Associate Degree Nursing Program
NUR 2339 – Fall 2007
Course Syllabus
Course: Nursing Care of the Adult I (NUR 2339)
Catalog Description: NUR 2339 – Nursing Care of the Adult I. (Prerequisites: NUR 1118, 1229, and all freshman level courses. Co-requisites: NUR 2333, MAT 1233 or higher.) The nursing process continues with emphasis on the implementation of care for adult clients experiencing deprivations and / or threats to human needs. Concepts are expanded through lecture, laboratory, and clinical experiences. The implementation of care for adult clients with psychosocial deprivations is included. Five (5) hours of lecture, twelve (12) hours of clinical / lab per week. (9)
Placement of Course: NUR 2339 is the third course in the curriculum. The course is offered in three sections. Two sections are offered during the day and one section is offered at night on Monday, Tuesday, Wednesday and/or Friday.
1. Curren, Dimensional Analysis for Meds. (with / CD) , 3rd ed. Delmar, 2006. (Curren)
2. Deglin & Vallerand,
3. Elkin, Perry & Potter, Nursing Interventions & Clinical Skills, 3rd
ed. Mosby, 2004. (Skills)
4. Ignatavicius, Medical Surgical Nursing: Critical Thinking for Collaborative Care, 5th edition, Saunders, 2006. ( Iggy).
5. Keltner, Schusecke & Bostiom, Psychiatric Nursing, 4th ed. Mosby, 2003. (Keltner)
6. Lutz & Przytulski, Nutri Notes: Nutrition & Diet Therapy Pocket Guide , FA Davis Company, 2004.
7. Potter & Perry, Fundamentals of Nursing, 6th ed. Mosby, 2005. (Fundamentals or Fund.)
8. Taber’s Cyclopedic Medical Dictionary 20th ed., 2005. (Tabers)
* Note: American Heart Association, BLS for Healthcare Providers, was required as a prerequisite for NUR 2339 for Fall 2007.
Optional Texts:
1. Holloway,
Nurse’s Fast Facts, 3rd ed.,
2. Sommers, Diseases & Disorders, 2nd ed., Davis2002.
3. Myers,
Rnotes: Nurse’s
Clinical Pocket Guide,
4. Mollan-Masters, You Are Smarter Than You Think!, Reality, 2nd edition, 97.
Supporting Materials: Skills packet for 1118, 1229, 2339, faculty websites on NE webpage, computer lab, clinical equipment
Teaching Methods: Lecture, discussion, visual aides, role play, laboratory and clinical practice, demonstration, computer lab assignments.
Attendance: See A.D.N. program policies
Course Outcomes:
1. Apply the nursing process incorporating assessment, analysis, and planning skills to implement care for the critically / chronically ill adult client.
2. Implement principles of biophysical and psychosocial sciences a s they apply to the client experiencing need deprivations.
3. Demonstrate safe performances of previously learned and higher level skills. Manage a group of clients by delegating aspects of care to team members.
4. Apply communication techniques to meet the needs of clients with biophysical and psychosocial alterations/needs.
5. Implement specific caring behaviors the acute and/ or chronic care setting. Relate ethical and legal issues to the care of clients.
Evaluation Methods:
Theory: Exams that consist of multiple choice items and alternative test items, quizzes.
Clinical: Pre-clinical assignments, clinical evaluation, post-clinical work, skills, check-off.
Topical Outline:
Unit I: Threats/deprivations to need for air – oxygen exchange.
Unit II: Threats/deprivations to need for air – oxygen transport.
Unit III: Threats/deprivations to needs for food and food elimination.
Unit IV: Threats/deprivations to needs for food.
Unit V: Threats/deprivations to needs for safety and security.
Unit VI: Threats/deprivations to need for water elimination.
Faculty: See the page on faculty information (section D).
Academic Honesty: Academic honesty is a fundamental attribute of
higher learning. Students who violate
the principle of honesty deny themselves an opportunity to master the skills
that they are credited to possess, cheat their classmates of deserved
recognition, and demean the college and its degrees. It is a matter of great
concern that all members of the college community strive for high standards of
personal integrity.
Evaluation of each student’s level of knowledge
and understanding is a vital part of the teaching process, and requires
tangible measures such as reports, examinations, and homework. Any act that interferes with the process of
evaluation by misrepresenting the relationship between the work being evaluated
and the student’s actual state of knowledge is an act of academic
dishonesty. These acts of dishonesty
include but are not limited to: fraud,
cheating, plagiarism, forgery, and facilitating dishonesty. (Definitions found in Northeast Procedures
Manual).