Reedley College

New Credit Course Outline 

Course # / Title	RN 76 Complex Obstetrical Nursing	

CHECK OFF SHEET 
PRELIMINARY STEPS (Do before completing Course Outline):

   1.	Communicate with the Curriculum Chair regarding intent to propose a new course (scheduling an appointment for discussion is highly recommended for first time proposers).	

   2.	List term for Implementation:	[  ]	Fall		[ X ]	Spring	2010	[  ]	Summer		

   3.	Determine if there is a similar course or program at FCC:	
		
Yes	

X	
No	

If yes, you will fill out the RC/FCC Course Alignment form (included in packet) after you have completed the cover page (Part I, Items 1-12) of the Course Outline of Record.

  4.	Determine placement of course:	
	Desired CSU General Education Code	
Yes	
	
No	
X	

Transfer Baccalaureate List	
Yes	
	
No	
X	

Corresponds for CSUF Course?	
Yes	
	
No	
X	

If Yes, schedule an appointment with the Articulation Officer.

   5.	Course repeatability for credit: If any of these are checked	
		
Yes	

X	
No	

	If yes, secure a Course Repetition form from the Curriculum Office.

   6.	Suggested maximum enrollment for course:  	24	

    COURSE OUTLINE OF RECORD completed.

FINAL steps (Do after completing Course Outline of Record)

  1.	Signature Form. Secure signatures of the Department Chair and the Dean of Instruction before submitting the completed course proposal to the Curriculum Office.	

   2.	Program Description.  Course will change an existing program/is part of a new program which is or will be described in the college catalogue.	
	X	
Yes	

No	

If yes, fill out the Program Description form (included in packet) before submitting your finalized proposal to the Curriculum Office.

  3.  	Final Check. All items above have been completed and checked off before proposal is submitted.	

	Reedley College
SIGNATURE FORM

	Submission/Recommendation/Action

Course Department and Number:	RN 76 	

Course Title:	Complex Obstetrical Nursing	

Effective Date:	
Fall 2009	

1.  Submitted By:	Nicola Visveshwara	Date:	March 24, 2009	

2.  Reviewed by Department:		Date:		
	Department Chair’s Signature			
Attach department recommendation.  (optional)

3.  Received/Reviewed by Dean of Instruction:		Date:			
	Dean’s Signature			

4.  Approved by Curriculum Committee on:		
	Date	

			
Curriculum Committee Chair		Date	

Vice President of Instruction		Date	

5.  Reviewed by Articulation Officer:				
			Date:	

CSU GE Code submitted for articulation:		

COURSE ALIGNMENT
REEDLEY COLLEGE
	
Complete only if YES was checked on New Course Proposal Packet check off sheet for a similar department or course at FCC.

FCC Course 		
         	
RC Course ID		Course Title		

The RC and FCC faculty members of the 		 Department have communicated regarding the attached course. The following determination has been made:

Check the appropriate boxes:
	The course department is the same		* Prerequisites/Corequisites are the same.
	The course number is the same		*	The catalog descriptions are the same.
	The course title is the same.		*	The number of repeats are the same.
	The units are the same
	The lecture/lab hours are the same. (rationale if not the same)                                           
 	
	The grading basis is the same. (CR-NC/A-F)

	It was determined that this course is a match. 
(*Items with asterisk do not need to be an exact match.)					
	The course does not match but should be evaluated for acceptance in lieu of FCC’s  
	
	This course is not a match.
Please provide an explanation of the differences: 	

			
RC Instructor		Date	
			
Department Chair		Date	
			
Dean		Date	

PROGRAM DESCRIPTION FORM
New Program/Changes to
PROGRAM DESCRIPTION

Proposing Department:	Nursing	
Department Chair Signature:		
Dean’s Signature:		

Note:  following approval, the information you provide here will appear in the college catalog.  Please take care to be brief, clear and accurate.

Program Name*:	LVN to RN		
			(check one box only; submit a separate form for each program description)
		Certificate of Completion
		Certificate of Achievement
		Associate in Arts Degree (Major)			
		Associate in Science Degree (Major)
	Transfer Preparation
		Other
Intended Outcomes (maximum 150 words; be succinct, but be as concrete as possible; what can students expect?)

The nursing profession is concerned with the total health care of the individual and the family.  It is a profession that believes in the prevention of illness, caring for those who are acutely ill, and helping people with long-term rehabilitative problems to live in the healthiest way possible.  Nursing is both a science and an art.

The LVN to RN nursing program consists of integrated lectures, labs, and clinicals conducted in selected local hospitals and health agencies.  Upon successful completion of the program students are eligible to take the National Council Licensure Examination for Registered Nursing (NCLEX-RN).  Upon satisfactory completion of the degree requirements of the college,
the AS degree in Nursing will be awarded. 

The Associate Degree Nurse is prepared to coordinate, plan and provide nursing care in hospitals and community settings.  The Registered Nurse assists clients with personal care, provides teaching and counseling to prevent illness and promote health, and performs specialized treatments and procedures.  Registered Nurses function as team leaders and direct the care provided by Licensed Vocational Nurses (LVNs), nursing assistants (CNAs), as well as unlicensed health-care workers.

Total Units Required:	25	

Major Courses (list by prefix, number, course title and units)

RN 160	LVN to RN Role Transition………………………………………….2
RN 75	Nursing in Health & Illness-Intermediate medical/surgical .………..5
RN 76	Complex Obstetrical Nursing……………………………………...…2
RN 77	Psychiatric Mental Health Nursing……...……………..……………..3.5
RN 78	Foundations of Multicultural Nursing Care………………………….1
RN 79	Nursing Skills Lab I……………………………………………….....0.5
RN 85	Nursing in Health & Illness-Advanced medical/surgical ..…………..6
RN 86	Advanced Nursing Concepts across the Lifespan……………………2
RN 87	Complex Pediatric Nursing……………….………………………….2
RN 88       Nursing Leadership and Management………………………………..1

Recommended Courses

The prerequisite courses that must be completed before applying for admission to the LVN to RN nursing program are as follows:

•	Chemistry 3A 
•	Psychology 2A
•	Biology 31 Microbiology 
•	Biology 20 Anatomy 
•	Biology 22 Physiology 
•	English 1A 
•	Math 103
•	Sociology 1A or Anthropology 2

The following courses are HIGHLY RECOMMENDED.  These courses also fulfill the AS breadth requirements.

•	Foods and Nutrition 35 or 40
•	Speech 1 or 2
•	Philosophy 1C
•	Lifespan Development (CHDEV 38 or PSY 38)
•	Critical Thinking Course
o	English 3 or Philosophy 2, 4 or 6 
•	Speech 1 (public speaking) or 2 (Interpersonal communication)

Additional Information (optional—maximum 100 words)

Students applying for admission must be graduates of a State Accredited LVN program and have attained a cumulative grade point average (GPA) of “C+” (2.5) or better in completed college work.  All prerequisites must be completed with a grade of “C” or better.  All coursework in Anatomy, Physiology, Microbiology, and Chemistry must have been completed within the last 5 years.  Prospective applicants must also take the Test of Essential Academic Skills (T.E.A.S.) with a minimum of score of 67%.  

Advice concerning Transfer:  Students planning to transfer to an upper-division program in a related major at another institution should become familiar with and try to meet the requirements of that institution.  In addition to the catalog of the transfer institution, students may consult a counselor, advisor or online resources such as ASSIST (www.assist.org) or CollegeSource (www.collegesource.org) for additional guidance. 
(For appropriate programs only.  Optional:  Add to this statement any caveats that would be important for a prospective student.)

Advisor(s) (list by last name only, **and list at a minimum all regular faculty in the discipline)

Chamberlain (Madera)	
Visveshwara (Madera)	

	

**List first name also when there is more than faculty member with a particular last name; show location in parentheses when primary work location is not the Reedley campus.

CREDIT COURSE OUTLINE

I.  COVER PAGE

(1)
Course ID:  RN 76		(2)
Course Title:  Complex Obstetrical Nursing		(3)
Units:  2	

(4) Lecture / Lab Hours:			(8)Classification:	
	Total Course Hours
		
Total Lec hours:	18		
	Total Lab hours:  	54		Degree applicable:	X	
Lec will generate		hour(s) outside work		Non-degree applicable:		
Lab will generate		hour(s) outside work.		Pre-collegiate basic skills:		
				
	(9)RC	Fulfills AS/AA degree requirement: (area)	X	
(5)Grading Basis:	Grading scale only	X		General education category:		
	Pass/No Pass option			Major:	Nursing	
	Pass/No Pass only					
(6)Basic Skills Prerequisites: 
	(10)CSU:	Baccalaureate:	X	
	(11) Repeatable:  (A course may be repeated
	three times)		
Basic Skills Advisories:    
	For Office Use Only	
	New			Mod			Effective Date:	
(7)Subject Prerequisites (requires C grade or better):       
	RN 160
       Acceptance into the LVN to RN program	SAM Priority:	DATATEL ID:	
	Unit Code:	TOPS Code: 	
	Reporting ID:	Date Reporting ID Assigned	
Subject Corequisites: 
RN 75, RN 79	Program Status:	Course LHE:  	
Subject Advisories:	
	Replaced by:  
Date:	
(12)Catalog Description:  
     
This is a family centered course with emphasis on nursing care of the childbearing woman and her neonate with complex self-care demands and deficits.    Concepts emphasized include family communications, teaching, Nursing process, critical thinking, legal-ethical issues and patient advocacy.   The self-care model and the nursing process are utilized as the framework to assist the student in planning and delivering nursing care that is relevant to the pathophysiological, psychological, sociocultural, and risk-reduction needs of the complex child bearing family.  Concurrent practice in the college laboratory and clinical experience in community facilities is required.

								                	

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

II.  COURSE OUTCOMES:

(Specify the learning skills the student demonstrates through completing the course and link critical thinking skills to specific course content and objectives.)

Upon completion of this course, students will be able to:

A.	Recognize and anticipate the high risk factors that may lead to the development of complications.
B.	Determine effective care strategies through case study analysis and identify pertinent and necessary modifications correlating to the physical and psychosocial changes for the childbearing client and family.
C.	Utilize the nursing process to develop a nursing plan of care based on clients’ prioritized needs, cultural differences and developmental factors.
D.	Evaluate the effectiveness of care and modify the plan of care for optimal outcomes and problem resolution.
E.	Provide safe, competent care for the complex ante, intra and postpartum client.
F.	Demonstrate collaborative and professional communication skills with sensitivity to the clients’ cultural, spiritual and lifestyle differences.
G.	Record accurate, clear, chronologically organized narrative nursing notes and data in the appropriate areas of the client’s medical record.
H.	Assess the clients’ condition including the effect of risk conditions and factors during the ante, intra and postpartum intervals.
I.	Formulate an expanded understanding of biological development, physical transitions, psychosocial influences, cultural and spiritual dynamics into a purposeful strategy to address the care needs of the complex perinatal client.
J.	Recognize the need for and initiate the use of community health and other referral sources when providing care and planning for discharge.
K.	Implement and evaluate appropriate health teaching as it relates to the complex perinatal patient.
L.	Direct the client’s care from a collaborative perspective and utilize pertinent resources.
M.	Prepare and administer medications accurately, safely and with knowledge addressing the medication correlation for the client in an ante, intra and postpartum setting.

III.  COURSE OBJECTIVES:

	(Specify major objectives in terms of the observable knowledge and/or skills to be attained.)

In the process of completing this course, students will:

A.	Identify at-risk factors of the perinatal period.
B.	Describe nursing assessments and interventions designed to improve the health of the high-risk prenatal client.
C.	Describe the effect of preexisting conditions on the health of the pregnant woman and her fetus.
D.	Describe diagnostic techniques and the implications of their findings.
E.	Delineate nursing responsibilities in the care of the woman with gestational onset complications of pregnancy.
F.	Discuss nursing assessments that lead to early recognition of complications during labor and delivery.
G.	Describe nursing interventions to promote maternal and fetal wellbeing during a complicated labor and delivery.
H.	Summarize nursing care needed by the client experiencing cesarean delivery.
I.	Describe nursing assessments that identify the high-risk postpartal client.
J.	Discuss nursing interventions for the client with postpartal complications related to hemorrhage.
K.	Describe the nursing care of a client experiencing a puerperal infection.
L.	Identify the symptoms and management of thromboembolic disorders.
M.	List the symptoms exhibited in a client experiencing a postpartal psychiatric disorder.
N.	Describe the correct administration of medications to newborn infants and mothers.
O.	Discuss potential complications that occur in the newborn during the hospital stay immediately after birth.

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

IV.  COURSE CONTENT OUTLINE:

Theory

A.	Nursing Care of the High-Risk Prenatal Client
1.	Characteristics of the normal prenatal experience
2.	Assessing for Risk Factors
3.	Pregestational conditions
a.	Cardiac disease
b.	Diabetes Mellitus
c.	Substance abuse
d.	HIV/AIDS
e.	Rh sensitization
4.	Gestational conditions
a.	Hyperemesis gravidarum
b.	Ectopic pregnancy
c.	Gestational trophoblastic disease (GTD)
d.	Incompetent cervix
e.	Spontaneous abortion
f.	Placenta previa
g.	Abruptio placenta
h.	Premature rupture of the membranes
i.	Pregnancy induced hypertension (PIH)
5.	Actions of medications commonly used in the treatment of High-Risk Prenatal conditions
6.	Role of the Nurse Care for the High-Risk Prenatal Client
a.	Teacher
b.	Caregiver
c.	Manager of Care

B.	Nursing Care of the High-Risk Labor and Delivery Client and Her Family
1.	Characteristics of the normal labor and delivery experience
2.	Problems with the fetus
a.	Fetal malposition
b.	Fetal malpresentation
c.	Fetal distress
d.	Prolapsed umbilical cord
3.	Problems with the pelvis
a.	Abnormal pelvic size or shape
b.	Cephalopelvic disproportion
c.	Shoulder dystocia
4.	Problems with the contractions
a.	Induction of labor 
b.	Difficult labor
c.	Premature labor
d.	Precipitate labor and birth
e.	Postterm pregnancy
f.	Uterine prolapsed
g.	Uterine rupture
5.	Problems with the psyche
a.	Effect of fear and anxiety on labor progress
6.	Cesarean section
a.	Major indications for cesarean delivery
b.	Maternal risks
c.	Fetal/neonatal risks
d.	Surgical techniques
7.	Vaginal birth after cesarean section
8.	Actions of medications commonly used in the treatment of High-Risk Labor and Deliver conditions

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

Theory – continued

9.	Role of the Nurse Care for the High-Risk Prenatal Client
a.	Teacher
b.	Caregiver
c.	Manager of Care

C.	Nursing Care of the High-Risk Postpartal Client
1.	Characteristics of the normal postpartum experience
2.	Postpartal hemorrhage
3.	Postpartal (puerperal)  infections
a.	Reproductive tract infections
b.	Wound infections
c.	Breast infection
d.	Urinary tract infections
4.	Thromboembolic disorders
a.	Superficial thrombophlebitis
b.	Deep vein thrombosis
c.	Septic pelvic thrombophlebitis
d.	Pulmonary embolism
5.	Postpartal psychiatric disorders
a.	Postpartum depression
b.	Postpartum psychosis
6.	Actions of medications commonly used in the treatment of High-Risk Postpartal conditions
7.	Role of the Nurse Care for the High-Risk Postpartal Client
a.	Teacher
b.	Caregiver
c.	Manager of Care

D.	Teen Pregnancy
1.	 Incidence
2.	Complications associated with Teen Pregnancy
3.	Family Dynamics
4.	Role of the Nurse Care for the Pregnant Teenager
a.	Teacher
b.	Caregiver
c.	Manager of Care

Clinical

A.	Engage in Nursing Methodology
1.	Think critically
2.	Communicate therapeutically
3.	Prioritize client safety
4.	Utilize teaching skills
5.	Demonstrate infant care to new parents
6.	Recognize cultural distinctions in delivery of care and teaching
7.	Interact collaboratively and collegially
8.	Recognize chain of command procedure

B.	Utilize the Nursing Process
1.	Assess the needs of the childbearing family. Gather relevant perinatal data –  physiological, and psychosocial including family dynamics, economic impact, learning and support needs, and spiritual influences
2.	Apply the Nursing Diagnosis model - NANDA - to identify priority problems
3.	Identify nursing interventions that are essential to bring about problem resolution
4.	Explore the physiological and psychosocial rationales for necessary nursing interventions and actions
5.	Modify the nursing plan of care as necessary to support expected goals
6.	Evaluate client responses to interventions, by defining measurable, expected outcomes which validate problem resolution

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

Clinical – continued

C.	Record client care and activities on prescribed documents
1.	Document assessments and all required care within timeline parameters
2.	Develop and properly record narrative notes
3.	Utilize accurate and grammatically correct written communication skills

D.	Protect client’s health and personal information by observing HIPAA regulations
1.	Adhere to the professional code of protecting client privacy in all settings
2.	Demonstrate support and sensitivity of the client’s personal situation
3.	Recognize the impact of altered family dynamics and legal conflicts

E. 	Provide safe, effective care to all clients
1.	Follow the Physician’s orders and understand the plan of care
2.	Demonstrate ability to organize nursing care for a mother and newborn
3.	Apply concepts and principles of time management
4.	Apply principles of leadership while interacting with the nursing team
5.	Advocate on the client’s behalf to attain a care standard of excellence
6.	Serve as a facilitator in assisting clients with information about important support and community resources
7.	   Role model safe, supportive care and behaviors to new parents
8.	   Observe the family’s bonding encounters and support transitional needs
9.	Recognize the adaptive capabilities of the expanded family.  Observe for maladaptive coping and participate in the necessary follow-through process
10.	Regard cultural variations in dealing with the expanded family unit
11.	Recognize the value of extended family members in caring for the clients
12.	Provide discharge teaching and validate the knowledge and understanding of the childbearing family prior to discharge

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

V.  APPROPRIATE READINGS

Reading assignments may include but are not limited to the following:

A.	Sample Text Title:
	
	Lowdermilk, D.L. and Perry, S.E. (2007). Maternity & Women’s Health Care, 9th ed.
	St. Louis: Mosby
	Lowdermilk, D.L. and Perry, S.E. (2007). Study Guide for Maternity & Women’s Health Care, 9th ed.
	St. Louis: Mosby

B.	Other Readings:
	   
   Gulanick, M. and Myers, J.L. (2007).  Nursing Care Plans:Nursing Diagnosis and Interventions, 6th ed.
	   St. Louis: Mosby.
	 Deglin, J. and Vallerand, A. (2009). Davis’s Drug Guide for Nurses, 11th ed.
	Philadelphia: F.A. Davis Company
	Van Leeuwen, A. and Poelhuis-Leth, D. (2009). Davis’s Comprehensive Handbook of Laboratory and Diagnostic Tests 	with Nursing Implications, 3rd ed.
	Philadelphia: F.A. Davis Company

	

	Global or international materials or concepts are appropriately included in this course	
X	Multicultural materials and concepts are appropriately included in this course.	

If either line is checked, write a paragraph indicating specifically how global/international and/or multicultural materials and concepts relate to content outline and/or readings.

Nursing is a profession that facilitates and teaches clients to manage and provide for their health care needs.   Nurses respond to the care of clients across the life cycle based on physiological, psychological, social, cultural and spiritual needs.  Cultural diversity is a concept that is imperative at all levels of nursing practice when responding to the specific needs of the patient.  In order to individualize the nursing plan of care for each client, the nurse must assess and understand the total context of the client’s situation. The uniqueness of each client is affected by many factors, including culture, race, gender, sexual orientation, socioeconomic status, spiritual orientation, and education.  

Course ID:  RN 76		
Course Title: Complex Obstetrical Nursing	

VI.  METHODS TO MEASURE STUDENT ACHIEVEMENT AND DETERMINE GRADES:
Students in this course will be graded in at least one of the following four categories.  Please check those appropriate.  A degree applicable course must have a minimum of one response in category A, B or C.

A.  Writing
 		Check either 1 or 2 below	
X	1.	Substantial writing assignments are required.  Check the appropriate boxes below and provide a written description 	in the space provided.
	
	2.  	Substantial writing assignments are NOT required.  If this box is checked leave this section blank.  For degree 	applicable courses you must complete category B and/or C.	
X	a.	essay exam(s)	X	d.	written homework	
X	b.	term or other papers(s)	X	e.	reading reports	
X	c.	laboratory reports	X	f.	other (specify)   care plans	
Required assignments may include but are not limited to the following:

1.  Develop a nursing plan of care for your assigned patient which includes nursing diagnosis, goal of care, and interventions 
     based on the physiological, psychological, cultural, and spiritual needs of the patient.
2.  Documentation of patient status and care given in the chart using principles of health care documentation (client chart is a  
     legal document)
3.  For your assigned case study, analyze the needs of the patient and provide a written rationale for each care decision you  
     make.
		Sample case study with questions:
A 14-year old primigravida is admitted in early labor with severe preeclampsia at 42 weeks gestation.  The client’s blood pressure is 168/102.
1.	What other assessment data would you obtain?
2.	Describe the complications this client is at risk for.
3.	Discuss the medications you might expect to administer to this client?
4.	What concerns do you have for this fetus? Why?
5.	What would you teach this client and her family about her condition?

B.  Problem Solving
1.	Computational or non-computational problem-solving demonstrations, including:	
X	a.  exam(s)	X	d.  laboratory reports	
X	b.  quizzes	X	e.  field work	
X	c.  homework problems	X	f.  other (specify) care plans and case studies	
Required assignments may include, but are not limited to the following:

1.	Application of the nursing process to the data provided in the assigned case study in order to make a decision regarding the care required and the development of a nursing plan of care appropriate for the client in the case study.
2.	Given a medication, calculate the correct dosage for the patient with 100% accuracy.
3.	Sample exam question:
A client is hospitalized on the antepartum unit with premature rupture of membranes at 37 weeks’ gestation.  Which of the following routine physician orders would the nurse question for this client?
1.	Bedrest with bathroom privileges
2.	Diet as tolerated
3.	External fetal monitor prn
4.	Vital signs every shift

Answer: #4 

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

C.	Skill demonstrations, including:	
X	a.  class performance(s)	X	c.  performance exam(s)	
X	b.  field work		d.  other (specify)	
Required assignments may include, but are not limited to the following:
1.	For the assigned client, demonstrate the ability to teach the client about the complications associated with premature rupture of membranes (PROM).
2.	Safely and correctly, give a return demonstration of assigned obstetrical nursing procedures in the skills laboratory.
3.	Safely and correctly, administer medications in the clinical setting.
4.	Safely and correctly, interpret the assigned medication order and calculate the dosage with 100% accuracy.
Sample problem:
Mrs. Jones is to receive a loading dose of 4g of magnesium sulfate over 15 minutes followed by a continuous infusion of 2g/hr.  On hand is a premixed bag of magnesium sulfate that contains 40g in 1000mL.  
a.	What is the concentration of this solution in grams/mL?
b.	What rate will you set the IV pump for to deliver 4g in 15 minutes?
c.	What rate will you set the IV pump for in order to deliver 2g/hr?

D.	Objective examinations, including:	
X	a.  multiple choice		d.  completion	
	b.  true/false	X	e.  other (specify)  Select all that apply	
	c.  matching items		

COURSE GRADE DETERMINATION:
Description/Explanation: Based on the categories checked in A-D, it is the recommendation of the department that the instructor’s grading methods fall within the following departmental guidelines; however, the final method of grading is still at the discretion of the individual instructor.  The instructor’s syllabus must reflect the criteria by which the student’s grade has been determined. (A minimum of five (5) grades must be recorded on the final roster.) 

If several methods to measure student achievement are used, indicate here the approximate weight or percentage each has in determining student final grades.

1.	Written exams
2.	Comprehensive Final
3.	Nursing Care Plans
4.	Clinical Performance at the Satisfactory level in order to receive a passing grade for the course
5.	Must pass both clinical and theory to pass the course

Tests		30%
Final		50%
Projects		10%
Homework	10%

	90 – 100%	A
	80 – 89%	B
	75 – 79%	C
	65 – 74%	D
	64% below	F

FOR DEGREE APPLICABLE COURSES

Course ID:  RN 76		
Course Title:  Complex Obstetrical Nursing	

VII.  EDUCATIONAL MATERIALS
For degree applicable courses, the adopted texts, as listed in the college bookstore, or instructor-prepared materials have been certified to contain college-level materials.

Validation Language Level (check where applicable):	College-Level 
Criteria Met	
	Yes	No	
	Textbook	X		
	Reference materials	X		
	Instructor-prepared materials	X		
	Audio-visual materials	X		

Indicate method of evaluation:	
	Used readability formulae (grade level 10 or higher)		
	Text is used in a college-level course	X	
	Used grading provided by publisher		
	Other: (please explain; relate to Skills Levels)		

Computation Level (Eligible for MATH 101 level or higher where applicable)	X		
Content	
	Breadth of ideas covered clearly meets college-level learning objectives of this course	X		
	Presentation of content and/or exercises/projects:	
		Requires a variety of problem-solving strategies including inductive and deductive reasoning.	X		
		Requires independent thought and study	X		
		Applies transferring knowledge and skills appropriately and efficiently to new situations or 
		problems.	X		
List of Reading/Educational Materials
Lowdermilk, D.L. and Perry, S.E. (2007). Maternity & Women’s Health Care, 9th ed.
St. Louis: Mosby
Lowdermilk, D.L. and Perry, S.E. (2007). Study Guide for Maternity & Women’s Health Care, 9th ed.
St. Louis: Mosby
Gulanick, M. and Myers, J.L. (2007).  Nursing Care Plans:Nursing Diagnosis and Interventions, 6th ed.
 St. Louis: Mosby.
 Deglin, J. and Vallerand, A. (2009). Davis’s Drug Guide for Nurses, 11th ed.
Philadelphia: F.A. Davis Company
Van Leeuwen, A. and Poelhuis-Leth, D. (2009). Davis’s Comprehensive Handbook of Laboratory and Diagnostic Tests 	with Nursing Implications, 3rd ed.
Philadelphia: F.A. Davis Company	
Comments:

	This course requires special or additional library materials (list attached).	
X	This course requires special facilities:	nursing skills lab and hospital clinical sites	
FORM A
TARGET COURSE  				
	Number		Title	
	 		 			
BASIC SKILLS ADVISORIES PAGE   The skills listed are those needed for eligibility for English 125, 126, and Math 101.  These skills are listed as the outcomes from English 252, 262, and Math 250.  In the right hand column, list at least three major basic skills needed at the beginning of the target course and check off the corresponding basic skills listed at the left.

Math Skills (eligibility for Math 101)
(as outcomes for Math 250)

     		Performing the four arithmetic operations on whole 	numbers, arithmetic fractions, and decimal fractions.
     		Making the conversions from arithmetic fractions to 	decimal fractions, from decimal fractions to percents, and 	then reversing the process.
     		Applying the concepts listed above to proportions, 	percents, simple interest, markup and discount.
     		Applying the operations of integers in solving simple 	equations.
     		Converting between the metric and English measurement 	systems	

			

Reading Skills (eligibility  for English 126)     
(as outcomes for English 262)          

     			Using phonetic, structural, contextual, and dictionary skills 	to attack and understand words.
     			Applying word analysis skills to reading in context.
     			Using adequate basic functional vocabulary skills.
     			Using textbook study skills and outlining skills.
     			Using a full range of literal comprehension skills and basic 	analytical skills such as predicting, inferring, concluding, 	and evaluating. 	

	

Writing Skills (eligibility  for English 125)
(as outcomes for English 252)

     			Writing complete English sentences and avoiding errors 	most of the time.
     			Using the conventions of English writing: capitalization, 	punctuation, spelling, etc.
     			Using verbs correctly in present, past, future, and present 	perfect tenses, and using the correct forms of common 	irregular verbs.
     			Expanding and developing basic sentence structure with 	appropriate modification.
     			Combining sentences using coordination, subordination, 	and phrases.
     			Expressing the writer's ideas in short personal papers 	utilizing the writing process in their development.	

	

Check the appropriate spaces.
     		  Eligibility for Math 101 is advisory for the target course.
      		  Eligibility for English 126 is advisory for the target course.
      		  Eligibility for English 125 is advisory for the target course.
If the reviewers determine that an advisory or advisories in Basic Skills are all that are necessary for success in the target course, stop here, provide the required signatures, and forward this form to the department chair, the appropriate associate dean, and the curriculum committee.

Content review completed by		Date		

FORM B
TARGET COURSE  	RN 76		Complex Obstetrical Nursing	
	Number		Title	

CONTENT REVIEW FOR ALL COURSES IN ADDITION TO BASIC SKILLS COURSES	
List in Column 1 at least three specific major concepts, skills, or kinds of knowledge that a student will learn in the pre- or corequisite or advisory course that are essential to the successful completion in the target course.  In Column 2, state why the skill in Column 1 is essential in relation to the content listed in the course outline of the target course.

COLUMN 1:  Concepts, Skills, Kinds of Knowledge	
COLUMN 2:  Specifically how this is necessary in the target course	

(List each prerequisite or advisory separately here.  If you need more space, attach a second page B.  Be sure to explain each course in Column 2.)

Name of prerequisite or advisory course:

   		RN 160 LVN to RN Role Transition			    
Concepts, skills, etc. (List these.)	

1.	Use dimensional analysis to solve medication administration problems with 100% accuracy. 

2.	Write in an organized and grammatically correct fashion utilizing principles of health care documentation.

3.	Apply principles of therapeutic communication in nurse-client interaction.

4.	Apply teaching-learning theory to the adult learner.

5.	Design comprehensive nursing care plans using Orem’s Self-Care Theory and the nursing process as a framework.
	
1.	Students are expected to solve mathematical problems related to medication dosages, and double check equations performed by MD’s or pharmacists to prevent detrimental medication errors.

2.	The clinical experience requires nursing students to 
        write in client’s charts.  These records are legal 
        documents and the ability to fashion clear, concise 
        statements in a timely manner is required.

3.	Students are expected to employ effective communication skills when interacting with clients and families.  They must be able to support dynamics of the family and employ therapeutic interaction skills to potentiate maximum family learning for successful transition to home.

4.	Students must be able to teach and individualize instruction at the level of the client learners.

5.	Orem’s Self-Care Theory is the framework for this nursing program.  Students are expected to be able to use the nursing process and Orem’s theory to identify and select appropriate priority nursing diagnoses based upon assessment and interview.

	

If the courses listed in Column 1 are advisory, complete the information below and do not go on to the next page.

Advisory course(s):		

Content review completed by				
	Signature(s)		Date	

Vice President of Instruction’s  Signature 				
			Date	

	Please forward this completed form to the Curriculum Committee.		

FORM C
ESTABLISHING PREREQUISITES OR COREQUISITES 	 

Every prerequisite or corequisite requires content review plus justification of at least one of the seven kinds below. Prerequisite courses in communication and math outside of their disciplines require justification through statistical evidence. Kinds of justification that may establish a prerequisite are listed below.

The target course 	RN 76		Complex Obstetrical Nursing	
	Number		Title	

The proposed requisite course	RN 160		LVN to RN Role Transition	
	Number		Title	

Check one of the following that apply.  Documentation may be attached.

1.    	  The prerequisite/corequisite is required by law or government regulations.
Explain or cite regulation numbers:

2.    	The health or safety of the students in this course requires the prerequisite.
Justification:  Indicate how this is so.

3.    	The safety or equipment operation skills learned in the prerequisite course are required for the successful or safe completion of this course.
Justification:  Indicate how this is so.

4.    	The prerequisite is required in order for the course to be accepted for transfer to the UC or CSU systems.
Justification:  Indicate how this is so.

5.    	 Significant statistical evidence indicates that the absence of the prerequisite course is related to unsatisfactory performance in the target course.
Justification:  Cite the statistical evidence from the research.

6.     X	The prerequisite course is part of a sequence of courses within or across a discipline.

7.     	Three CSU/UC campuses require an equivalent prerequisite or corequisite for a course equivalent to the target course:

	CSU/UC CAMPUS	
	COURSE DEPT/NO.	
	PRE/COREQUISITE NO.	

			

Explanation or justification:  (Attach information if necessary.)

The	 X	prerequisite		corequisite	RN 160		LVN to RN Role Transition	
					Number		Title	

has been justified for	RN 76		Complex Obstetrical Nursing	
	Target course Number		Title	
			
Discipline faculty members:		
                                                               
Department Chair:		Dean of Instruction:		

Approved by Curriculum Committee:				
	Curriculum Chair		Date	

	
	Vice President of Instruction		Date	

FORM B
TARGET COURSE  	RN 76		Complex Obstetrical Nursing	
	Number		Title	

CONTENT REVIEW FOR ALL COURSES IN ADDITION TO BASIC SKILLS COURSES	
List in Column 1 at least three specific major concepts, skills, or kinds of knowledge that a student will learn in the pre- or corequisite or advisory course that are essential to the successful completion in the target course.  In Column 2, state why the skill in Column 1 is essential in relation to the content listed in the course outline of the target course.

COLUMN 1:  Concepts, Skills, Kinds of Knowledge	
COLUMN 2:  Specifically how this is necessary in the target course	

(List each prerequisite or advisory separately here.  If you need more space, attach a second page B.  Be sure to explain each course in Column 2.)

Name of prerequisite or advisory course:

 RN 75 Nursing in Health and Illness – Intermediate Medical/Surgical				    
Concepts, skills, etc. (List these.)	

1.	Evaluate and demonstrate systematic assessments with increasing depth related to pathophysiology.

2.	Apply the principles of holistic nursing, including differences of values & customs, when caring for clients.

3.	Apply the nursing process in the developing nursing care plans for selected clients and families, prioritizing nursing actions with changing client conditions. 	
1.	Nursing students must be able to gather and organize general and specific physical assessment information.  

2.	Students must be able to develop interventions that are appropriate to the client’s specific cultural or spiritual group as it relates to illness, pregnancy and childbearing practices, children’s health, pain, mental health, and death rituals.

3.	Students must be able to utilize critical thinking skills to apply the nursing process to analyze the client’s condition, including information obtained from other sources.  They must also be able to use the nursing process to identify steps and modifications in care that will promote and support the clients’ involvement in their care.	

 
If the courses listed in Column 1 are advisory, complete the information below and do not go on to the next page.

Advisory course(s):		

Content review completed by				
	Signature(s)		Date	

Vice President of Instruction’s  Signature 				
			Date	

	Please forward this completed form to the Curriculum Committee.		

FORM C
ESTABLISHING PREREQUISITES OR COREQUISITES 	 

Every prerequisite or corequisite requires content review plus justification of at least one of the seven kinds below. Prerequisite courses in communication and math outside of their disciplines require justification through statistical evidence. Kinds of justification that may establish a prerequisite are listed below.

The target course 	RN 76		Complex Obstetrical Nursing	
	Number		Title	

The proposed requisite course	RN 75		Nursing in Health and Illness – Intermediate Medical/Surgical		
	Number		Title	

Check one of the following that apply.  Documentation may be attached.

1.    	  The prerequisite/corequisite is required by law or government regulations.
Explain or cite regulation numbers:

2.    	The health or safety of the students in this course requires the prerequisite.
Justification:  Indicate how this is so.

3.    	The safety or equipment operation skills learned in the prerequisite course are required for the successful or safe completion of this course.
Justification:  Indicate how this is so.

4.    	The prerequisite is required in order for the course to be accepted for transfer to the UC or CSU systems.
Justification:  Indicate how this is so.

5.    	 Significant statistical evidence indicates that the absence of the prerequisite course is related to unsatisfactory performance in the target course.
Justification:  Cite the statistical evidence from the research.

6.     X	The prerequisite corequisite course is part of a sequence of courses within or across a discipline.

7.     	Three CSU/UC campuses require an equivalent prerequisite or corequisite for a course equivalent to the target course:

	CSU/UC CAMPUS	
	COURSE DEPT/NO.	
	PRE/COREQUISITE NO.	

			

Explanation or justification:  (Attach information if necessary.)

The	 	prerequisite	X	corequisite	RN 75		Nursing in Health and Illness – Intermediate Medical/Surgical	
					Number		Title	

has been justified for	RN 76		Complex Obstetrical Nursing	
	Target course Number		Title	
			
Discipline faculty members:		
                                                               
Department Chair:		Dean of Instruction:		

Approved by Curriculum Committee:				
	Curriculum Chair		Date	

	
	Vice President of Instruction		Date	

FORM B
TARGET COURSE  	RN 76		Complex Obstetrical Nursing	
	Number		Title	

CONTENT REVIEW FOR ALL COURSES IN ADDITION TO BASIC SKILLS COURSES	
List in Column 1 at least three specific major concepts, skills, or kinds of knowledge that a student will learn in the pre- or corequisite or advisory course that are essential to the successful completion in the target course.  In Column 2, state why the skill in Column 1 is essential in relation to the content listed in the course outline of the target course.

COLUMN 1:  Concepts, Skills, Kinds of Knowledge	
COLUMN 2:  Specifically how this is necessary in the target course	

(List each prerequisite or advisory separately here.  If you need more space, attach a second page B.  Be sure to explain each course in Column 2.)

Name of prerequisite or advisory course:

 RN 79 Nursing Skills Lab I			    
Concepts, skills, etc. (List these.)	

1.	Perform assigned technical skills to designated level of proficiency.
	
1.	Nurses are required to be proficient in a variety of technical procedures.  The Board of Registered Nursing states that a student cannot perform any procedure in the clinical setting without first having been checked off as being proficient.  In a nursing program this teaching occurs in the skills lab.  The advanced level nursing skills that are being taught in this course will be used in all of the clinical settings the students will be going to.  In addition, the students will also be checking off on skills that are unique to the obstetrical setting (i.e. newborn assessment, reading a fetal monitor strip).	

2.	Demonstrate Head to Toe Assessment Techniques for patients across the lifespan.

3.	Demonstrate knowledge of patient safety relating to skills performed.
	
2.	Nursing students in the obstetrical setting will be caring for both mothers and babies.  They must be able to perform a head to toe focused assessment on both a newborn and a mother.  Given the fact that they will be caring for high-risk clients in this rotation, they must be able to do this in a time efficient, organized manner.

3.	Many of the advanced level nursing procedures are invasive (i.e. IV insertion, NG tube insertion).  Nursing students may have the opportunity to perform these procedures in the clinical setting under the tutelage of the nurse they are assigned to.  It is important for the safety of the patient that the nursing student be knowledgeable of all the safety issues and precautions associated with the performance of these procedures.	

	

If the courses listed in Column 1 are advisory, complete the information below and do not go on to the next page.
Advisory course(s):		

Content review completed by				
	Signature(s)		Date	

Vice President of Instruction’s  Signature 				
			Date	
Please forward this completed form to the Curriculum Committee.

FORM C
ESTABLISHING PREREQUISITES OR COREQUISITES 	 

Every prerequisite or corequisite requires content review plus justification of at least one of the seven kinds below. Prerequisite courses in communication and math outside of their disciplines require justification through statistical evidence. Kinds of justification that may establish a prerequisite are listed below.

The target course 	RN 76		Complex Obstetrical Nursing	
	Number		Title	

The proposed requisite course	RN 79		Nursing Skills Lab I		
	Number		Title	

Check one of the following that apply.  Documentation may be attached.

1.    	  The prerequisite/corequisite is required by law or government regulations.
Explain or cite regulation numbers:

2.    	The health or safety of the students in this course requires the prerequisite.
Justification:  Indicate how this is so.

3.    	The safety or equipment operation skills learned in the prerequisite course are required for the successful or safe completion of this course.
Justification:  Indicate how this is so.

4.    	The prerequisite is required in order for the course to be accepted for transfer to the UC or CSU systems.
Justification:  Indicate how this is so.

5.    	 Significant statistical evidence indicates that the absence of the prerequisite course is related to unsatisfactory performance in the target course.
Justification:  Cite the statistical evidence from the research.

6.     X	The prerequisite corequisite course is part of a sequence of courses within or across a discipline.

7.     	Three CSU/UC campuses require an equivalent prerequisite or corequisite for a course equivalent to the target course:

	CSU/UC CAMPUS	
	COURSE DEPT/NO.	
	PRE/COREQUISITE NO.	

			

Explanation or justification:  (Attach information if necessary.)

The	 	prerequisite	X	corequisite	RN 79		Nursing Skills Lab I	
					Number		Title	

has been justified for	RN 76		Complex Obstetrical Nursing	
	Target course Number		Title	
			
Discipline faculty members:		
                                                               
Department Chair:		Dean of Instruction:		

Approved by Curriculum Committee:				
	Curriculum Chair		Date	

	
	Vice President of Instruction		Date	

Reedley College

REQUEST FOR COURSE REPEATABILITY
(For reasons other than alleviating substandard work)

Course ID:  	
Course Title: 	
Date: 	
Number of times course may be repeated, excluding initial enrollment (1, 2, or 3):		
or	
Maximum units to which course may be repeated, including initial enrollment:		
The following information is required under Title V, Part VI, Section 58161	
1.	Explain how the course content differs each time it is offered:

	
2.	Using reasons “A” or “B” listed below, explain how the student, by repeating this course will gain an expanded educational experience (A or B):	
	A.	Skills or proficiencies are enhanced by supervised repetition and practice within class periods.  	Explanation:	

	B.	Active Participatory experience in individual study or group assignments is the basic means by which 	learning objectives are attained.  Explanation: