HDEV 0022. The Family
Units: 3
Also known as SOC 4
Advisory: Completion of SOC 1 with grade of "C" or better
Hours: 54 lecture
A sociological approach to the analysis of the family as a social institution. Of particular interest are the changing structure of family, gender roles, dating, marriage, intimacy, relationships, and parenting. (C-ID SOCI 130) (CSU, UC)
HDEV 0022 - The Family
http://catalog.sierracollege.edu/course-outlines/hdev-0022/
Catalog Description Also known as SOC 4 Advisory: Completion of SOC 1 with grade of "C" or better Hours: 54 lecture Description: A sociological approach to the analysis of the family as a social institution. Of particular interest are the changing structure of family, gender roles, dating, marriage, intimacy, relationships, and parenting. (C-ID SOCI 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply sociological theory to the understanding of the family as a social institution. CSLO #2: Evaluate the impact of social stratification on the experience of family. CSLO #3: Using the sociological imagination, evaluate definitions of family through history and culture. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and critique the structure and function of family (past and present) in American society; 2. Analyze and evaluate the socio-political impact of changing definitions of family in American culture; 3. Distinguish between traditional and contemporary gender roles and their impact on the institutions of marriage and family; 4. Apply sociological theory to the understanding of the family as a social institution; and 5. Compare global familial relationships with a cross-cultural awareness. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - E1 Lifelong Learning and Self-Development CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Examine family structure in terms of boundaries, communication style, power, values, and intimacy. Essay Examinations Example: In an essay, describe the impact of social institutions on the family. Essay based on a rubric developed by the instructor and shared with students. Objective Examinations Example: Answer multiple choice questions on separation and divorce and choose which response best reflects criteria outlined in lecture and text. Graded based on correct application of criteria. Sample question: Your family of orientation is: a) the family you grew up in: your parent(s) and siblings, b) the family you create with your significant other, c) your close group of friends that you relate to. Projects Example: Work in groups to develop a slide presentation on a chosen topic (ex. Sexuality and Sexual Health). Projects will be assessed on accuracy of material, depth of content, clarity of information presented and relevance to current issues. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on family structures and then put students into small groups to discuss the structure of their family of origin. Then the instructor will bring the class back into a large group for report out and further discussion. Distance Learning Following an online lecture, students will complete a Discussion Board on J. Nelson's family meeting. Typical Out of Class Assignments Reading Assignments 1. Read the material on integrating work and family and post your experiences for the Blog Discussion with the class. 2. Read the material on family violence, locate local resources available to families to assist in mediating this and report findings to the class Blog for discussion. Writing, Problem Solving or Performance 1. Based on a given case study of a real family experiencing a specific issue, find resources and strategies that families can utilize to assist them in creating a more positive balance in their lives. 2. Choose a topic area we are studying (The Role of Gender) and analyze a specific issue such as "What's the harm in Barbie? Bratz? G.I.Joe?" Other (Term projects, research papers, portfolios, etc.) 1. Conduct an intergenerational interview of family members to assess the historical, cultural and familial changes in defining family. Required Materials The Family: Diversity, Inequality, and Social Change Author: Cohen, Philip Publisher: Norton and Company Publication Date: 2024 Text Edition: 4 Classic Textbook?: OER Link: OER: Families and Their Social Worlds Author: Karen Seccombe Publisher: Pearson Publication Date: 2020 Text Edition: 4 Classic Textbook?: No OER Link: OER: Instructors: Request a Sample eBook or Print copy Instructor status will be verified. Marriages and Families: Intimacy, Diversity, and Strengths Author: David Olson, John DeFrain and Linda Skogrand Publisher: McGraw Hill Publication Date: 2022 Text Edition: 10 Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
NRSR 0022 - Medical Surgical I and Pediatric Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0022/
Catalog Description Prerequisite: Completion or equivalent of NRSR 21 with grade of "C" or better as determined by Dean/Department Chair or current LVN licensure and completion of BIOL 4, 5, 6, NUTF 10, HDEV 1, PSYC C1000, MATH 12 and ENGL C1000 with grades of "C" or better Hours: 387 (104 lecture, 283 laboratory) Description: Theory and correlated clinical practice related to utilizing the nursing process based on Roy's Adaptation Model to promote adaptation by adult and pediatric clients and their families experiencing common and/or remedial illnesses/stressors. Students further develop skills and apply theory introduced in NRSR 21 in varied and more complex settings, and gain additional theory and skills related to new clinical areas and levels of responsibility. (letter grade only) (CSU) Course Student Learning Outcomes CSLO #1: Utilize the nursing process based on Roy’s Adaptation Model to provide direct total patient care to stable and noncritical geriatric or adult and/or pediatric clients with common and/or remedial health problems/stressors. CSLO #2: Analyze sociocultural and economic influences on the care of clients experiencing illness or procedure. CSLO #3: Demonstrate effective communication with health care team members regarding client status including during hand-off. CSLO #4: Identify the learning needs of clients with common or remedial illnesses/stressors and of their families. CSLO #5: Use basic teaching principles to convey information concerning daily health practices and treatment regimens. CSLO #6: Function as an effective member of the nursing team while caring for clients in the acute care setting. CSLO #7: Manage total patient care and appropriate level of care planning for two clients concurrently who are experiencing illness or procedure. CSLO #8: Take part in Advocacy for clients and self with members of the health care team. CSLO #9: Adhere to all college, program, and agency policies and regulations. CSLO #10: Administer intravenous fluids and intravenous medications with the exception of intravenous push medications. CSLO #11: Develop research skills to develop professional growth in evidence-based practice. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 387 Outside of Class Hours 208 Total Student Learning Hours 595 Course Objectives Lecture Objectives: 1. Explain and utilize the nursing process based on Roy's Adaptation Model to plan direct total care to stable and noncritical adult and/or pediatric clients with common and/or remedial health problems/stressors; 2. Describe and consider sociocultural and economic influences on the care of adult and pediatric clients experiencing common illnesses or procedures. 3. Identify how to confer appropriately with all members of the health care team and formulate effective intershift communication and client responsibility hand-off. 4. Identify the learning needs of clients with specific illnesses presented in the course. 5. Outline concepts of interdisciplinary team interactions necessary when caring for adult and pediatric clients with stable or noncritical illnesses. 6. Discuss basic legal and ethical practices for caring for adults and children with remedial illnesses, diagnostic or therapeutic procedures. 7. Describe the process for safe administration of intravenous fluids and intravenous medications, with the exception of intravenous push medications; 8. Describe concepts of prioritization and organizational skills needed to successfully manage total patient care and appropriate level of care planning for either two adults or two pediatric clients concurrently who are experiencing illness or procedures. 9. Formulate personal learning needs and goals. Clinical Laboratory Objectives: 1. Write comprehensive patient care plans using Roy's adaptation model to guide client care interventions in the clinical setting; 2. Demonstrate cultural sensitivity in care planning and when participating in direct client care for adult and pediatric clients. 3. Share and transfer client information throughout and at the end of the shift using the S-B-A-R format. 4. Use basic teaching principles to educate clients and families experiencing common disorders presented in the course. 5. Apply the concepts of ethical and legal professional practice in the development of clients care plans and when participating in direct client care 6. Perform as a member of the nursing team when caring for adult and pediatric clients with stable or noncritical illnesses. 7. Safely administer secondary intravenous medications in compliance with nursing procedure and in alignment with the nursing program's Safe Medication Administration Policy 8. Demonstrate adequate organizational and time management skills to manage total patient care and care planning for either two adult or pediatric clients. 9. Initiate a personal development plan to achieve self-identified learning needs and goals. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: Weekly nursing care plans/concept maps are required when students are assigned to the clinical laboratory. Completed nursing care plan/concept maps assignments demonstrate the student's ability to utilize the nursing process, think critically and plan care for actual adult and pediatric clients. Students are required to demonstrate a basic level of competency in performing required skills that were presented in skills lab before participating in the hospital clinical laboratory setting. Students must also pass a dosage calculation exam before administering intravenous medications in the clinical laboratory. Sample test question, Medical-Surgical Nursing: All these medications are ordered at 0900 for a client who has had a right-hip replacement the previous day and is scheduled to ambulate with the physical therapist for the first time at 0945. Which medication should be given first? a. Ceftriaxone (Rocephin) 500 mg intravenously, a cephalosporin antibiotic b. Oxycodone (Roxicodone) 5 mg orally, an opioid c. Enoxaparin (Lovenox) 30 mg subcutaneous, an anticoagulant d. Colace 100 mg orally, a stool softener Problem Solving Examinations Example: Sample test question, Dosage Calculation: 2.5 L D5NS to infuse in 24 hours. Drop factor: 10 gtt/mL. What is the hourly rate? ______ mL/hr Calculate the gravity flow rate: ______ gtt/min Projects Example: The student will complete a "Clinical Expert assignment." The student will choose a group partner. The students will choose a topic to teach the class regarding medical equipment or a medical procedure. The students will research using Ovid and scholarly resources to develop an outline, presentation, and handout to present to the class. Skill Demonstrations Example: Sample test question, Pediatrics: Bert is a 16-year-old who is admitted to the adolescent unit after an emergency appendectomy. He is in pain, and he has a NG tube in place which is draining light green fluid. There are three other teenagers in the room staring at him. What is your priority nursing intervention for Bert? a. Introduce him to the other young men and encourage interaction. b. Screen him from the other teenagers and administer a dose of pain medication. c. Tell the other boys to leave him alone and go to bed. d. Explain to the other boys what Bert has been going through. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The student will formally interview a client about the client's surgery to gain insight into the surgical experience; the instructor will provide an assignment that includes specific prompts to elicit the client's perceptions. In addition, the instructor will arrange a surgical observational experience at the clinical facility that includes the surgical preparation area, the operating room and the recovery room. The instructor will provide a written assignment for students to record and log their perioperative observations. Grading based upon correct or incorrect answer to questions. Laboratory Human Patient Simulator: Instructor will demonstrate how to administer intravenous piggyback medication followed by the students properly performing the administering of intravenous piggyback medication under supervision. Lecture: The instructor will present an overview of musculoskeletal disorders through lecture and class discussion. The student will complete a case study containing questions which will prompt the students to explore and analyze the care of clients with total hip replacement, total knee replacement, sprains, and fractures. Instructor will guide the students to correct answers Distance Learning Faculty will enter a question in the discussion board pertaining to the content covered of the disease process. The student will answer the question and respond to two other student replies. Faculty will provide constructive feed back to the initial student post. Typical Out of Class Assignments Reading Assignments Reading assignments are regularly assigned from several adult and pediatric textbooks, current professional journals, pediatric professional association websites, government websites and consumer/client-oriented websites. Case studies assigned for lectures are to be completed before class and are used for discussion in the classroom. 1. Read the medical-surgical text chapter covering anatomy, physiology, and treatment of the gas exchange and respiratory function system of a client with COPD." Complete the assigned case study. Be prepared to discuss in class. 2. Read the material discussed in the case study, "The Infant with Congestive Heart Failure." Be prepared to discuss in class. Writing, Problem Solving or Performance 1. Weekly journal writing reflecting clinical laboratory experiences allows the student to explore options for handling clinical experiences, bridge the gap between theoretical and clinical knowledge, allow for expression of feelings, develop critical thinking, improve written communication skills, increase self-confidence, and validate assumptions and ideas. Examples of typical writing prompts: Identify one example of good leadership, delegation or management skills; note an observation of critical thinking; analyze problems encountered during the clinical week. 2. The Personal & Professional Growth in Nursing paper is a first-year capstone written assignment using weekly journal entries to analyze progression midway through the nursing program. 3. Required weekly nursing care plans demonstrate the student's ability to use the nursing process to problem-solve and plan care for clients in the clinical setting. 4. Required weekly written hand-off reports demonstrate effective intershift communication and client responsibility hand-off. 5. Clinical case studies facilitate the student's mastery of content and stimulation of critical thinking. Case studies are completed individually or in small groups and independently or as part of a lecture discussion. Examples of Arthroscopy Case Study Questions: What risk factors for hip fracture did the client exhibit? Why is the client receiving both enoxaparin (Lovenox) and warfarin (Coumadin)? What is the difference between arthroplasty and open reduction and internal fixation (ORIF)? List four critical, potential postoperative problems for the client, and explain why each is important. Other (Term projects, research papers, portfolios, etc.) Students are required to complete the Clinical Expert assignment, an exploratory, capstone project of the first year of the nursing program. Student groups present an overview of a clinical skill or operation of equipment or technology, develop written or kinesthetic learning materials and function as resources for their peers. Students must identify potential resources available at their clinical facility or in the healthcare/technology sectors in order to complete the assignment. Required Materials Fundamentals of Nursing Author: Potter and Perry Publisher: Elsevier Publication Date: 2023 Text Edition: 11th Classic Textbook?: OER Link: OER: Maternal Child Nursing Care Author: Perry, Lowdermilk, Cashion et al. Publisher: Elsevier Publication Date: 2023 Text Edition: 7th Classic Textbook?: OER Link: OER: Phillips's manual of IV therapuetics Author: Gorski Publisher: F. A. Davis Company Publication Date: 2023 Text Edition: 8th Classic Textbook?: OER Link: OER: Lewis's Medical-Surgical Nursing Author: Harding, Kwong, Hagler, Reinisch Publisher: Elsevier Publication Date: 2023 Text Edition: 12th Classic Textbook?: OER Link: OER: Lehne’s pharmacology for nursing care Author: Burchum, J. R. & Rosenthal, L. D. Publisher: Elsevier Publication Date: 2025 Text Edition: 12th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. All required textbooks and reference books for NRSR 0021 apply to this course. Books for dosage calculations, nursing care plans, drug reference, lab test reference, and medical dictionary, are also required and published in the course syllabus. Students must also purchase ATI practice tests for independent practice, preparation for clinical skills, and review of theoretical course content. Supplies for skills and clinical laboratory are also required.
NRSR 0023 - Medical Surgical II and Mental Health Nursing
http://catalog.sierracollege.edu/course-outlines/nrsr-0023/
...5, 6, NUTF 10, HDEV 1, PSYC C1000...for previous semesters: NRSR 0021 and NRSR 0022.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...following: 3 SOC 0004 The Family (also HDEV 0022 ) SOC 0005 Sociology of Women's...
