UCC/UGC/ECCC
Proposal for Course Change
FAST TRACK
(Select if this will be a fast track item. Refer to UCC or UGC Fast Track
Policy for eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed
syllabi in approved university format.
1. Course subject and number:
2. Units:
NUR 208
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
5. Current Student Learning Outcomes of the
course.
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
Effective Fall 2012
4. Academic Unit:
8
Nursing
Show the proposed changes in this column (if
applicable). Bold the proposed changes in this
column to differentiate from what is not changing,
and Bold with strikethrough what is being deleted.
(Resources & Examples for Developing Course
Learning Outcomes)
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.
 Applies ethical and legal principles and
professional standards to nursing
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
Effective Fall 2012
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.

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.
Emulates professional behavior in all
clinical settings.
 Applies ethical and legal principles
and professional standards to nursing
practice.
 Applies caring’s affective
characteristics into holistic patientcentered care and with other
healthcare professionals.
Global Health
 Plans culturally appropriate care
and/or teaching in selected situations.
6. Current title, description and units. Cut and
paste, in its entirety, from the current on-line
academic catalog*
http://catalog.nau.edu/Catalog/.
Show the proposed changes in this column
Bold the proposed changes in this column to
differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
NUR 208 HEALTH-ILLNESS TRANSITIONS
IN CHRONIC ILLNESS (8)
NUR 208 HEALTH-ILLNESS TRANSITIONS
IN CHRONIC ILLNESS ADULT HEALTH
AND ILLNESS I (8 4)
Description: Focuses on beginning nursing care
to promote healthy transitions for individuals
exhibiting manifestations of chronic illness in
well-defined practice setting. 4 hrs. lecture, 12
hrs. lab. Letter grade only. Course fee required.
Units: 8
Sections offered: Fall 2012 Spring 2013
Prerequisite: NUR 205, NUR 214, NUR 215 and
BIO 320
Corequisite: NUR 390W
Description: This course focuses on Focuses
on beginning nursing care of adults
experiencing health-illness transitions.
to promote healthy transitions for
individuals exhibiting manifestations of
chronic illness in well-defined practice
setting. 4 hrs. lecture, 12 hrs. lab. Letter
grade only. Course fee required.
Units: 8 4
Sections offered: Fall 2012 Spring 2013
Prerequisite: NUR 205, NUR 205L, NUR 214,
NUR 214L, NUR 215, and BIO 320
Corequisite: NUR 208L, NUR 390W
*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved
text from the proposal form into this field.
7. Justification for course change.
The embedded lab is being separated from the lecture per the direction of university
administration. The applicable pre or co-requisite changes are being made to reflect the
Effective Fall 2012
separation of lecture and lab components, and/or align with the sequencing of courses as
required for the degree.
8. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2013
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
PROPOSED
Proposed course subject and number:
Current number of units:
8
Current short course title:
Proposed number of units:
4
Proposed short course title (max 30 characters):
TRANSITION: CHRONIC ILLNESS
ADULT HEALTH ILLNESS I
Current long course title:
Proposed long course title (max 100 characters):
HEALTH-ILLNESS TRANSITIONS IN
CHRONIC ILLNESS
ADULT HEALTH AND ILLNESS I
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Current max number of units:
Proposed max number of units:
Current prerequisite:
Proposed prerequisite (include rationale in the
justification):
NUR 205, NUR 214, NUR 215 and BIO 320
NUR 205, NUR 205L, NUR 214, NUR 214L,
NUR 215, BIO 320
Current co-requisite:
NUR 390W
Proposed co-requisite (include rationale in the
justification):
NUR 208L, NUR 390W
Current co-convene with:
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)?
Yes
No
If yes, describe the impact and include a letter of response from each impacted academic unit.
Nursing B.S.N.
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Yes
No
11. Does this course include combined lecture and lab components?
Yes
No
Effective Fall 2012
If yes, include the units specific to each component in the course description above.
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
Yes
No
Both
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
Yes
No
14. Is this course listed in the Course Equivalency Guide?
Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
Yes
No
Scott Galland
12/10/2012
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC/ECCC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
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NUR 208 - nau.edu