Arkansas Northeastern College
Associate Degree Nursing
Course Syllabus
Title of Course: LPN to RN TRANSITION in Nursing
Course Number: NU 16063
Prerequisites:
Students are required to hold an active practicing LPN license (unencumbered license) in the
state of Arkansas or compact state of residence. Refer to curriculum plan for LPN-RN traditional
for admission criteria.
Course Description: LPN to RN Transition in Nursing provides the opportunity for the LPN entering the Associate
Degree Nursing Program to demonstrate proficiency in the fundamental skills outlined in the
Nursing Fundamentals Course. Transition students will identify the professional roles of the
registered nurse, conduct a complete health assessment, and utilize the nursing process to
develop a client’s plan of care.
Required Texts and Materials
 LPN to RN Transitions, 2nd ed. (Mosby) Claywell
 Fundamentals of Nursing – Vol. I - Theory, Concepts, and Applications, 2nd ed. (Davis) Wilkinson
& Treas
 Fundamental of Nursing – Vol. 2 – Thinking, Doing, and Caring, 2nd ed. (Davis) Wilkinson & Treas
 Skills Video 2e for Fundamental of Nursing
 Pharmacology and the Nursing Process, 7th ed. (Saunders/Elsevier)
 Pharmacology and the Nursing Process Study Guide, 7th ed. (Saunders/Elsevier)
 Test Successes, (w/CD), 6th ed. (Davis) – Nugent & Vitale
 Taber’s Cyclopedic Medical Dictionary 21st ed. (Davis)
 Lippincott Manual of Nursing Practice, 9th ed. (Lippincott) – Nettina
 Davis’s Drug Guide for Nurses (w/CD), 12th ed. (Davis) - Deglin
 Nursing Diagnosis Manual: Planning, Individualiziang, and Documenting Client Care 2nd ed,
(Davis) – Doenges, Moorhouse, & Murr
 Davis’s Comprehensive Handbook of Labroratory and Diagnostic Tests with Nursing Implications,
3rd ed. (Davis) Van Leeuwen & Leth
 Illustrated Study Guide for NCLEX-RN Exam (w CD). 7th ed. (Mosby, Incorporated)

APA: The Easy Way! 2nd ed. (Baker) ATI: Nursing Fundamentals Module
 Head phones/ear buds (for audio items on ATI exams)
 Stethoscope Kit – stethoscope, penlight & scissors
 Supply Bag
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Course Rationale
The LPN to RN Transition course is intended to allow licensed practical nurses the opportunity to validate
prior learning, update and enhance student’s knowledge, begin the process of role transition and prepare
for placement into the RN program.
Course Objectives
Classroom Objectives:
 Synthesize the nursing process and evidence-based practice to provide direct nursing care to clients with
selected common well-defined illnesses (Program objective 1, 4, 5).
 Synthesize critical thinking skills to plan safe and direct nursing care in a systematic manner using the
theories, concepts, principles, and skills derived from the natural and behavioral sciences and the
humanities (Program objective 3, 4).
 Provide evidence-based nursing practice using principles of medical and surgical asepsis (Program
objective 1).
 Promote health by using therapeutic interventions, principles of teaching-learning theories and concepts
and principles derived from the natural and behavioral sciences and the humanities (Program objective 6).
 Perform and delegate, as appropriate, nursing skills necessary to promote continuity of care and assist
clients toward adaptation (Program objective 1, 2).
 Demonstrate self-direction in selection of clinical experiences and learning (Program objective 8).
Clinical Lab Objectives:
 Provide safe nursing care by utilizing previously learned skills and acquiring additional skill with the
guidance of the clinical lab instructor (Program Objective 1, 3, 6).
 Demonstrate proper procedure for suctioning a trachestostomy (Program Objective 1, 3, 6).
 Demonstrate proper procedure for performing trachestomy care (Program Objective 1, 3, 6).
 Demonstrate sterile technique and proper procedure for urinary catheter insertion(Program Objective 1,
3, 6).
 Demonstrate proper procedure for wet-to-dry dressing (Program Objective 1, 3, 6).
 Demonstrate a head-to-toe physical assessment (Program Objective 1, 3, 6).
 Demonstrate basic mathematical skills in computing drug dosages (Program Objective 1, 3, 6).
Unit Outline and Instructional Objectives:
Unit 1: Foundational Concepts
Rationale: It is important for the practical nurse to understand the new role they will take as a registered nurse.
They also need to be aware of the scope of registered nurse practicing and the different role and responsibilities
they will have to provide safe competent care. Culturally competent care is a vital component of nursing. Nurses
are able to provide culturally sensitive care when nurses possess a basic knowledge and understanding of the
impact that culture has on health and wellness perception.
Lesson 1: LPN Vs RN Role
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
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Discuss the concept of role transition from practical nurse to registered nurse.
Describe various role elements that are inherent in the scope of registered nursing practice.
Compare and contrast differences in role responsibilities of practical and registered nurses.
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4.
Describe the process of professional socialization from practical nurse to that of registered nurse.
Lesson 2: Culture
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
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Explain why cultural competence is important for nurses.
Explain what is meant by "culture."
Discuss concepts pertaining to cultural diversity in nursing.
Identify the characteristics of culture, including their relationship to acculturation.
Discuss patterns of behavior that can reflect cultural and ethnic influences.
Identify vulnerable populations in the United States.
Define and give an example of culture universals and of culture specifics.
Differentiate between cultural archetypes and cultural stereotypes.
Describe the culture of the North American healthcare system, including professional subcultures. Identify
the phenomena of culture, including how they can affect the nursing care needs of clients and families.
Discuss the differing views of culturally diverse clients, including biomedical, holistic, and alternative
health systems, such as folk medicine.
Discuss the definitions, theories, and models relating to the provision of culturally competent care.
Explain guidelines for performing a transcultural assessment, including a cultural assessment model.
Recognize the cultural implications inherent in nursing diagnoses. Describe nursing strategies that
promote delivery of culturally competent care to clients and their families.
State some techniques for communicating with clients when there is a language barrier.
Unit 2: Nursing Process, Critical Thinking & Clinical Judgment
Rationale: The nursing process has distinctive characteristics that enable the nurse to respond to the changing
health status of the client. Knowledge of the nursing process is necessary for assessing, diagnosing, planning,
implementing, and evaluating related nursing interventions.
Lesson 1: Nursing Process
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
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Explain the steps of the nursing process.
Formulate an actual, a potential, and a wellness diagnosis.
Discuss the five realms to address to complete a thorough assessment.
State the three distinct phases of the interview process.
Compare and contrast the responsibilities of the RN with the role of the LPN/LVN in assessment
and developing the plan of care.
6. Compare and contrast nursing assessment of the individual, family, and the community.
7. Explain collaborative problems with respect to formulating the nursing diagnosis.
8. Complete a health assessment and formulate a plan of care.
Lesson 2: Critical Thinking and Clinical Judgment
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
2.
Define critical thinking.
Explain the importance of critical thinking in nursing.
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Identify the types of reasoning based in critical thinking.
Describe the role of cultivated thinking in critical thinking.
Compare inductive and deductive reasoning.
Explain the eight elements of reasoning in critical thinking.
Identify attributes of critical thinkers.
Unit 3: Dosage Calculation
Rationale: Nurses need to understand the essentials of drug calculations and safe administration of medications.
Lesson I: Dosage Calculation
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
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Convert measurements within the metric system, household system, and apothecary system.
Recognize commonly used medical abbreviations.
Describe safety guidelines for drug administration including error-prone abbreviations, sound alike/look
alike medications, and high alert medications such as insulin and anticoagulants.
Discuss basic formulas for calculating drug dosages.
Calculate drug dosages with at least 90% accuracy.
UNIT 4: Health Assessment & Physical Examination
Rationale: Nurses play important roles in collecting, organizing, validating, documenting and reporting assessment
findings and must be able to recognize and act on abnormal findings. Knowledge of normal body systems
functions and findings is necessary for providing adequate care and education to clients and their families.
Lesson 1: Introduction to Physical Assessment
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
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Identify the purposes and components of a physical exam.
Discuss the differences among a comprehensive, focused, and ongoing physical examination.
Describe how to prepare for a physical examination.
Demonstrate basic methods commonly used to collect data on the physical health status.
Explain adaptations that may be required when you examine clients of various ages.
Lessons 2-7: Performing the Physical Examination by Body System
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
2.
Identify the components of the general survey.
Describe the major characteristics to be observed in each anatomical area when doing a physical exam of
the following body systems:
o Head and neck
o Respiratory
o Cardiac
o Neurological
o Gastrointestinal
o GU
o Breast and axilla
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3.
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o Integumentary
o musculoskeletal
Identify and demonstrate the appropriate exam methods for each body system.
Discuss the expected findings of a physical examination.
Demonstrate proficiency in performing a bedside physical examination (validated by return
demonstration).
UNIT 5: Physiological Functioning
Rationale: Nurses are responsible for carrying out nutritional assessments and collaborating with other healthcare
disciplines to promote optimal nutrition for clients. Knowledge of the roles that cultural, religious, and agerelated, dietary practices have on health and disease processes are key to educating clients and family members
on the importance of nutrition on general health status and medical conditions. Pharmacology is an ever-changing
field. Standard safety precautions must be followed. As new research and clinical experience broaden, nurses’
knowledge of changes in treatment and drug therapy become necessary. Medication administration is an essential
component of nursing practice. It is important for nurses to possess knowledge of their nursing responsibilities
regarding medication administration.
Lesson 1: Nutrition
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
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Identify the types, functions, metabolism, and major food sources of (1) the energy nutrients, (2) vitamins,
(3) minerals, and (4) water.
Differentiate among the various sources of nutritional information (e.g., USDA dietary guidelines, food
guide pyramids, DRIs, nutrition facts labels).
Calculate a client's basal metabolic rate.
Identify the primary nutritional considerations of various developmental stages.
Discuss how each of the following affects and is affected by nutritional status: lifestyle choices,
vegetarianism, dieting for weight loss, culture and religion, disease processes, functional limitations, and
special diets.
Describe tools and techniques for gathering subjective data about nutritional status.
Compare the effectiveness of various anthropometric measurements.
Explain the significance of body mass index.
List at least five physical assessment findings that indicate nutritional imbalance.
Identify laboratory values that are indicators of nutritional status.
Discuss the need for and advisability of vitamin and mineral supplementation.
Describe nursing interventions for patients with special needs: Impaired swallowing, NPO, older adults,
and nausea.
Describe techniques for assisting patients with meals.
Identify and discuss six nursing interventions for Imbalanced Nutrition: Less Than Body Requirements and
six Interventions for Imbalanced Nutrition: More Than Body Requirements.
Safely provide enteral and parenteral nutrition for patients.
Lesson 2: Pharmacology
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
2.
3.
Differentiate the three phases of drug action.
Discuss the two processes that occur before tablets are absorbed into the body.
Describe the four processes of pharmacokinetics.
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Explain the meaning of pharmacodynamics, dose response, maximal efficacy, the receptor, and
nonreceptors in drug action.
Define the terms protein-bound drugs, half-life, therapeutic index, therapeutic drug range, side effects,
adverse reaction, and drug toxicity.
Check drugs for half-life, percentage of protein-binding effect, therapeutic range, and side effects in a
drug reference book.
Describe the nursing implications of pharmacokinetics and pharmacodynamics
Differentiate the steps of the nursing process and their purpose in relation to drug therapy.
Analyze the nurse’s role related to drug therapy plans.
Describe the five-plus-five rights of drug administration.
Analyze safety risks for medication administration.
Discuss safe disposal of medications.
Discuss the various federal legislation acts related to U.S. Food and Drug Administration drug approvals.
Differentiate between chemical, generic, and brand names of drugs.
Describe multiple drug reference books.
Differentiate the four pharmacokinetic processes related to drug interaction.
Explain the three effects associated with pharmacodynamic interactions.
Discuss drug interaction and give examples
Explain the effects of drug-food interactions.
Explain the meaning of drug-induced photosensitivity.
Discuss the nursing implications related to clients’ use of over-the-counter (OTC) drugs
Lesson 3: Medication Administration
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
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3.
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Review various systems for storing and distributing medications.
List the types of medication orders, including the methods for communicating prescriptions.
Describe appropriate steps you would take if communicating a medication error.
Discuss the routes by which medications are absorbed in the body, including each one's advantages and
disadvantages.
Compare and contrast primary, secondary, and cumulative effects; and adverse, toxic, allergic,
anaphylactic, and idiosyncratic reactions.
Describe nursing assessment before, during, and following the administration of a drug.
Discuss the correct procedure for administering medications by the oral, enteral, inhalant, and parenteral
routes.
List five steps you can incorporate in your practice to ensure safe medication administration and prevent
a medication error.
Unit 6: Legal, Ethical, Leadership, & Delegation
Rationale: Nursing actions are guided by a nurse practice act, which protects the public by legally defining and
describing the scope of nursing practice and legally controlling practice through licensing requirements. It is
imperative that nurses possess knowledge of the guidelines regulating their practice. Nurses are expected to function
as leaders and managers. Additionally, nursing functions call for delegation and prioritizing skill. An adequate
understanding of leadership and delegation roles is essential to nursing.
Lesson 1: Legal and Ethical
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
1.
Define the term “ethics.”
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Define the seven universal biomedical principles of ethics discussed in this chapter.
Discuss the eight-step ethical decision-making process discussed in this chapter.
Explain the role of culture in biomedical ethics.
Apply an ethical framework or model for ethical decision making to patient care.
State the three most common sources of law.
State the four elements that must be present for a person to recover damages suffered as a result of
negligence.
8. Compare and contrast negligence and intentional torts.
9. Explain the term “due process of law.”
10. Articulate the mandatory reporting requirements of the mandatory reporter.
Lesson 2: Leadership and Delegation
Upon completion of learning activities, participation in lecture/discussion, and clinical activities, the student will be
provided the opportunity to:
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Distinguish leadership, followership, and management.
Compare and contrast authoritarian, democratic, & laissez-faire leadership styles.
Explain the differences between transactional and transformational theories.
Discuss the qualities and behaviors that contribute to effective leadership and followership.
Discuss the qualities and activities that contribute to effective management.
Explain how a SWOT analysis or a SOAR analysis can help you prepare to become a leader and manager.
Discuss the qualities of preceptors and mentors.
Present strategies for effective followership.
Describe the challenges presented to nurse managers by the economy and the nursing labor market.
Define power and empowerment.
Describe several ways in which nurses can be empowered.
Explain why communication skills are important to nurse leaders and managers.
Describe the change process.
Identify methods of dealing with change.
Describe the major concepts of conflict, conflict resolution, and informal negotiation.
Describe the major concepts of safe and effective delegation.
Set short- and long-term personal and career goals.
Organize your work to make effective use of time.
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