EXISTING SYLLABUS
Northern Arizona University
College of Health and Human Services
School of Nursing
Course Number:
Course Name:
Semester:
Credit Hours:
NUR 214
Introduction to Health Assessment
Fall & Spring
2 Credit Hours (1 Credit Hour online didactic, 3 Hours
Clinical Laboratory time per week)
Faculty:
Laura Karnitschnig, MN, RN, CPNP
Assistant Clinical Professor
Office Address:
NAU, School of Nursing
PO Box 15035
Flagstaff, Arizona 86011
Phone:
Office: 928-523-0687
Fax: 928-523-7171
Primary Email Address: Please use message function within Blackboard Learn
Alt E-mail Address:
Laura.walker@nau.edu only if Blackboard Learn is not
available
Office Hours:
Call 928-523-0687 or email to reserve a phone and/or
consultation/appointment
Clinical Laboratory Faculty:
Flagstaff
Kate Watkins, MSN, RN, CPNP
Office phone: 928-523-0297
Use course Bb Learn email
Alternate email: Katherine.Watkins@nau.edu
AIP
LuAnne Lilly, PhD, RN, APRN, BC
Office phone: 928-523-6480
Use course Bb Learn email
Alternate email: Mary.Lilly@nau.edu
Tucson
Janelle Vesely
Cell phone: 520-490-3434
Use course Bb Learn email
Alternate email: Janelle.Vesely@nau.edu
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Yuma
Janice Rockford
Use course Bb Learn email
Alternate email: Janice.Rockford@nau.edu
Prerequisites:
Admission to nursing program
Corequisites:
NUR 205 and BIO 320
Catalog Description: Introductory course emphasizes skills essential to the
assessment aspects of the nursing process. Provides knowledge to recognize the wide
range of "normal" health status in a clinical setting.
Course Description: This course provides the pre-licensure nursing student with
knowledge and skills in fundamental health assessment throughout the life span. The
course will include subjective and objective assessments, documentation using the
problem-oriented medical record format, and critical thinking to relate assessment
findings to patients' health status. Acquisition of cognitive and psychomotor skills will
allow the nursing student to distinguish between normal and common variants, and
physiologic and psychosocial changes indicative of maladaptive responses. The clinical
problem-solving process will be emphasized to include the problem-oriented history,
health assessment, and development of nursing diagnoses and care planning. The
clinical coursework will provide opportunities for students to practice applying the
concepts and skills of health assessment with other individuals.
Student Learning Outcomes
By the end of this course, the student will:
Didactic Portion
Clinical Practice and Prevention
 Demonstrate acquired knowledge and skills necessary to perform a health
assessment and physical examination on a healthy adult.
 Examine the relationship of health assessment to health promotion while identifying
strategies to promote wellness.
 Examine the bio-psycho-social, developmental, cultural and spiritual dimensions of
the individual when assessing and planning care.
Communication
 Demonstrate individualized, clear, effective, respectful and compassionate
communication while performing the health assessment and physical examination.
 Document assessment findings using correct terminology.
Critical reasoning
 Integrate multiple ways of knowing and the ability to use critical thinking to relate
health assessment and physical examination findings to the health status of
individuals across the life span.
2
Leadership

Examine the importance of environmental factors and constraints in the assessment
of health.
Professionalism and professional Values
 Demonstrate professional values through the affective characteristics of caring with
compassion, competence, conscience, commitment and comportment while
performing the health assessment and physical examination.
 Examine the role of the professional nurse in performing health assessments.
 Demonstrate professional behavior in performing health assessments.
Clinical Portion
Clinical Practice and Prevention
 Demonstrates acquired knowledge and skills necessary to perform a health
assessment and physical examination on a healthy adult.
Communication
 Demonstrates individualized, clear, effective, respectful and compassionate
communication while performing the health assessment and physical examination.
 Documents assessment findings using correct terminology.
Critical reasoning
 Integrates multiple ways of knowing and the ability to use critical thinking to relate
health assessment and physical examination findings to the health status of
individuals across the life span.
Professionalism and professional Values
 Demonstrates professional values through the affective characteristics of caring with
compassion, competence, conscience, commitment and comportment while
performing the health assessment and physical examination.
 Demonstrates professional behavior in performing health assessments.
Global health
 Examines one’s own personal values, beliefs, and practices as compared to diverse
populations in a global society.
COURSE STRUCTURE / APPROACH: Students are expected to proceed through the
course in the same way they would in a course offered in any other delivery modality.
The course follows a 16 week format.
The didactic course is delivered online and uses print, electronic, video, and multimedia
resources. The 45 clinical hours for the course will be accomplished in weekly clinical
labs. The labs will provide active learning to apply acquired knowledge and build
assessment skills through repeated practice of system specific history taking and
physical examinations. Clinical faculty will perform formative evaluations during each
weekly lab session and provide students with personalized feedback to facilitate their
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learning. Students will submit 3 clinical papers which document the comprehensive
subjective and objective health assessments of 3 different adults. Students will also
complete a 30 minute, final physical examination skill check-off during the final weeks of
the course. Check off or simulation of skills to be determined by clinical faculty.
Textbooks: Required
D’Amico, D. & Barbarito, C. (2012). Health and physical assessment in nursing (2nd
Ed.).
Upper Saddle River: Pearson.
Recommended:
 Use of anatomy and physiology text
No online cartridge is required for this course.
Course and Clinical/Lab Outline
Week,
Module Topic:
Date:
:
1
8/26-9/1
1
Introduction to Health
Assessment
Wellness and Health Promotion
Health Assessment Across the
Lifespan
Cultural Considerations
2
*9/3
Holiday
9/2- 9/8
1
3
9/9- 9/15
1
4
9/16- 9/22
2
Skin, Hair & Nails
VS
Skin, Hair & Nails Documentation
5
9/23- 9/29
2
Head, Neck & related Lymphatics
VS
Head, Neck & related Lymphatics
Documentation
Required
Reading &
Review:
Quizzes/ Case
Study:
Due Sunday by
midnight
D’Amico text:
Chapters 1, 2,
and 4
General Survey
Psychosocial Assessment
Techniques & Equipment
Vital Signs (VS) Start
D’Amico text:
Chapters 5, 6,
and 7
On-line Syllabus
Quiz
Due 9/2/12
(2 points)
The Health History
Pain & Nutritional Assessment
VS
Health History Documentation
D’Amico text:
Chapters 8, 9,
and 10
none
D’Amico text:
Chapter 11
On-line Quiz #1
Due 9/16/12
(5 points)
D’Amico text:
Chapter 12
none
4
6
9/30- 10/6
2
Eye, Ear, Nose, Mouth, and
Throat
VS
Eye, Ear, Nose, Mouth, and Throat
Documentation
D’Amico text:
Chapters 13
and 14
On-line Case Study
#1 Due 9/30/12
(5 points)
7
3
10/7- 10/13
Respiratory System
Beasts and Axillae
VS
Respiratory System and Beasts
and Axillae Documentation
D’Amico text:
Chapter 15 and
16
Paper #1
Documentation
Due 10/7/12
(10 points)
8
10/1410/20
3
The Cardiovascular (CV) System
Peripheral Vascular (PV) System
VS
CV and Peripheral Vascular (PV)
System Documentation
D’Amico text:
Chapter 17 and
18
On-line Case Study
#2 Due 10/14/12
(5 points)
9
10/2110/27
4
Abdomen
VS
Abdomen Documentation
D’Amico text:
Chapter 19
On-line Quiz #2
Due 10/21/12
(5 points)
D’Amico text:
Chapter 20, 21,
and 22
On-line Case Study
#3
Due 10/28/12
(5 points)
D’Amico text:
Chapter 23 and
24
Paper #2
Documentation
Due 11/4/12
(10 points)
D’Amico text:
Chapter 25, 27,
and 29
On-line Quiz #3
Due 11/11/12
(5 points)
10
4
10/28- 11/3
Urinary System
Male and Female Reproduction
Systems
* NO physical exam in clinical on
Reproductive Systems!
VS
Urinary System and Reproductive
System Documentation
11
5
11/4- 11/10
Musculoskeletal (MS) System
And Neurological System
VS
Musculoskeletal (MS) System
And Neurological System
Documentation
12
11/1111/17
The Hospitalized Client
Nursing Assessment of Infants,
Children, Adolescents and the
Older Adult.
MS and Neurological Assessment
6
5
& Documentation Review
VS
13
11/1911/25
*Thanksgiv
ing
11/22
14
11/25-12/1
6
To be determined by clinical faculty
none
The Complete Health
Assessment
VS
Complete Health Assessment
Documentation
Final Paper
Documentation
Due 11/25/12
(10 points)
D’Amico text:
Chapter 28
15-16
Final Assessment Check-offs
none
12/2- 12/7
&
12/9- 12/14
Comprehensive
Health Assessment
-to be scheduled by
clinical faculty
(25 points)
ASSESSMENT OF STUDENT LEARNING
Grading System for Didactic and Lab/Clinical Coursework
On-line Quizzes:
Syllabus quiz (2 points) &
3 Quizzes @ 5 points each
17 points
On-line Case Studies:
3 Case Studies @ 5 points each
15 points
Course and Clinical Accountability
13 points
Documentation Papers
3 Nursing Documentation @ 10
points each
30 points
Final Clinical Check-off
25 points
Total Didactic and Lab/Clinical Points =
100 points
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Timeline for Assessment: see detailed course outline for due dates.
Grading System for NUR 214
93-100%
A
84-92%
B
78%-83%
C
Less than 78% F
 Course must be completed to progress in the program
 A total score of 78% or better is required to pass the NUR 214 course.
 You must pass the final assessment with 78% or better to pass the course.
COURSE POLICIES:
Makeup Tests/Assignments: There are no retests or makeup tests/quizzes or case
studies. No late assignment or assessment will be accepted, except under
exceptional circumstances, with advance approval by faculty. Exceptional is defined as
an extreme situation, such as a life-threatening illness. Approval of any such request is
at the discretion of the clinical and lead faculty. The student must have confirmation of
approval, from the instructor, in writing, before assuming that delayed submission of an
assignment is acceptable.
Attendance: Attendance in the clinical laboratory is mandatory. Refer to the nursing
clinical attendance policies in the student handbook. You need to bring your
stethoscope, pen, text, penlight, and watch with second hand/readout to every lab.
Academic Classroom Conduct
The School of Nursing has a responsibility to the public and to the nursing
profession; thus, it reserves the privilege of retaining only those students who, in the
judgment of the faculty, demonstrate high academic standards.
1. These academic standards include honesty, accountability and accepting
responsibility for one's own work.
2. Examples of unacceptable behavior are plagiarism and cheating.
3. Refer to School of Nursing Student Handbook for further clarification of these
concepts, Arizona State Board of Nursing regulations and/or Code of Ethics for
information on academic integrity, confidentiality statement and professional
conduct. http://jan.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
Classroom Management:
 All individuals working in this course are expected to maintain respectful and
professional behaviors in all aspects of their work and interpersonal
communications. Faculty, fellow students, and other individuals associated with
this course should not be subjected to words, actions, or behaviors that are, in
any way, disruptive, rude, disrespectful, or challenging to others. Inappropriate
behavior includes things such as rude, confrontational, threatening, or abusive
verbal or electronic communications; arriving late or leaving early from classes;
using cell phones during class; aggressive or disrespectful nonverbal behaviors
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


such as eye-rolling or glaring. These behaviors are not acceptable in professional
nursing activities or educational settings.
Upon observing or being informed of such behavior, faculty will intervene to stop
the behavior and counsel individuals as appropriate. The lead faculty for the
course may be contacted for assistance, if needed.
Due to the private and personal nature of information being discussed in the
clinical lab, confidentiality and privacy will be consistently maintained.
The syllabus is subject to change only with advance notice and in accordance
with NAU policies.
Boundaries: No GU/GYN, rectal, or breast exams are to be done with anyone at
any time. This is a boundary violation and will not be allowed under any
circumstances. If any of these exams are done or documented, a failing grade for the
entire course will be posted. The student will also be referred to the NAU School of
Nursing Assistant Dean and Student Affairs Committee due to a breach of the Code of
Ethics for professional nursing.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination
and promote the safety of all individuals within the university. The goal of this policy is
to prevent the occurrence of discrimination on the basis of sex, race, color, age, national
origin, religion, sexual orientation, disability, or veteran status and to prevent sexual
harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about
this policy, it is important that you contact the departmental chair, dean’s office, the
Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-5233312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting
Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), dr@nau.edu (email)or 928-523-8747 (fax).Students needing academic accommodations are required
to register with DR and provide required disability related documentation. Although you
may request an accommodation at any time, in order for DR to best meet your individual
needs, you are urged to register and submit necessary documentation
(www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is
8
strongly committed to the needs of student with disabilities and the promotion of
Universal Design. Concerns or questions related to the accessibility of programs and
facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action
and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at
NAU—including a course project, report, or research paper—must be reviewed and
approved by the Institutional Review Board (IRB) for the protection of human subjects in
research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen
working days before the monthly meeting. You should consult with your course
instructor early in the course to ascertain if your project needs to be reviewed by the
IRB and/or to secure information or appropriate forms and procedures for the IRB
review. Your instructor and department chair or college dean must sign the application
for approval by the IRB. The IRB categorizes projects into three levels depending on
the nature of the project: exempt from further review, expedited review, or full board
review. If the IRB certifies that a project is exempt from further review, you need not
resubmit the project for continuing IRB review as long as there are no modifications in
the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s
administrative office and each college dean’s office or on their website:
http://www.research.nau.edu/compliance/irb/index.aspx If you have questions, contact
the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or
523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As
members of the academic community, NAU’s administration, faculty, staff and students
are dedicated to promoting an atmosphere of honesty and are committed to maintaining
the academic integrity essential to the education process. Inherent in this commitment
is the belief that academic dishonesty in all forms violates the basic principles of
integrity and impedes learning. Students are therefore responsible for conducting
themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of
academic dishonesty. Faculty members then recommend penalties to the department
chair or college dean in keeping with the severity of the violation. The complete policy
on academic integrity is in Appendix G of NAU’s Student Handbook
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
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ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206,
Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class
time…at least 15 contact hours of recitation, Lecture, discussion, testing or evaluation,
seminar, or colloquium as well as a minimum of 30 hours of student homework is
required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should
expect, on average, to do a minimum of two additional hours of work per week (e.g.,
preparation, homework, studying).
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PROPOSED SYLLABUS:
Northern Arizona University
College of Health and Human Services
School of Nursing
NUR 214
Introduction to Health Assessment
Credits: 1 credits/15 clock hours (online)
Semester: Fall & Spring
Instructor:
Kate Watkins, MSN, RN, CPNP, CNE
Nursing Bldg. #214
Office Hours: TBA
Course Prerequisites: Admission to the nursing program
Co-requisites: NUR 205, NUR 205L, NUR 214L; NUR 215
Catalogue Description: Introductory course emphasizes health history and physical
examination skills essential for holistic assessment using the nursing process. Provides
knowledge to develop health assessment skills and outcomes in healthy persons.
Course Description: This course builds on pre-professional course requirements to
develop skills needed for physical, psychosocial, cultural/spiritual assessment, health
history and health promotion across the lifespan. Integrating a thorough assessment
builds a foundation for holistic care planning and implementation by the professional
nurse, and is a critical element of the nursing process.
Student Learning Outcomes:
The successful student:
Clinical Practice and Prevention
1. Examines the relationship of health assessment to health promotion while
identifying strategies to promote wellness.
2. Examines the bio-psycho-social, developmental, cultural and spiritual dimensions
of the individual when assessing and planning care.
Communication
3. Applies professional communication in learning situations.
Critical reasoning
4. Integrates multiple ways of knowing and the ability to use critical thinking to relate
health assessment and physical examination findings to the health status of
individuals across the life span.
Leadership
5. Examines the importance of environmental factors and constraints in the
assessment of health.
11
Professionalism and professional Values
6. Examines the role of the professional nurse in performing health assessments.
7. Demonstrates professional behavior in performing health assessments.
Global health
8. Examines one’s own personal values, beliefs, and practices as compared to
diverse populations in a global society.
Course Structure and Approach: This theory course provides a foundation for
practice and application in the concurrent lab course, NUR 214L. This is an
asynchronous online course using a variety of teaching and learning approaches.
Required textbook:
D’Amico, D. & Barbarito, C. (2012). Health and physical assessment in nursing (2nd
Ed.). Upper Saddle River: Pearson.
Optional materials/references:
Any anatomy and physiology textbook.
Course outline:
Week
Mod
Topic
(weekly clinical lab topic in italics)
1
1
Introduction to Health
Assessment
Wellness and Health Promotion
Health Assessment Across the
Lifespan
Cultural Considerations
General Survey
Psychosocial Assessment
Techniques & Equipment
Vital Signs (VS) Start
The Health History
Pain & Nutritional Assessment
VS
Health History Documentation
Skin, Hair & Nails
VS
Skin, Hair & Nails Documentation
2
3
4
1
1
2
Required
Reading &
Review
Quizzes/ Case
Study
D’Amico text:
Chapters 1, 2,
and 4
D’Amico text:
Chapters 5, 6,
and 7
D’Amico text:
Chapters 8, 9,
and 10
D’Amico text:
Chapter 11
On-line Quiz
#1
(7 points)
12
5
6
7
8
9
10
11
12
2
2
3
3
4
4
5
6
Head, Neck & related
Lymphatics
VS
Head, Neck & related Lymphatics
Documentation
Eye, Ear, Nose, Mouth, and
Throat
VS
Eye, Ear, Nose, Mouth, and Throat
Documentation
Respiratory System
Beasts and Axillae
VS
Respiratory System and Beasts
and Axillae Documentation
The Cardiovascular (CV) System
Peripheral Vascular (PV) System
VS
CV and Peripheral Vascular (PV)
System Documentation
Abdomen
VS
Abdomen Documentation
Urinary System
Male and Female Reproduction
Systems
VS
Urinary System and Reproductive
System Documentation
Musculoskeletal (MS) System
And Neurological System
VS
Musculoskeletal (MS) System
And Neurological System
Documentation
The Hospitalized Client
Nursing Assessment of Infants,
Children, Adolescents and the
D’Amico text:
Chapter 12
D’Amico text:
Chapters 13
and 14
On-line Case
Study #1
(7 points)
D’Amico text:
Chapter 15 and
16
D’Amico text:
Chapter 17 and
18
On-line Case
Study #2
(7 points)
D’Amico text:
Chapter 19
On-line Quiz
#2
(7 points)
D’Amico text:
Chapter 20, 21,
and 22
On-line Case
Study #3
(7 points)
D’Amico text:
Chapter 23 and
24
D’Amico text:
Chapter 25, 27,
On-line Quiz
#3
13
Older Adult.
MS and Neurological Assessment
& Documentation Review
VS
and 29
(7 points)
13
14
6
flex week for Thanksgiving/Spring
Brk
The Complete Health
Assessment
VS
Complete Health Assessment
Documentation
D’Amico text:
Chapter 28
15-16
Final Assessment Check-offs for
214L
none
Assessment of Student Learning:
Methods of Assessment:
Various measures and approaches to assessment of learning and demonstration of
mastery are included in this course. Quizzes and case studies provide formative
assessment and feedback to students as well as measure basic learning. See course
outline for scheduling of assessments.
Course Accountability
There are 16 points for students to earn based on accountability. There is 1 point
allotted per week. Students will earn a 0.5 - 1 point reduction
unprofessional/inappropriate communication in the course.
Assessments:
On-line Quizzes:
3 Quizzes @ 14 points each
On-line Case Studies:
3 Case Studies @ 14 points each
Course Accountability
Total Didactic Points =
42 points
42 points
16 points
100 points
14
Grading system:
Calculation of the course grade will be as follows:
Course grades will be awarded following the standard School of Nursing grading scale:
93-100%
A
84-92%
B
78%-83%
C
Less than 78%
F
Course policies:
Retests/makeup tests: Online quizzes are offered only during scheduled weeks, but
are open for the week. Alternate scheduling of a quiz will be provided only in
extraordinary circumstances and require arrangements with faculty prior to scheduled
quiz date. Re-tests are not offered.
Attendance: Your participation is expected in this online course. You are responsible
for checking the Blackboard site regularly to stay up to date on announcements,
summaries, and learning materials.
Statement on Plagiarism, cheating, 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: Please 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 Contact Hour Policy
5. Sensitive Course Materials Policy
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