles of teaching and learning in order to promote, facilitate, maintain, and restore optimal
health:
A.
Incorporates a teaching plan based on the client’s assessed need to promote optimal client health into the care map. Includes client and family in teaching plan. Incorporates knowledge about the client's beliefs and intellectual level into implementing and evaluating the teaching plan. After evaluating the client's response, identifies areas of needed revision to the care plan. Identifies community resources available to promote, facilitate, maintain, and restore client health. Collaborate and cooperate with members of the healthcare team while delegating and advocating the
needs of the client in today’s healthcare system:
Follows instructions of healthcare team in a timely manner. Evaluates all care to be provided to his/her clients, and judges correctly which can be safely delegated to ancillary personnel. Collaborates with assistive personnel in delegating, and evaluates the client response and the effectiveness of the care delegated. Consistently communicates information concerning care to the nurse in charge of the client through documentation and shift report. Consistently keeps instructor and other healthcare team members informed about client care given. Demonstrate responsibility for managing client care assigned by faculty or delegated by other members
of the healthcare team:
Demonstrates adequate preparation for the care of clients. Uses technological resources appropriately and efficiently. Is knowledgeable regarding healthcare cost containment. Coordinates client care in a timely and efficient manner. Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 28
Spring 2014 (Last Revised (12/10/13)
Carolinas College of Health Sciences
Honor Code
It is expected that all students promote amongst themselves the highest standards of ethical conduct. Students are expected to demonstrate honesty and integrity in both the classroom and clinical setting. Each student is responsible for maintaining, upholding, and promoting honesty, trust and respect for self and others. The honor code serves as the basis for student behavior and places responsibility for abiding by the code on the student. Violation of the honor code will subject a student to disciplinary action, up to and including administrative dismissal without eligibility to be readmitted. Any person who has reasonable cause to suspect a student of violation of the honor code should report the relevant facts to the dean of student services and enrollment management. Honor Code violations include the following: A. Academic dishonesty includes the following actions and behaviors: Cheating – Offering, providing or accepting unauthorized support or assistance in completion of any task, project, academic assignment, or test. The use or attempted use of any unauthorized information, material, or assistance in completing any assigned task, project, assignment, or test. Plagiarism – Representing the ideas, language, or created work of another person or persons as one’s own or as the college’s own. (See Academic Integrity policy for specific definition and examples). This includes violation of copyright law. Self–Plagiarism/Multiple Submission – Copying portions of any original assignment for credit and submitting them as original work in more than one course without prior approval of the course instructor and/or duplicating submission of a prior original work without proper citation and reference of that prior work. Falsification/Fabrication – Falsifying information for any reason or fabricating information, grade, data, citation, or reference or in completion of any project or academic assignment. Falsification or fraudulent alteration of academic or college records, including application for admission. Complicity – Collaborating in or facilitating any of the above actions or assisting in the creation of a paper, project or other creative work that another person then presents as his or her own project, assignment or test. Interference–Intentional interference with or alteration or destruction of another person’s project, assignment, or examination. B. Clinical dishonesty includes the following actions and behaviors: Having another person perform one’s assignments without instructor permission. Collaborating with others on assignments if contrary to stated rules. Falsifying patient records or communicating false information about clinical care or clinical experiences. Knowingly assisting others in any of the above actions Carolinas College of Health Sciences, School of Nursing, NUR 154, Maternal/Neonatal Health 29

Source: http://online.carolinascollege.edu/pluginfile.php/26310/mod_folder/content/10/NUR%20154%20Syllabus%20-%20Spring%202014.pdf?forcedownload=1