EXISTING SYLLABUS
COLLEGE OF HEALTH AND HUMAN SERVICES
SCHOOL OF NURSING
Course Number:
NUR 208
Course Title:
Health-Illness Transitions in Chronic Illness
Semester:
Fall & Spring
Credit Hours:
8 Hours: 4 hours weekly in classroom/theory (4 credits)
12 hours weekly in clinical (4 credits)
Course Leader:
Pamela Stetina, RN, PhD
Nursing Building, Room 109
Office Phone: 928-523-7209
Pager: 928-913-7743
Pamela.Stetina@nau.edu
Office hours: TBA and by appointment.
Faculty Team (Flagstaff):
Donna Sutton, RN, MSN
Nursing Building, Room 207
Office Phone: 928-523-9317
Pager: 928-913-6881 (preferred)
Donna.Sutton@nau.edu
Laboratory
Michelle Musich, RN, MSN
Nursing Building, Room 207
Office Phone: 928-523-5874
Michelle.Musich@nau.edu
Dawn Rivas, RN, BSN
Mobile Phone: 928-699-5358
Dawn.Kurtz@nau.edu
Simulation Specialist
Bobby Eccleston
Nursing Building, Room 121
Office Phone: 928-523-2608
Bobby.Eccleston@nau.edu
Prerequisites:
NUR 205, NUR 214, BIO 320, NUR 215
Corequisites:
NUR 390W
Course Description
Focuses on beginning nursing care to promote healthy transitions for individuals exhibiting
manifestations of chronic illness in well-defined practice setting. Emphasis is on basic time
management concepts and continued development of critical thinking, clinical judgment, and
skills.
1
Course Learning Outcomes
At the completion of NUR 208, the successful student will be prepared to:
Didactic Portion
Clinical Practice and Prevention
 Examines nursing situations using standards of care, critical thinking, clinical reasoning, and
evidence-based practice.
 Applies a range of knowledge to promote health and well-being and prevent complications in
adults experiencing illness and disease.
 Applies the nursing process to patient learning needs.
Communication
 Demonstrates professional, empathetic and therapeutic communication skills in all learning
situations.
Critical Reasoning
 Applies the nursing process as a basis for clinical decision-making.
 Constructs and implements safe, effective, patient-centered nursing care using nursing
knowledge, information technologies and research evidence.
Leadership
 Explores principles of collaboration and advocacy to safely provide and manage patient care.
Professionalism and Professional Values
 Emulates professional behavior in all learning situations.
 Examines ethical and legal principles and professional standards that are foundations to
nursing practice.
 Explores caring’s essential elements as they are expressed in holistic patient-centered care.
Global Health
 Discusses the impact of health equity and social justice on nursing and health care in a
variety of settings.
Clinical Portion
Clinical Practice and Prevention
 Applies sound nursing judgment to nursing situations using standards of care, critical
thinking, clinical reasoning, and evidence-based practice.
 Applies a range of knowledge to promote health and well-being and prevent
complications in adults experiencing illness and disease.
 Applies the nursing process to patient learning needs.
Communication
 Demonstrates professional, empathetic and therapeutic communication skills in all
learning situations.
Critical Reasoning
 Applies the nursing process as a basis for clinical decision-making in classroom activities
and in clinical experiences.
 Constructs and implements safe, effective, patient-centered nursing care using nursing
knowledge, information technologies and research evidence.
Leadership
 Applies principles of collaboration and advocacy to safely provide and manage patient
care.
Professionalism and Professional Values
 Emulates professional behavior in all clinical settings.
2


Applies ethical and legal principles and professional standards to nursing practice.
Applies caring’s affective characteristics into holistic patient-centered care and with other
healthcare professionals.
Global Health
 Plans culturally appropriate care and/or teaching in selected situations.
Course Structure/Approach
This course is learner centered. The Arizona Board of Regents (ABOR) is committed
to providing quality education and programs at Arizona's public universities. This commitment
includes placing the student and the learning process at the center of education. The NAU ABOR link for the definition of Learner Centered Education is as follows:
http://www.azregents.edu/specialprogramsandinitiatives/default.aspx
NUR 208 will utilize a variety of approaches to meet the course objectives. These instructional
methods may include, but are not limited to the following: lecture, audio-visual material, guided
discussion, group work, demonstration and return demonstration, clinical experiences, clinical
conferences, role playing, simulations, self-evaluation, computer programs, decision making
exercises, written tests and quizzes, and written assignments. While the faculty will provide
guidance and consultation, the student is responsible for identification of learning needs, selfdirection, seeking consultation and demonstration of course and clinical objectives. The clinical
experience in this course will be completed at hospitals in Arizona. You may be required to
travel and spend at least one night a week in distant areas in Arizona.
Required Textbooks
ALL TEXTBOOKS FROM PREVIOUS NURSING COURSES
Kee, J. L. (2010). Laboratory and diagnostic tests with nursing implications (8th ed.). Upper
Saddle River, NJ: Prentice Hall.
Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., & Camera, I.M. (2011). Medicalsurgical nursing: Assessment and management of clinical problems (8th ed.). St Louis: Elsevier:
Mosby
Maltas, J.L. (2011) Study guide for Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., &
Camera, I.M. (2011). Medical-surgical nursing: Assessment and management of clinical
problems (8th ed.). St Louis: Elsevier: Mosby
Smith, S.F., Duell, D.J., & Martin, B.C. (2012). Clinical nursing skills: Basic to advanced skills
(8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
Wilson, B.A., Shannon, M.T. & Shields, K.M. (2013). Pearson nurse’s drug guide 2013 (2nd ed.).
Upper Saddle River, New Jersey: Pearson Prentice Hall.
***YOU MAY USE ANY NURSING DRUG OR LABORATORY/DIAGNOSTIC RESULTS BOOK
AS LONG AS IT IS NOT OVER TWO YEARS OLD.
3
Recommended Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: American Psychological Association.
Silvestri, L.A. (2010). Saunders comprehensive review for NCLEX-RN examination (5th ed.).
Philadelphia, PA: W. B. Saunders.
Westgard, E. (2011). Clinical coach for fluid & electrolyte balance. Philadelphia: FA Davis.
Wilson, B.A., Shannon, M.T. & Stang, C.L. (2011). Pearson intravenous drug guide 2011-2012
(2nd ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
Online Requirements
 Evolve Online Case Studies: https://evolve.elsevier.com/
 Kaplan Resources: https://kaplanlwwtesting.kaplan.com/s_login.aspx
 Blackboard Learn assignments and readings: http://bblearn.nau.edu
Week
1
Date
8/29
8/29
2
9/5
9/5
9/5
3
9/12
9/12
NUR 208 COURSE OUTLINE – Fall 2012
Topic
Preparation
Learning Activities*
Introduction to Course
Lecture
Read Course Content on
Introduction to Blackboard Learn
On-Line
BBLearn
Introduction to Medical-Surgical
Read Ch. 1, 2, 5
Nursing
Read Disabilities Experience
Care of the Older Adult
module
Complete optional Disabilities
Chronic Illness-Rehabilitation
Disabilities Experience
Experience Assessment
Culture
Care of the Patient with Pain
Lecture
Read Course Content on
BBLearn
Read Ch. 10, 12
Complete Pain pre quiz
Management of the
Lecture
Read Course Content on
Perioperative Patient
BBLearn
Read Ch. 18, 19, 20; pp 705710
Read the blood module in
BBLearn
Test Taking
Lecture
See Course Content on
BBLearn
Syllabus Acknowledgement
Assignments
Due
Management of Patients with
Lecture
Read Course Content on
Fluid, Electrolyte, and Acid-Base
BBLearn
Imbalances
Read Ch. 17
Perioperative Case Study Due
On-Line
Evolve Case Study
(in Fundamentals Section)
Submit score to
Assignments
4
4
5
9/19
9/19
Exam # 1 Weeks 1-3; Lab
Problems of Male Reproduction
9/26
Problems of Regulation and
Metabolism: Management of
Patients with Diabetes Mellitus
Optional Disabilities
Experience (Pre & Post
Assessment) Due
Problems of Renal and Urinary
Function
9/26
6
10/3
10/3
7
10/10
10/10
10/10
8
10/17
10/17
9
10/24
10
10/31
10/31
11
11/7
11/7
11/7
Lecture
Lecture
On-Line
Lecture
Diabetes Type 1 Case Study
Due (in Medical-Surgical
Section)
Problems of Renal and Urinary
Function
On-Line
Chronic Kidney Disease Case
Study Due (in Medical-Surgical
Section)
Patient Education Brochure
Groups & Topics due
Exam # 2 Weeks 4-7; Lab
Problems of Mobility:
Management of Patients with
Problems of the Musculoskeletal
System
Problems of Mobility:
Management of Patients with
Problems of the Musculoskeletal
System
Problems of Regulation and
Metabolism: Management of
Patients with Endocrine
Problems
Osteoporosis Case Study Due
(in Medical-Surgical Section)
On-Line
Problems of Protection:
Management of Patients with
Burns
Problems of Protection:
Management of Patients with
Integumentary Problems
Problems of Protection:
Management of Patents with
Lecture
5
Lecture
On-Line
Lecture
Proctored
Read Course Content on
BBLearn
Read Ch. 51, 55
Read Course Content on
BBLearn
Read Ch. 48 ,49
Assignments
Read Course Content on
BBLearn
Read Ch. 45, 46. 47
Evolve Case Study
Submit score to
Assignments
Read Course Content on
BBLearn
Read Ch. 45, 46. 47
Evolve Case Study
Submit score to
Assignments
Submit to Assignments
Proctored
Read Course Content on
BBLearn
Read Ch. 62, 63, 64, 65
Lecture
Read Course Content on
BBLearn
Read Ch. 62, 63, 64, 65
Lecture
Read Course Content on
BBLearn
Read Ch. 48, 50
On-Line
Evolve Case Study
Submit score to
Assignments
Read Course Content on
BBLearn
Read Ch. 25
Read Course Content on
BBLearn
Read Ch. 13, 23, 24
Read Course Content on
BBLearn
On-Line
Lecture
Immunity and Infection Problems
11/7
12
11/14
11/14
13
11/21
Thyroid Disorders Case Study
Due (in Medical-Surgical
Section)
Exam # 3 Weeks 8-11
(excluding Immunity and
Infection)
Problems of Protection:
Management of Patents with
Immunity and Infection Problems
On-Line
Problems of Protection:
Management of Patents with
Immunity and Infection Problems
Lecture
11/21
Lecture
Read Ch. 14, 15, pp. 553557, pp 1664-1674
Evolve Case Study
Submit score to
Assignments
Proctored
Read Course Content on
BBLearn
Read Ch. 14, 15, pp. 553557, pp 1664-1674
Read Course Content on
BBLearn
Read Ch. 14, 15, pp. 553557, pp 1664-1674
See Course Content on
BBLearn
Read Ch. 11, 16, 51, 52
Evolve Case Study
Submit score to
Assignments
Problems of Protection:
Lecture
Management of Patients with
Cancer
11.21
Human Immunodeficiency
Virus (HIV) and Tuberculosis
(Tb) Case Study Due (in
Medical-Surgical Section)
11/21
Patient Education Brochure
Assignments
Due
14
11/28
Problems of Protection:
Lecture
See Course Content on
Management of Patients with
BBLearn
Cancer
Read Ch. 11, 16, 51, 52
15
12/5
Kaplan Comprehensive
Testing Center
Course Exam (Time to be
Determined)
16
12/12
Final Exam-Comprehensive
Proctored
*Chapter readings are from Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., & Camera,
I.M. (2011). Medical-surgical nursing: Assessment and management of clinical problems
(8th ed.). St Louis: Elsevier: Mosby
Other assigned readings, including articles, websites, handouts, and PowerPoint slides, will be
on the Blackboard Learn course shell.
A separate clinical schedule is available in the clinical course pack.
EVALUATION METHODS
In order to pass NUR 208, the student must achieve the following:
1.
An overall course grade of 78% or higher.
2.
A combined average of 78% on all exams, except the Kaplan exam; students who do not
achieve a 78% exam average will receive an F for the course.
3.
A score of three (3) or higher in all elements of the Clinical Evaluation used for the clinical
component of the course.
6
4.
Completion of all required clinical requirements, including, but not limited to, clinical
hours, evidence based practice project, care plans, skills check offs, simulation
experiences, math exam and additional assignments required by clinical faculty.
ASSESSMENT OF STUDENT LEARNING OUTCOMES
Evaluation Tool
Five of six* online Evolve Case Studies
Patient education brochure
Test 1
Test 2
Test 3
Comprehensive Final Exam
Kaplan Exam
Clinical evidence based practice project
Clinical Assignments
Math Exam
Clinical Evaluation Tool
Clinical Portfolio
Total Percentage
Percentage
10%
10%
15%
15%
20%
25%
5%
Pass/Fail
Pass/Fail
Pass/Fail
Pass/Fail
Pass/Fail
100%
Grading Scale
A = 93 + points
B = 84 - 92 points
C = 78 - 83 points (A grade of "C" or above is a passing grade in this course).
F = <78
Please Note: Both the clinical and lecture portions of the course must be passed in order to
pass this course and progress to the next nursing course. Tests, projects and written
assignments make up the course grade. The clinical portion of this course, NUR 208L, is
PASS/FAIL. You must pass the NUR 208L (clinical) portion of NUR 208, as well as the lecture
portion, in order to pass Nursing 208. Students who do not pass the clinical component of NUR
208 will receive an F, regardless of the points earned in the theory (lecture) portion of the
course.
COURSE POLICIES:
Retests/Makeup tests
Exams will be given only on the date and time scheduled. Make-up examinations, except for the
Kaplan, will be provided only in extraordinary circumstances. The Kaplan exam cannot be
made-up. Students who are absent from an examination for any reason must call the course
coordinator at least 24 hours prior to the examination. Students who do not call before an
examination will receive a zero for that examination and will not be eligible to take a make-up
examination except for extreme circumstances. Any make-up exam must be completed within
two business days of the original exam date or at the discretion of the course coordinator; the
final exam must be completed within two business days or by the last day of final exams,
whichever comes first or students may receive a zero on the exam. Make up tests may be in
any form (oral, written, essay) over the same objectives as the multiple choice exam.
7
Assignments are due at 11:59 pm Arizona Time on the date they are due. Assignment due
dates are printed on the course schedule. Late assignments will not be accepted unless prior
arrangements have been made with the instructor.
Northern Arizona University, School of Nursing and NUR 208 Course Policies
Policies and guidelines in both NUR 208 and 208L course syllabi apply to all aspects of this
course. You are responsible for review and compliance with NUR 208, 208L, NAU School of
Nursing, and NAU policies. You are also responsible for review and adherence to the
professional standards and rules of the Arizona Nurse Practice Act and Board of Nursing, and
the American Nurses’ Association Code of Ethics. All policies are described in the NAU School
of Nursing BSN Handbook and the NAU Student Handbook. For full handbook descriptions, visit
these websites:





Current NAU SON BSN Handbook: http://jan.ucc.nau.edu/~nursep/docs/BSN_Handbook.pdf
NAU Student Handbook: http://home.nau.edu/studentlife/handbook.asp
Arizona Nurse Practice Act: http://www.azbn.gov/NursePracticeAct.aspx
American Nurses Association Code of Ethics:
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurs
es.aspx
Social Media Guidelines: https://www.ncsbn.org/2930.htm
Attendance Policy
Under NAU Policy, students are expected to attend every session of class in which they are
enrolled. Attendance is considered to be essential to the learning process, as the faculty
believes that active participation and engagement facilitate learning. As you will be responsible
for the content in the lectures, it is to your advantage to attend classes. You are expected to
attend ALL CLINICAL sessions (this includes hospital experiences, lab sessions, simulations,
pre/post conferences and any required remediation). See the clinical syllabus for more
information.
Withdrawal Policy
If a student is unable to attend the course or must drop the course for any reason, it will be the
responsibility of the student to withdraw from the course before the withdrawal deadline (see
current NAU Schedule of Classes for deadline).
UNIVERSITY POLICIES
Review the following policies available on the Northern Arizona University Policy Statement
website (http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html):
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Institutional Review Board Policy
4. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
5. Academic Contact Hour Policy
6. Sensitive Course Materials Policy
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any
evidence of substance abuse.
8
Classroom Management Statement
Membership in the academic community places a special obligation on all members to preserve
an atmosphere conducive to the freedom to teach and to learn. Part of that obligation implies
the responsibility of each member of the NAU community to maintain a positive learning
environment in which the behavior of any individual does not disrupt the classes of teachers or
learners.
Please see the NAU Student Handbook for more information:
http://home.nau.edu/studentlife/handbook/appendix_f.asp
Confidentiality Statement
Students must maintain patient confidentiality at all times. No discussion regarding patients is
acceptable outside the classroom or clinical setting. In clinical conferences and in the classroom
references to actual patient experiences, do not refer to the patient by name.
You may not remove from the clinical setting ANY part of a medical record even if staff tell you
“this is extra” and “you just have to cross out their name” (i.e. medication administration record
back-up copies). Patient records are not to be photocopied under ANY circumstances. These
forms contain other identifying information on them and therefore must stay in the facility to
avoid violating patient confidentiality. Students must use caution regarding what is said in halls,
elevators and bathrooms.
Failure to adhere to this policy may result in removal from the clinical experience, the course,
and/or referral in accordance with the communication of concerns process in the NAU School of
Nursing Student Handbook.
See the current NAU School of Nursing Student Handbook for additional information
http://jan.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
9
PROPOSED SYLLABUS:
Northern Arizona University
College of Health and Human Services
School of Nursing
NUR 208
Adult Health & Illness I
Credits: 4 credits/ 60 clock hours
Semester: Fall & Spring
Instructor:
Pamela Stetina, RN, PhD
Nursing Building, Room 109
Office Phone: 928-523-7209
Pager: 928-913-7743
Pamela.Stetina@nau.edu
Office hours: TBA and by appointment.
Course Prerequisites:
NUR 205, NUR 205L, NUR 214, NUR 214L, NUR 215; BIO 320
Co-requisites:
NUR 208L & NUR 390W
Catalogue Description: This course focuses on nursing care of adults experiencing healthillness transitions.
Course Description: This course introduces nursing concepts necessary for beginning the
care of adult clients with selected illness/disease conditions, and the use of the nursing process
to promote health and healing. Students apply pathophysiology and pharmacology principles to
focus assessment, plan and implement care, and evaluate outcomes. Utilization of research
evidence and clinical practice guidelines are integrated with caring theory to plan and provide
holistic care, promote health, and advocate for patients.
Course Learning Outcomes
Upon completion of the course, the successful student:
Clinical Practice and Prevention
 Examines nursing situations using standards of care, critical thinking, clinical reasoning,
and evidence-based practice.
 Applies a range of knowledge to promote health and well-being and prevent
complications in adults experiencing illness and disease.
 Applies the nursing process to patient learning needs.
Communication
 Demonstrates professional, empathetic and therapeutic communication skills in all
learning situations.
Critical Reasoning
 Applies the nursing process as a basis for clinical decision-making.
 Constructs and implements safe, effective, patient-centered nursing care using nursing
knowledge, information technologies and research evidence.
10
Leadership
 Explores principles of collaboration and advocacy to safely provide and manage patient
care.
Professionalism and Professional Values
 Emulates professional behavior in all learning situations.
 Examines ethical and legal principles and professional standards that are foundations to
nursing practice.
 Explores caring’s essential elements as they are expressed in holistic patient-centered
care.
Global Health
 Discusses the impact of health equity and social justice on nursing and health care in a
variety of settings.
Course Structure/Approach
This course is learner centered. The Arizona Board of Regents (ABOR) is committed
to providing quality education and programs at Arizona's public universities. This commitment
includes placing the student and the learning process at the center of education. The NAU ABOR link for the definition of Learner Centered Education is as follows:
http://www.azregents.edu/specialprogramsandinitiatives/default.aspx
NUR 208 will utilize a variety of approaches to meet the course objectives. These instructional
methods may include, but are not limited to the following: lecture, audio-visual material, guided
discussion, group work, role playing, computer programs, decision making exercises, written
tests and quizzes, and written assignments. While the faculty will provide guidance and
consultation, the student is responsible for identification of learning needs, self-direction,
seeking consultation and demonstration of course objectives.
Required Textbooks
ALL TEXTBOOKS FROM PREVIOUS NURSING COURSES
Kee, J. L. (2010). Laboratory and diagnostic tests with nursing implications (8th ed.). Upper
Saddle River, NJ: Prentice Hall.
Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., & Camera, I.M. (2011). Medicalsurgical nursing: Assessment and management of clinical problems (8th ed.). St Louis: Elsevier:
Mosby
Maltas, J.L. (2011) Study guide for Lewis, S.L., Dirksen, S.R., Heitkemper, M.M., Bucher, L., &
Camera, I.M. (2011). Medical-surgical nursing: Assessment and management of clinical
problems (8th ed.). St Louis: Elsevier: Mosby
Smith, S.F., Duell, D.J., & Martin, B.C. (2012). Clinical nursing skills: Basic to advanced skills
(8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
Wilson, B.A., Shannon, M.T. & Shields, K.M. (2013). Pearson nurse’s drug guide 2013 (2nd ed.).
Upper Saddle River, New Jersey: Pearson Prentice Hall.
***YOU MAY USE ANY NURSING DRUG OR LABORATORY/DIAGNOSTIC RESULTS BOOK
AS LONG AS IT IS NOT OVER TWO YEARS OLD.
11
Recommended Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological
Association. (6th ed.). Washington, DC: American Psychological Association.
Hale, A. & Hovey, M.J. (2013). Fluid and electrolyte notes: Nurse’s clinical pocket guide.
Philadelphia: FA Davis.
Silvestri, L.A. (2010). Saunders comprehensive review for NCLEX-RN examination (5th ed.).
Philadelphia, PA: W. B. Saunders.
Wilson, B.A., Shannon, M.T. & Stang, C.L. (2011). Pearson intravenous drug guide 20112012 (2nd ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.
Online Requirements
 Evolve Online Case Studies: https://evolve.elsevier.com/
 Kaplan Resources: https://kaplanlwwtesting.kaplan.com/s_login.aspx
 Blackboard Learn assignments and readings: http://bblearn.nau.edu
Course outline:
Week
Week 1




Week 2


Week 3

Week 4


Week 5


Week 6

Week 7

Week 8

Topic
Introduction to course
Introduction to BBLearn/ElsevierMosby
Care of the older adult
Chronic illness-rehabilitation
experience
Cultural issues
Management of the perioperative
patient
Pain/pain management
Care of the adult with fluid &
electrolyte imbalance balance
Care of the adult with acid-base
imbalance
Care of the adult with problems
regulating metabolism/endocrine
problems
Management of adults with diabetes
mellitus
Management of patients with
diabetes mellitus (cont).
Care of adults with problems of
urinary function and male
reproduction
Problems of Protection: Care of
12
Assessments
Online Disabilities Experience
and online assessment (not
graded)
Syllabus Acknowledgment
DUE
Perioperative case study
DUE
Disabilities pre/post
assessments DUE
Thyroid Case study DUE
Exam #1
Diabetes case study DUE
BPH Case study DUE
Week
Week 9
Week 10
Week 11
Week 12




Week 13

Week 14

Week 15
Week 16
Topic
adults with burns
Problems of Protection: care of
adults with integumentary problems
Problems of Protection: care of
adults with immunity and infection
problems
Problems of Protection: care of
adults with immunity and infection
problems
Problems of Protection: Care of
adults with cancer
Problems with Mobility: Care of
adults with problems of the
musculoskeletal system
Problems with Mobility: Care of
adults with problems of the
musculoskeletal system
No new content introduced
Assessments
Exam #2
TB Case study DUE
HIV Case study DUE
Exam #3
Osteoporosis Case study
DUE
Kaplan achievement exam
Final exam
Assessment of Student Learning:
In order to pass NUR 208, the student must achieve the following:
1.
An overall course grade of 78% or higher.
2.
A combined average of 78% on all exams, except the Kaplan exam; students who do not
achieve a 78% exam average will receive an F for the course.
Various activities will be used to assess student learning and mastery of content across the
semester. These include course examinations, in-class activities, case studies and the Kaplan
specialty achievement exam. Weighting of these activities and calculation of grade is as
follows:
Assessment
Percentage of
Grade
Assigned Case Studies
Exam 1
Exam 2
Exam 3
Kaplan Achievement exam (mastery
score required to award points)
Final Exam
Total
10%
20%
20%
20%
5%
25%
100%
13
Grading system:
Grades will be calculated from the assessments above, and grades posted according to the
standard School of Nursing grading scale:
A = 93 + percent
B = 84 - 92 percent
C = 78 - 83 percent
F = <78
Course policies:
Retests/makeup tests: Retests/makeup tests: Make up tests may be arranged for valid
reasons such as illness or personal/family emergencies. ARRANGEMENTS TO TAKE A MAKE
UP EXAM MUST BE MADE WITH THE FACULTY WITHIN ONE WEEK OF THE EXAM. Make
up tests may be in any form (oral, written, essay) over the same objectives as the multiple
choice exam. There are no re-tests. Kaplan achievement exam must be taken at assigned
time; alternative arrangements for testing schedule cannot be made with vendor.
Northern Arizona University, School of Nursing and NUR 208 Course Policies
Policies and guidelines in NUR 208 course syllabi apply to all aspects of this course. You are
responsible for review and compliance with NUR 208, NAU School of Nursing, and NAU
policies. You are also responsible for review and adherence to the professional standards and
rules of the Arizona Nurse Practice Act and Board of Nursing, and the American Nurses’
Association Code of Ethics. All policies are described in the NAU School of Nursing BSN
Handbook and the NAU Student Handbook. For full handbook descriptions, visit these websites:

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Current NAU SON BSN Handbook: http://jan.ucc.nau.edu/~nursep/docs/BSN_Handbook.pdf
NAU Student Handbook: http://home.nau.edu/studentlife/handbook.asp
Arizona Nurse Practice Act: http://www.azbn.gov/NursePracticeAct.aspx
American Nurses Association Code of Ethics:
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurs
es.aspx
Social Media Guidelines: https://www.ncsbn.org/2930.htm
Attendance Policy
Under NAU Policy, students are expected to attend every session of class in which they are
enrolled. Attendance is considered to be essential to the learning process, as the faculty
believes that active participation and engagement facilitate learning. As you will be responsible
for the content in the lectures, it is to your advantage to attend classes.
Withdrawal Policy
If a student is unable to attend the course or must drop the course for any reason, it will be the
responsibility of the student to withdraw from the course before the withdrawal deadline (see
current NAU Schedule of Classes for deadline).
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Plagiarism, Cheating, and Academic Dishonesty:
Please refer to Appendix G of the NAU Student Handbook
(http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf) for
definitions, policies, penalties, and procedures related to various forms of academic dishonesty.
UNIVERSITY POLICIES
Review the following policies available on the Northern Arizona University Policy Statement
website (http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html):
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Institutional Review Board Policy
4. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
5. Academic Contact Hour Policy
6. Sensitive Course Materials Policy
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any
evidence of substance abuse.
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