Location

1310 Club Drive, Mare Island/Vallejo, California 94592

Touro University California

Established in 1997, Touro University California offers graduate degrees in osteopathic medicine, pharmacy, physician assistant studies, nursing, public health and education. The mission of Touro University is to educate caring professionals to serve, to lead and to teach. Students from diverse backgrounds are recruited nationally to create a dynamic, robust learning environment.

The Touro College and University System is comprised of Jewish-sponsored non-profit institutions of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American community. Approximately 19,000 students are currently enrolled in its various schools and divisions. Touro College has branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow, Paris, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide, are separately accredited institutions within the Touro College and University System.

Reasons to attend Touro College of Pharmacy 

· Opportunity to be a part of the Touro University College of Pharmacy’s accredited PharmD Program.

· 2+2 curriculum provides an additional year of clerkships to produce a clinically mature graduate.

· Small class size creates strong personal relationships with professors and classmates.

· Each incoming class is organized into teams that work together on active learning projects.

· Unique Pharmacy Learning Center combines interactive and technologically advanced classroom and discussion spaces.

· Bay Area location provides easy access to San Francisco and other Bay Area cultural, sports and outdoor attractions.

· Close-by pharmacy practice experiences occur within a 45-mile radius of the campus.

· Integrated curriculum makes the connections between scientific knowledge and pharmacy practice.

· Extended 19-week semesters decompress the learning experience.

· Laptop program promotes the widespread use of the Internet and other computer-based educational resources.

· Questions?

Anthony Williams, Recruiter & Outreach Specialist

Tel – (707) 373-4421  |  Email –  anthony.williams@tu.edu

 Mission Statement – 

· To benefit society through its programs in pharmacy education, research, scholarship, and service. 

· To prepare our students to become competent, caring and ethical pharmacists dedicated to optimizing health care outcomes.

· To develop students and faculty to be leaders and provide them with the tools to practice effectively and be role models in a wide variety of professional settings. 

· To promote life-long learning in a culture of collegiality, respect, and diversity.

 Vision – 

· Touro University California – inspirational teaching and scholarship, transformative leadership, exemplary service.

 Goals –

· Produce pharmacists who possess the competencies necessary for the provision of pharmacist-delivered patient care, including medication therapy management services.

· Develop faculty, student, and alumni leaders who will accept responsibility for providing care, advance the practice of pharmacy and its contributions to society and represent the pharmacy profession to other health professions and the public.

· Promote the professional development of our faculty in teaching, research and other scholarly activities, and service.

· Practice continuous quality improvement through assessment and evaluation of desired outcomes in all phases of operations.

· Foster a learning environment that promotes critical thinking and is responsive to the diverse learning style of students.

· Sustain a culture of equity, respect, and understanding by recruiting faculty, staff and students who are diverse.

· Incorporate collegiality as a central value in relationships among and between faculty, students and other health professionals.

· Utilize informatics and technology as a means to advance pharmacy practice and improve health care outcomes.

· Instill a commitment to life-long learning, through participation in professional organizations, professional exchanges, publications, and professional development.

· Be recognized locally, nationally, and internationally for excellence in our endeavors.

Our Viewbooks

· Touro University California

· Touro University California – College of Pharmacy

Mare Island

Mare Island, nestled on the northerly extension of San Francisco Bay, embraces a history that spans more than 150 years. In 1854, this historical site was the first permanent U.S. Navy installation on the West Coast, established on the island under the leadership of Commander David G. Farragut. The Mare Island Base Hospital, a National Historic Landmark, was constructed in 1899 on the foundation of an even older navy hospital; this Beaux Arts-style building still stands today on campus. Since the mid-19th century, naval workers built more than 500 ships on the island, including the first U.S. warship built on the West Coast, and the only U.S. battleship ever built on the West Coast, the California.

The federal government closed the Naval Station in 1993. Six years later, Touro College moved the newly founded College of Osteopathic Medicine from San Francisco to a site on the southern portion of the base. The 44-acre property with its 23 buildings provided ample space for the university’s continued growth. Historic buildings on campus honor the naval history: Farragut Inn, the former Officer’s Club, now houses the university admissions department; Wilderman Hall, built in the Mission Revival style and named after Commander Alvin Wilderman, was once Bachelor’s Officers Quarters and is now administrative offices.

The story of Mare Island is truly one of turning swords into plowshares, from building warships to teaching leaders in education and healing. As home to Touro University California, Mare Island is yet again making history.

School of Health Professions, Science and Wellness

Department of Nursing

Clinical Care Plan

Student: _________________________________ Date: ______________________________

Submission of clinical care plan on due date (5 Points)

Instructor: ______________________________ Clinical Course: ______________________

Client’s Code Name: ___________ Age: _________ Gender: ________

Primary Medical Diagnosis: ____________________________________________________

Secondary Medical Diagnoses: __________________________________________________

___________________________________________________________________________

Present Surgery (if applicable): _____________________ Date of Surgery: ______________

Allergies and Symptoms They Cause: _____________________________________________

____________________________________________________________________________

Height: ________ Weight: _________

Code Status: ________________________

Section I

General Data, Health History, and Review of Systems

( 10 Points)

Biographical Data:

Chief Complaint:

History of Present Illness (Detailed):

Past Medical/Surgical and Injury History:

Sociocultural History (alcohol, tobacco, drugs, ADLs, marital status, children, religion, culture, ethnic group, and education):

Spiritual Well-Being:

Family History of Illness:

Immunization History:

Developmental Stage in Life:

Description of Procedures (Surgeries) Performed this Admission:

Review of Systems – brief history of each system and use abbreviated format, not complete sentences

General:

Psychiatric:

Skin, hair, and nails:

Lymph nodes:

HEENT (head, eyes, ears, nose, mouth, throat):

Neck:

Blood:

Breasts:

Cardiovascular:

Respiratory:

GI:

GU:

Musculoskeletal:

Neurologic:

Endocrine:

Section II

In this section, the student must address a description of the disease process including etiology, pathophysiology, signs and symptoms and standard treatment including medication, surgery, etc. (This section should be used to describe the textbook explanation of the disease and compare it with the patient’s picture of his/her disease condition. Attach a reference page at the end of care plan ) References done in APA Format (5 Points)

Pathophysiology of Disease Process

(Points 10)

Classic Signs and Symptoms of Disease Process

(5 Points)

Section III

Physical Assessment

(15 Points)

Physical Assessment:

Vital Signs (T, P, R, BP, SPO2)

General Appearance

Psychiatric

HEENT

Neck

Breasts and Lymph Nodes

Pulmonary

Cardiovascular

Skin and Nails

Abdomen

Genitourinary

Pelvic and Rectal

Extremities

Musculoskeletal

Neurological (DTR’s, reflex grading, cranial nerve evaluation)

__________________________________________________

Incisions

Drains

Diet/Nutrition

IVs

Intake and Output

Pain assessment (include reassessment)

Fall Risk Assessment (include score)

Pressure Ulcer Risk Assessment (include score)

Section IV

Diagnostic Data

(5 Points)

Inlcude pertinent diagnostic tests, including labs, EKG, and X-Rays

Diagnostic Tests	Patient’s value	Normal Range	Inference(why is this patients value abnormal)

Section V

Treatments and Procedures

List all treatment and procedure interventions/nursing actions dependent (physician initiated) and independent (nursing initiated) performed during your clinical experience.

( 5 Points)

Treatments and Procedures	Day & Times	Rationale

Section VI

Teaching and Health Promotion

( 5 Points)

List client’s teaching Needs/Knowledge Deficits, such as teaching about a new diet, reasons for being NPO, reasons for wearing elastic stockings, etc.

Section VII

(5 Points)

List of Nursing Diagnoses (Minimum of 5) Use your assessment of your client’s human needs to write your nursing diagnoses. Actual and Potential deficits and wellness diagnoses are expected. Your nursing diagnoses must be substantiated by your health assessment of your client.

Human Needs	Nursing Diagnoses (Circle Selected Nursing Diagnoses)	Nursing Diagnoses Statements
Oxygenation 1. Perfusion (Cardiac) 2. Acid Base Balance 3. Ventilation 4. Diffusion	Decreased Cardiac output Tissue perfusion, altered (specify) renal, Cerebral, cardiopulmonary, gastrointestinal, peripheral Impaired Gas exchange Ineffective airways cleaning Ineffective Respiratory pattern Difficulty maintaining spontaneous ventilation, Respiratory dysfunctional response to Weaning High risk of Asphyxia High risk of Aspiration
Fluid & Electrolytes Balance 1. Acid Base Balance 2. Metabolism 3. Intracranial Regulation	Liquids, excess volume Liquids, Volume Deficit Liquids, high risk of volume deficit Body temperature: high risk of impaired Hypothermia Hyperthermia Ineffective Thermoregulation
Elimination	Constipation Subjective Constipation Chronic Constipation Diarrhea Fecal Incontinence Urinary, impaired elimination Urinary incontinence: stress Urinary Incontinence: reflects Urinary Incontinence: emergency Urinary Incontinence: Functional Urinary Incontinence: total Urinary, retention Self-care, deficit: use the potty / toilet
Nutrition 1. Energy 2. Cellular structure and function 3. Failure to Thrive 4. Metabolism	Nutrition, altered: excess Nutrition, altered: by default Nutrition, potential alterations: excess Self-care, deficit: feeding Swallowing, impaired Ineffective Breastfeeding interrupted breastfeeding Effective Breastfeeding Infant Feeding ineffective pattern
Sleep	Sleep pattern disturbance
Mobility	Disuse, high risk of syndrome Physical mobility, disorder Peripheral Neurovascular, high risk of dysfunction Activity intolerance Activity, high risk of intolerance Self-care, deficit: dressing / grooming
Sensation and Cognition 1. Mood and affect 2. Tissue integrity	Sen-so-perceptual alterations (specify) visual auditory, kin esthetic, gustatory, tactile, olfactory. Tissue, impaired integrity Oral mucous membrane, altered Skin, impaired Cutaneous, high risk of deterioration of the integrity Self-care, deficit: bathing / hygiene
Rest and Comfort 1. Pain 2. Stress and Coping 3. Fatigue	Coping: ineffective Anxiety Fear FatigueTransfer, stress syndrome Pain Chronic Pain
Spiritual Integrity 1. Grief and loss 2. Cultural	Spiritual suffering HopelessnessImpotence Bereavement dysfunctional Early Mourning
Affiliation 1. Love and Belonging 2. Social Support Systems 3. Self-Actualization	Verbal, disorder Social, impaired interaction Social isolation Coping: ineffective Recreation, deficitRole, impaired performance Parenteral, alteration Parenteral, high risk of disruption Parenteral, role conflict Adaptation disorder Family, alteration processes Role of caregiver, overexertion in The role of caregiver, high risk to overuse in the Defensive coping Denial ineffective Ineffective family coping: disabling Ineffective family coping: engaged
Sexual Integrity 1. Reproductive Health 2. Sexual Relationships 3. Sexuality	Sexual dysfunction Sexuality, altered patterns of
Safety 1. Infection and Inflammation 2. Immunity 3. Substance abuse 4. Abusive environments	Infection, high risk of Dysreflexia Injury, high risk Poisoning, high risk of Trauma, high risk of Protection, impaired engaged Violence, high risk: self-injury, injury to other Self-mutilation, high risk of Post-traumatic response Rape, traumatic syndrome of Violation, trauma syndrome: compound reaction Violation, trauma syndrome: silent reaction
Self-Esteem 1. Developmental milestones across the lifespan 2. Health promotion/health beliefs 3. Behaviors 4. Teaching and learning	Growth and development, altered Coping familiar development potential Coping:ineffective Knowledge, deficit (specify) Thought, alteration processes Health, generating conducts (specify) Treatment, tracking no (specify) Decisions, conflict in the making (specify) Therapeutic regimen, ineffective management of (individual) Home, difficulties in maintaining Health, alteration in the maintenance of Body Image, disorder Self-esteem disorder Self-esteem, lack of: chronic Self-esteem, lack of: situational Personal, disorder

Section VIII

Medications

(5 Points)

Medication Sheet

Medication Dose Brand/ Generic Name	Mechanism of Action/Indication for Use	Contraindication	Adverse Effects/Side Effects	Nursing Implications	Outcomes	Safe Dose (yes or no) Why is your client on the drug?

Section IX

Nursing Interventions

(Points 20)

CARE PLAN FOR “ 4 ” (MINIMUM) NURSING DIAGNOSES

Assessment Findings

Nursing Diagnoses (Actual & Potential Deficits, Wellness Diagnoses)

Outcomes Short and Long Term

Interventions/Nursing Systems (Dependent & Independent)

Rationale (Why are you performing that intervention?)

Evaluation/Outcome (What was the actual result?)