Science of NursingPEIMS Code: N1302129Abbreviation: SCINURSGrade Level(s): 10-11Award of Credit: 1.0Approved Innovative Course Districts must have local board approval to implement innovative courses. In accordance with Texas Administrative Code (TAC) §74.27, school districts must provideinstruction in all essential knowledge and skills identified in this innovative course. Innovative courses may only satisfy elective credit toward graduation requirements. Please refer to TAC §74.13 for guidance on endorsements.Course Description:The Science of Nursing course introduces students to basic research-based concepts in nursing. Topicsinclude the nursing process, the importance of critical thinking to patient care, regulatory agencies, andprofessional organizations. Instruction includes skills needed to pursue a nursing degree and trainingrequirements required for specialty nursing roles. Knowledge and skills learned will include emergencycare, patient assessment, basic interpretation of vital signs, identification of patients with physical andmental disabilities, patient positioning, use of assistive devices, and application of nursing theories inpatient care plans.Essential Knowledge and Skills:(a)General Requirements. This course is recommended for students in grades 10-11. Recommendedprerequisite: Principles of Nursing Science or Principles of Health Science. Students shall beawarded one credit for successful completion of this course.(b)Introduction.(1)Career and Technical Education instruction provides content aligned with challengingacademic standards and relevant technical knowledge and skills for students to furthertheir education and succeed in current or emerging professions.(2)The Health Science Career Cluster focuses on planning, managing, and providingtherapeutic services, diagnostic services, health informatics, support services, andbiotechnology research and development.(3)The Science of Nursing course introduces students to basic research-based concepts innursing. Topics include the nursing process, the importance of critical thinking to patientcare, regulatory agencies, and professional organizations. Instruction includes skillsneeded to pursue a nursing degree and training requirements required for specialtyApproved for use beginning: 2021–2022Page 1

Science of Nursingnursing roles. Knowledge and skills learned will include emergency care, patientassessment, basic interpretation of vital signs, identification of patients with physical andmental disabilities, patient positioning, use of assistive devices, and application of nursingtheories in patient care plans. To pursue a career in the health science industry, studentsshould learn to reason, think critically, make decisions, solve problems, and communicateeffectively. Students should recognize that quality health care depends on the ability towork well with others.(c)(4)Professional integrity in the health science industry is dependent on acceptance of ethicaland legal responsibilities. Students are expected to employ their ethical and legalresponsibilities, recognize limitations, and understand the implications of their actions.(5)Students are encouraged to participate in extended learning experiences such as careerand technical student organizations and other leadership or extracurricular organizations.(6)Statements that contain the word “including” reference content that must be mastered,while those containing the phrase “such as” are intended as possible illustrativeexamples.Knowledge and Skills.(1)(2)The student demonstrates professional standards/employability skills as required bybusiness and industry. The student is expected to:(A)apply appropriate verbal and non-verbal communication in a clear, concise, andeffective manner;(B)apply appropriate adaptability skills such as problem solving and creativethinking;(C)create or evaluate a career plan using career exploration methods such asidentifying educational pathways, developing career goals, and assessingindividual aptitudes;(D)demonstrate teamwork;(E)create an occupation-specific resume; and(F)identify and demonstrate soft skills valued by employers.The student understands the tiers of nursing careers and the associated licensures. Thestudent is expected to:(A)describe the entry-level patient care technician (PCT) certification and commonwork settings such as hospitals, doctor’s offices, and health care agencies forpatient care technicians;(B)list qualifications to become a certified nursing assistant (CNA) and the scope ofpractice for a CNA in a long-term care facility;(C)define unlicensed assistant personnel (UAP) and how UAPs assist individualswith physical disabilities, mental impairments, and other healthcare needs;(D)discuss course work required to obtain nursing credentials, including a licensedvocational nurse (LVN), associate degree nurse - registered nurse (ADN RN), andBachelor of Science - registered nurse (BSN RN);(E)review the requirements for advanced practice registered nurse (APRN),including certified registered nurse anesthetist (CRNA), certified nurse midwifeApproved for use beginning: 2021–2022Page 2

Science of Nursing(CNM), certified nurse practitioner (CNP), and certified clinical nurse specialist(CNS); and(F)(3)(4)(5)research nursing specialty options, including pediatric nursing, critical carenursing, emergency room nursing, mental health nursing, forensic nursing,geriatric nursing, nursing roles in education, and hospice nursing roles.The student understands how the nursing process is used to collect subjective andobjective data in patient assessment. The student is expected to:(A)describe the steps of a basic patient intake interview, including recording familyhistory, biographical information, reason for seeking health care, present illnessor health concerns, past health history, current medication list, and review ofsystems;(B)explain the visual and physical head-to-toe assessment used to evaluate patientcondition, including abnormal and normal structure and function of the bodysystems;(C)identify and describe the importance of patient vital signs, includingtemperature, blood pressure, heart rate, respiratory rate, pulse oximetry, andpain;(D)identify equipment used to measure and record patient vital signs, including athermometer, sphygmomanometer, stethoscope, pulse oximeter, and timekeeping device;(E)compare patient vital signs that establish baseline homeostasis, including valuesoutside of normal ranges;(F)discuss wellness versus illness related to human growth and developmentincluding factors related to race, gender, identity, and culture; and(G)evaluate how the steps in the nursing process are used to assist the patient toreach optimal physiological, social, mental, emotional, spiritual, cultural, andenvironmental wellness.The student demonstrates knowledge of therapeutic care by reviewing patient activitiesof daily living. The student is expected to:(A)define the activities of daily living such as dressing and undressing, bathing, oralcare, toileting, feeding, and transferring;(B)identify mental health disabilities such as depression, anxiety, anddisorientation or social economic limitations such as domicile insecurities, foodinsecurities and low socioeconomic status experienced by patients;(C)evaluate physical disabilities and limitations such as loss of limbs, multiplesclerosis, spina bifida, cerebral palsy, spinal cord injuries, musculoskeletalinjuries, visual impairment, hearing impairment, and rheumatoid arthritis torecommend the correct assistive device for patient care; and(D)relate therapeutic care to specific deficiencies in activities of daily living such asperforming personal care, ambulation, reality orientation, and using of assistivedevices.The student understands the role of the nurse in providing first aid and emergency care.The student is expected to:Approved for use beginning: 2021–2022Page 3

Science of Nursing(6)(7)(8)(A)compare first aid and emergency care certifications such as Basic Life Support(BLS), Automated External Defibrillator (AED), First Aid, and Mental Health FirstAid;(B)discuss the advantages of obtaining first aid and emergency care certifications;(C)demonstrate first aid and emergency care skills used by nurses in a simulatedenvironment; and(D)evaluate the role of a nurse in an emergency setting such as an emergencyroom, intensive care unit, urgent care, or responding to a life-saving event.The student applies nursing theory to simulate the implementation of patient care. Thestudent is expected to:(A)identify and explain the purpose of medical equipment that is used to assistpatients with diverse needs, including a Hoyer lift, hospital beds, foley catheterand drainage system, wheelchairs, gait belts, and bedside commodes;(B)evaluate patient care needs throughout the lifespan using theories such asMaslow's Hierarchy of Needs, Erik Erikson’s Stages of PsychosocialDevelopment, Jean Piaget’s Theory of Child Development, and Lev Vygotsky’sContemporary Theories on Development;(C)identify proper patient positioning for patient needs, including Trendelenburg,Fowlers, Supine, Prone, Lithotomy, and Lateral Recumbent;(D)analyze methods to educate patients, family members, or caregivers intechniques for managing disabilities or illnesses and using medical devices in anoutpatient setting; and(E)model the use of medical equipment that assists patients in various healthcaresettings, including long-term care facilities, nursing and rehabilitation facilities,home health care settings, classroom, or simulated environment.The student knows how to use technology as it pertains to nursing practice. The student isexpected to:(A)identify and describe the technology used to collect patient information,including electronic medical records, mobile computer workstations, scanningdevices, and charting software;(B)describe where to access laboratory values and normal ranges for diagnostictests such as complete blood count, comprehensive metabolic panel, basicmetabolic panel, and urinalysis to determine patient health status; and(C)describe how advancements in technology, including remote patient monitoringsystems, wearable monitoring systems, electronic intake patient interviews,interpreting services, deaf-link communication services, and patient safetyalarms, can improve quality of care.The student understands the importance of using critical thinking skills in the nursingprocess. The student is expected to:(A)analyze the components of conducting a comprehensive patient assessment;(B)differentiate between subjective and objective data, including what the patientreports and what is observable and quantifiable;Approved for use beginning: 2021–2022Page 4

Science of Nursing(9)(C)compare trends in health outcomes among diverse populations across thelifespan including birth rates, life expectancy, mortality rates, and morbidityrates;(D)interpret medical research using peer-reviewed articles to review efficacy inpatient care;(E)create a patient care plan using procedures such as assess, diagnose, plan,implement and evaluate (ADPIE) and subjective, objective, assess, plan,implement, and evaluate (SOAPIE);(F)assess the impact of nursing interventions on patient condition in a simulatedsetting; and(G)examine clinical outcomes based upon patient assessment, care plan, andnursing interventions.The student understands pharmacology terminology associated with nursing practices.The student is expected to:(A)describe the eight rights of medication administration, including right patient,medication, dose, route, time, documentation, reason, and response;(B)describe the effects of medication on the human body system, includingpharmacodynamics;(C)explain pharmacokinetics in the human body system such as the course of drugabsorption, distribution, metabolism, and excretion; and(D)analyze the advantages and disadvantages of various routes of drugadministration, including oral, injection, topical, buccal, suppository, mucosal,intravenous, interosseous, nebulization, and intrathecal.Recommended Resources and Materials:Boyer, Mary Jo. Math for Nurses: A Pocket Guide to Dosage Calculation and Drug Preparation.Philadelphia: Walters Kluwer, 2020.Dirksen, Shannon Ruff., Sharon L. Lewis, Margaret McLean. Heitkemper, and Linda Bucher. MedicalSurgical Nursing: Assessment and Management of Clinical Problems. St Louis, MO: ElsevierMosby, 2011.Freedman, Jeri. Jump-Starting a Career in Nursing. New York: Rosen YA, 2019.Lewis, Sharon Mantik., Linda Bucher, Margaret McLean. Heitkemper, Mariann Harding, Jeffrey Kwong,and Dottie Roberts. Medical Surgical Nursing: Assessment and Management of ClinicalProblems. St. Louis: Elsevier, 2017.Kee, Joyce LeFever. Laboratory and Diagnostic Tests with Nursing Implications. New York: Pearson,2018.Approved for use beginning: 2021–2022Page 5

Science of NursingKizior, Robert J., Barbara B. Hodgson, Keith J. Hodgson, and James B. Witmer. Nursing Drug Handbook2016. St. Louis, MO: Elsevier, 2016.Perry, Anne Griffin, Patricia A. Potter, and Wendy Ostendorf. Clinical Nursing Skills & Techniques. StLouis: Mosby, 2017.Springhouse. Lippincott Manual of Nursing Practice. Philadelphia: Wolters Kluwer Health, 2014.Taylor, Tracy A. Fundamentals of Nursing Made Incredibly Easy! Philadelphia, PA: Wolters Kluwer, 2015.Van Leeuwen, Anne M. and Mickey Lynn Bladh. Davis's Comprehensive Handbook of Laboratory &Diagnostic Tests with Nursing Implications. Philadelphia: F.A. Davis Company, 2019.Recommended Course Activities: Assigned readingInteractive simulationGuest nurse speaker/TestimonialCardiopulmonary resuscitation training-American Heart AssociationResearch projects related to professional nursingPatient charting and intake of medical historyRole playReview journals and articlesSuggested methods for evaluating student outcomes: Concept mapping ("Concept maps are useful to demonstrate analysis, synthesis, andprioritization. They require the student to have a global grasp of a situation with synthesis ofnew and old knowledge rather than just remembering.")Research presentation ("Presentations evaluate achievement of objectives in the cognitive andaffective domains.student learning when doing a presentation begins with a search forpertinent literature. This reinforces how to do a literature search, evaluate the quality of theevidence, and select what is important enough to share with peers.")Simulation scenarios of clinical situationsPerformance of aseptic technique in simulated environmentsSimulation of activities of daily living (ADL) for patient care settingsWeekly reflective journalExamsTeacher qualifications:An assignment for Science of Nursing is allowed with one of the following certificates. Health Science: Grades 6-12.Health Science Technology Education: Grades 8-12.Vocational Health Occupations.Vocational Health Science Technology.Additional information:Approved for use beginning: 2021–2022Page 6

(CNM), certified nurse practitioner (CNP), and certified clinical nurse specialist (CNS); and (F) research nursing specialty options, including pediatric nursing, critical care nursing, emergency room nursing, mental health nursing, forensic nursing, geriatric nursing, nursing roles i