NU 26034: Maternal Nursing
Associate Degree Nursing
Syllabus
Title of Course: Maternal Nursing
Course Number: NU 26034
Course Pre-requisites
Pre-requisites include:
 Survey of Chemistry
 Math for Health Sciences or College Algebra
 Anatomy and Physiology I/Lab
 Anatomy and Physiology II/Lab
Course Co-requisites
Pediatric Nursing
Course Catalog Description
This course focuses on a holistic approach to the family in childbearing years. The development of
healthy mother – father – infant relationships is examined according to the adaptive modes of
physiologic, self-concept role, and interdependence. The clinical component provides experiences
for the student to support the adaptive capacity of the childbearing family.
Required Texts and Materials
 Olds Maternal Newborn Nursing & Women’s Health Across the Life Span, 9th ed. (Pearson)Davidson
 Pharmacology; A Nursing Process Approach, 7th ed (Elsevier)- Kee, Hayes, & McCuistion
 Pharmacology; A Nursing Process Approach; Study Guide, 7th ed (Elsevier)- Kee, Hayes, &
McCuistion
 RN Maternal Newborn Nursing ATI Content Master Series Review Module Edition 9.0.
 RN Pharmacology for Nursing ATI Content Mastery Series Review Module Edition 5.0.
 Nutrition for Nursing ATI Content Mastery Series Review Module 4.0.
 Head phones/ear buds (for audio items on ATI exams)
 Stethoscope Kit – stethoscope, penlight, & scissors
Reference textbooks from previous courses:
 Fundamentals of Nursing – Vol. I & 2 - Theory, Concepts, and Applications, 2nd ed. (Davis)
Wilkinson & Treas
 Skills Video 2e for Fundamentals of Nursing
 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), 13th ed. (Davis) - Deglin
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Nursing Diagnosis Manual: Planning, Individualizing, and Documenting Client Care 2nd ed,
(Davis) – Doenges, Moorhouse, & Murr
Davis’s Comprehensive Handbook of Laboratory and Diagnostic Tests with Nursing Implications,
4th ed. (Davis) Van Leeuwen & Leth
Illustrated Study Guide for NCLEX-RN Exam (w CD). 7th ed- Zerwekh (Mosby, Incorporated)
APA: The Easy Way! 2nd ed. (Baker)
Course Rationale: A study of the biological, psychological, and sociological concepts applicable to
basic needs of the family, including childbearing and neonatal care. Topics include physiological
changes related to pregnancy, fetal development, and nursing care of the family during labor,
delivery, and puerperium.
Course Objectives
Classroom Objectives:
Upon completion of this course the student will be provided the opportunity to:
 Demonstrate the ability to utilize critical thinking skills in relation providing safe effective nursing
care for the childbearing client and family (program objective 1)
 Integrate and apply the principles from the natural and behavioral sciences, humanities, and nursing
sciences to the adaptive responses associated within the reproductive childbearing family (program
objectives 3, 4).
 Analyze legal/ethical situations pertinent to the child bearing family and practice within professional
standards (program objective 7).
 Demonstrate understanding and application of the nursing process utilized in developing and
implementing evidenced based care to the childbearing client, newborn and family (program
objective 3, 4).
 Apply concepts of therapeutic communications as it relates to the care of the childbearing client and
family (program objective 2, 5).
 Examines the biopsychosocial processes of the child bearing family necessary to promote, maintain
and restore health (program objective 6).
 Establishes goals for own learning demonstrating evidence of self-direction (program objective 8).
Clinical Objectives:
Upon completion of this course the student will be provided the opportunity to:
 Demonstrate systematic assessment and data interpretation when caring for members of the
childbearing family (program objective 1).
 Plan for selective therapeutic nursing interventions according to established priorities of the nursing
process to meet the specific cultural, ethical, and social needs of the childbearing family (program
objective 4, 6)
 Evaluate the effectiveness of nursing interventions by reviewing nursing goals and the plan of care
concurrently with intervention (program objective 1, 4).
 Modify interaction with the childbearing family to foster therapeutic relationships (program
objective, 5)
 Apply teaching - learning principles to meet individual ethnical, cultural, and social needs of the
childbearing family (program objective 2, 3)
 Incorporate principles of maternal and infant nutrition, maternal and infant attachment and
paternal or supporting other involvement into the nursing care of the childbearing family (program
objective 1, 2, 3, 4, 5).
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 Demonstrate professional and collaborative behaviors of the Associate Nurse as a member of the
health team when caring for the child bearing family (program objective 2, 5)
Clinical Simulation Objectives:
The clinical simulation scenarios are designed to address core nursing concepts so as to mimic real-life
patient care in a controlled environment.
Upon completion of this course the student will be provided the opportunity to:
 Demonstrate competency in the assessment and management of the childbearing client (program
objective 1, 4).
 Implement previously learned skills incorporated in the simulation scenario for the childbearing
client (program objective 1, 4, 6)
 Prioritize problems of the childbearing client based on clinical simulation scenarios (program
objective 1, 4, 6).
 Perform interventions for safe effective care using clinical simulation scenarios (program objective
4, 6).
Unit and Instructional Objectives
Unit 1: Maternal/Newborn Clinical Assessments
Rationale: An understanding of evidence-based approach of clinical assessment to provide care for
the mother, newborn and family facing the physical, psychosocial, and development challenges of
pregnancy. This understanding is important for the interpretation of clinical assessment data to
provide safe and effective care in the clinical setting.
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Lesson 1: Antepartum Nursing Assessment
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Summarize the essential components of a prenatal history.
Define common obstetric terminology found in the history of the maternity patients.
Identify factors related to the father’s health that should be recorded on the prenatal record.
Describe the normal physiologic changes one would expect to find when performing a physical
assessment on a pregnant.
Explain the use of Nägele’ s rule to determine the estimated date of birth.
Develop outline of the essential measurements that can be determined by clinical pelvimetry.
Describe areas that should be evaluated as part of the initial assessment of psychosocial factor
related to a woman’s pregnancy.
Relate the danger signs of pregnancy to their possible causes.
Lesson 2: Assessment of Fetal Well-Being
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Describe the various psychologic responses to antenatal testing.
Identify indications and interpret findings for ultrasound examinations performed in the first
trimester.
Describe the procedures used in the first trimester to confirm fetal visibility.
Delineate the use of ultrasound in the second trimester to assess fetal life, number, presentation,
anatomy, age, and growth.
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5. Identify the indications and procedures for fetal movement awareness, the nonstress test, and
vibro-acoustic stimulation.
6. Compare the indications and procedures for contraction stress test, biophysical profile, and amniotic
fluid index.
7. Explain the purpose of sequential and contingent testing and quadruple testing and the implications
of abnormal values.
8. Contrast the use of amniocentesis and chorionic villus sampling in detecting a fetus with a
chromosomal disorder.
9. Discuss fetal fibronectin and transvaginal measurement of cervical length as predictors of preterm
labor.
10. Discuss how the lecithin/sphingomyelin ratio of the amniotic fluid and phosphatidylglycerol (PG) can
be used to assess fetal lung maturity.
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Lesson 3: Intrapartal Nursing Assessment
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Summarize intrapartal physical, psychosocial, and cultural assessment necessary for optimum
maternal-fetal outcome including social, cultural, and ethnical needs.
Define and identify the outer limits of normal progress of each of the phases and stages of labor.
Compare the various methods of monitoring fetal heart rate (FHR) and contractions, giving
advantages and disadvantages of each.
Differentiate between baseline and periodic changes in the FHR and describe the criteria and
significance of each.
Outline the steps to be performed in the systematic evaluation of FHR tracings and list factors to
consider in evaluation of abnormal findings.
Identify nonreassuring FHR patterns and the interventions that should be carried out in the
management of each.
Delineate the indications for fetal blood sampling and guidelines for managing labor for related pH
values.
Discuss information to be taught to the woman and family when electronic fetal monitoring is used
and provide rationale for teaching.
Discuss the woman’s and family’s reactions to electronic fetal monitoring and the role of the nurse.
Describe the procedure for performing Leopold’s Maneuvers and the information that can be
obtained.
Lesson 4: Nursing Assessment of the Newborn
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Describe the normal physical and behavioral characteristics of the newborn.
Summarize the components of a complete newborn assessment and the significance of normal
variations and abnormal findings.
Explain the various components of the gestational age assessment.
Discuss the neurologic and neuromuscular characteristics of the newborn and the reflexes that
maybe present at birth.
Describe the categories of the newborn behavioral assessment.
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Lesson 5: Postpartal Family Adaptation and Nursing Assessment
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Describe the basic physiologic changes that occur in the postpartal period as a woman’s body
returns to its pre-pregnant state.
Discuss the psychological changes that occur in the postpartal period.
Identify those organs that will not return completely to a pre-pregnant state following childbirth.
Delineate the physiologic and psychosocial components of a normal postpartal assessment.
Summarize the physical and developmental tasks that the mother must accomplish during the
postpartal period.
Unit 2: Pregnancy in the Adolescent Client
Rationale: There are special considerations for the adolescent pregnant client. The nurse must be
able educate the pregnant adolescent client regarding nutritional requirements during the prenatal,
postpartum and lactating stages of the pregnancy as well as the physical and psychological changes
that may occur.
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Lesson 1. Adolescent Pregnancy
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify the role of specific nutrients in the diet of the pregnant woman.
Compare nutritional needs during pregnancy, postpartum, and lactation.
Discuss effects of maternal nutrition on fetal outcomes.
Evaluate adequacy and pattern of weight gain during different stages of pregnancy.
Plan adequate prenatal vegetarian diets based on nutritional requirements of pregnancy.
Describe ways in which various physical, psychosocial, and cultural factors can affect nutritional
intake and status.
Compare recommendations for weight gain and nutrient intakes in the pregnant adolescent with
those for the mature pregnant adult.
Describe basic factors a nurse should consider when offering nutritional counseling to a pregnant
adolescent.
Compare nutritional counseling issues for nursing and non-nursing mothers.
Formulate a nutritional care plan for pregnant women based on a diagnosis of
nutritional problems.
Unit 3: Prenatal and Pregnancy
Rationale: The prenatal period is a preparatory time for the mother to prepare herself both
physically and psychologically. It is a time of immense anxiety, excitement, and learning. The nurse
must understand that the best way to ensure the health of both the expectant mother and her
infant is through early and attentive prenatal care. Close supervision will allow health care
professionals to identify and possibly treat maternal disorders that may have been pre-existent or
developed during the pregnancy.
Lesson 1: The Reproductive System
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Describe the differentiation of the male and female reproductive organs during embryonic
development.
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2. Summarize the major changes in the reproductive system that occurs during puberty.
3. Identify the aspects of the female and male reproductive systems that are important to
childbearing.
4. Summarize the actions of the hormones that affect reproductive functioning.
5. Identify the two phases of the ovarian cycle and the changes that occur in each phase.
6. Describe the phases of the menstrual cycle, their dominant hormones, and the changes that occur in
each phase.
7. Discuss the significance of specific female reproductive structures during childbirth.
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Lesson 2: Conception and Fetal Development
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Explain the differences between mitotic cellular division and meiotic cellular division.
Compare the processes by which ova and sperm are produced.
Describe the process of fertilization.
Identify the differing processes by which fraternal (dizygotic) and identical (monozygotic) twins are
formed.
Describe, in order of increasing complexity, the structures that form during cellular multiplication
and differentiation stages of intrauterine development.
Describe the development, structure, and functions of the placenta and umbilical cord during
intrauterine life.
Summarize the significant changes in growth and development of the fetus in utero at 4-, 6-, 12-, 16, 20-, 24-, 28-, 32-, 36-, and 40-weeks gestation.
Identify the vulnerable periods during which malformations of the various organ systems may occur
and describe the resulting congenital malformations.
Lesson 3: Special Reproductive Concerns
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify the components of fertility.
Describe the elements of the preliminary investigation of infertility.
Summarize the indication for the tests and associated treatments, including assisted reproductive
technologies that are done in an infertility workup.
Summarize the physiologic and psychologic effects of infertility.
Describe the nurse’s role as a counselor, educator, and advocate during infertility evaluation and
treatment.
Discuss the indications for preconceptual chromosomal analysis and prenatal testing.
Indentify the characteristics of autosomal dominant, autosomal recessive, and X-linked recessive
disorders.
Compare prenatal and postnatal diagnostic procedures used to determine the presence of genetic
disorders.
Explore the emotional impact on a couple undergoing genetic testing or coping with the birth of a
baby with a genetic disorder and explain the nurse’s role in genetic counseling.
Lesson 4: Preparation for Parenthood
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Identify the anatomic and physiologic changes that occur during pregnancy.
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2. Relate the physiologic and anatomic changes that occur in the body systems during pregnancy to
the signs and symptoms that develop in the woman.
3. Compare subjective (presumptive), objective (probable), and diagnostic (positive) changes of
pregnancy.
4. Contrast the various types of pregnancy tests.
5. Discuss the emotional and psychologic changes that commonly occur in a woman, her partner, and
her family during pregnancy.
Lesson 5: Physical & Psychologic Change of Pregnancy
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Identify the anatomic and physiologic changes that occur during pregnancy.
2. Related the physiologic and anatomic changes that occur in the body systems during pregnancy
to the signs and symptoms that develop in women.
3. Compare subjective (presumptive), objective (probable), and diagnostic (positive) changes of
pregnancy.
4. Contrast the various types of pregnancy tests.
5. Discuss the emotional and psychologic changes that commonly occur in a woman, her partner,
and her family during pregnancy.
6. Summarize cultural factors that may influence a family’s response to pregnancy.
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Lesson 6: Expected Family Needs and Care
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Describe the significance of using the nursing process to promote health in the woman and her
family during pregnancy including socially, ethnically, and culturally diverse populations.
Describe actions the nurse can take to help maintain the well-being of the expectant father and
siblings during a family’s pregnancy.
Discuss the significance of cultural considerations in managing nursing care.
Explain the causes of the common discomforts of pregnancy.
Summarize appropriate measures to alleviate the common discomforts of pregnancy.
Delineate self-care actions a pregnant woman and her family can take to maintain and promote
well-being during each trimester of pregnancy.
Describe factors that have contributed to the increased incidence of pregnancy in women over age
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Compare similarities and differences in the needs of expectant women in various age groups.
Lesson 7: Pregnancy at Risk: Pregestational
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Summarize the effects of alcohol and illicit drugs on the childbearing woman and her
fetus/newborn.
Discuss the pathology, treatment, and nursing care of pregnant women with diabetes.
Discriminate among the four major types of anemia associated with pregnancy with regard to signs,
treatment, and implications for pregnancy.
Discuss acquired immunodeficiency syndrome (AIDS), including care of the pregnant woman with
HIV/AIDS, neonatal implications and ramifications for the childbearing family.
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5. Describe the effects of various heart disorders of pregnancy, including their implications for nursing
care.
6. Compare the effects of selected gestational medical conditions on pregnancy.
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Lesson 8: Pregnancy at Risk: Gestational Onset
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Discuss the medical therapy and nursing care of a woman with hyperemesis gravidarum.
Contrast the etiology, medical therapy, and nursing interventions for the various bleeding problems
associated with pregnancy.
Identify the medical therapy and nursing interventions indicated in caring for a woman with an
incompetent cervix.
Discuss the nursing care for a woman experiencing premature rupture of the membranes or preterm
labor.
Describe the development and course of hypertensive disorders associated with pregnancy.
Explain the cause and prevention of hemolytic disease of the newborn secondary to Rh
incompatibility.
Compress Rh incompatibility to ABO incompatibility with regard to occurrence, treatment, and
implications for the fetus/newborn.
Summarize the effects of surgical procedures on pregnancy and explain ways in which pregnancy
may complicate diagnosis of conditions that require surgery.
Discuss the implications of trauma due to accidents or battering for the pregnant woman and her
fetus.
Describe the effects of infections on the woman and her unborn child.
Lesson 9: Processes and Stages of Labor and Birth
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Examine four critical factors that influence labor.
Describe the physiology of labor.
Discuss premonitory signs of labor.
Differentiate between false labor and true labor.
Describe the physiologic and psychologic changes occurring in each of the phases and stages of
labor.
Summarize maternal systemic responses to labor.
Discuss fetal responses to labor.
Lesson 10: The Family in Childbirth: Needs and Care
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify nursing diagnoses specific to the first, second, third, and fourth stages of labor.
Describe factors that are assessed in the laboring woman during the admission process.
Discuss the components of a social history and its role in care for the laboring woman.
Summarize the importance of incorporating family expectations and cultural beliefs into the nursing
care plan.
Discuss nursing interventions to meet the care needs of the laboring woman and her partner during
each stage of labor.
Describe nursing interventions for promoting the woman’s comfort during each stage of labor,
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Summarize immediate nursing care of the newborn following birth.
Discuss the components of care for the woman during the third stage of labor.
Discuss the initial measures to help the woman and family integrate the newborn into the family.
Explore the nurse’s role in providing sensitive care to adolescent partners.
Delineate management of a nurse-managed precipitous birth.
Lesson 11: Pain Management in Labor
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Discuss the nurse’s role in supporting pharmaceutical pain relief measure in labor.
Describe the use of systemic analgesics to promote pain relief during labor.
Compare the major types of regional analgesia and anesthesia, including the area affected,
advantages, disadvantages, techniques, and nursing implications.
Summarize possible complications of regional anesthesia.
Describe the three methods used to provide general anesthesia.
Delineate the major complications of general anesthesia.
Identify contraindications to specific types of analgesia and anesthesia for high risk mothers.
Lesson 12: Childbirth at Risk: Pre Labor-Related Complications
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify the causes and risk factors of cervical insufficiency.
Describe the clinical therapies and appropriate nursing interventions for the mother with cervical
insufficiency and her unborn fetus.
Identify the cause and risk factors for premature rupture of membranes.
Describe the clinical therapy for premature rupture of membranes and preterm labor in determining
hospital-based and community-based nursing care management of the woman and her fetusnewborn.
Analyze the implications and maternal and fetal risks of preterm labor.
Compare placenta previa and abruptio placentae, including implications for the mother and fetus,
and their nursing care.
Discuss the differences between developmental and degenerative placental problems.
Analyze the maternal and fetal-newborn implications and clinical therapy in determining
community-based and hospital-based nursing care of the woman with a multiple gestation.
Describe the identification of the women with hydramnios and the maternal and fetal-neonatal
implications.
Describe the identification of the woman with oligohydramnios and the maternal and fetal-neonatal
implications.
Compare the clinical therapy and nursing care management of the woman with hydramnios and the
woman with oligohydramnios.
Lesson 13 Childbirth at Risk: Labor-Related Complications
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Describe psychologic disorders that may contribute to difficulty in coping during labor and birth.
Discuss dysfunctional labor patterns.
Identify the potential maternal risks of precipitous labor and birth.
Describe the impact of postterm pregnancy on the childbearing family.
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5. Summarize various types of fetal malposition and malpresentation and possible associated
problems.
6. Discuss the implications of macrosomia and hydrocephalus on the woman and the fetus.
7. Analyze the implications of abnormal placenta and umbilicus cord variations.
8. Discuss the interventions needed in caring for a woman with a prolapsed umbilical cord.
9. Discuss the identification, management, and nursing care of women with amniotic fluid embolus.
10. Identify the signs and symptoms associated with a uterine rupture.
11. Delineate the effects of pelvic contractures on labor and birth.
12. Identify complications related to uterine rupture.
13. Discuss complications of the third and fourth stages of labor.
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Lesson 14: Birth-Related Procedures
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Examine the methods of external cephalic version and internal version and the related nursing
management.
Discuss the use of amniotomy in current maternal-newborn care.
Compare methods for inducing labor, explaining their advantages and disadvantages.
Discuss the use of transcervical intrapartum amnioinfusion.
Describe the types of episiotomies performed, the rationale for each and the associated nursing
interventions.
Summarize the indications for forceps-assisted birth, types of forceps that may be used, and
complications and related interventions.
Discus the use of vacuum extraction, including indications, procedure, and complications and
related nursing management.
Explain the indications for cesarean birth, impact on the family unit, preparation and teaching needs
and associated nursing management.
Discuss vaginal birth following cesarean birth.
Unit 4: Adaptive Response Occurring Neonatal Period
Rationale: The nurse has a unique opportunity of closely observing and providing care for the
newborn infant after delivery. Immediately following birth, the newborn infant’s helplessness and
extremely vulnerable physical state dictates that the infant’s needs be met initially by nursing
personnel. Therefore, nurses must understand the importance of nursing assessments, evaluations,
and interpretations of finds that are conducted for the well-being of the infant.
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Lesson 1: Physiologic Responses of the Newborn to Birth
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to
Summarize the respiratory and cardiovascular changes that occur during the transition to
extrauterine life.
Describe how various factors affect the newborn’s blood values.
Correlate the major mechanisms of heat loss in the newborn to the process of thermogenesis in the
newborn.
Explain the steps involved in conjugation and excretion of
Bilirubin in the newborn.
Discuss the reasons why the newborn may develop jaundice.
Delineate the functional abilities of the newborn’s gastrointestinal tract and liver.
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8. Identify the reasons the newborn’s kidneys have difficulty maintaining fluid and electrolyte balance.
9. List the immunologic responses available to the newborn.
10. Explain the physiologic and behavioral responses of newborns during the periods of reactivity and
identify possible interventions.
11. Describe the normal sensory/perceptual abilities and behavioral states present in the newborn
period.
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Lesson 2: Normal Newborn Needs and Care
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Summarize the essential areas of information to be obtained about a newborn’s birth experience
and immediate postnatal period.
Explain the physiologic and behavioral responses of newborns and possible interventions needed.
Discuss the major nursing considerations and activities to be carried out during the first four hours
after birth (admission and transitional period) and subsequent daily care.
Identify activities that should be included in a daily care plan for a normal newborn.
Determine common concerns of families regarding their newborn.
Describe topics and related content to be included in parent teaching classes on newborn and infant
care.
Identify opportunities to individualize parent teaching and enhance each parent’s abilities and
confidence while providing infant care in the birthing unit.
Delineate information to be included in discharge planning with the newborn’s family.
Lesson 3: Newborn Nutrition
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Compare the nutritional value and composition of breast mild and formula preparations.
Discuss the advantages and disadvantages of breast-feeding and formula-feeding for both mother
and newborn.
Develop guidelines for helping both breast-feeding and bottle-feeding mothers to feed their infants
successfully.
Delineate nursing responsibilities for client teaching about problems the breast-feeding mother may
encounter at home.
Describe an appropriate process for weaning an infant from breast-feeding.
Incorporate knowledge of newborn nutrition and normal growth patterns into parent education and
infant assessment.
Recognize the influence of cultural values on infant care, especially feeding practices.
Lesson 4: Newborn at Risk: Conditions Present at Birth
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify factors present at birth that help identify an at-risk newborn.
Compare the underlying etiologies of the physiologic complications of small-for-gestational-age
(SGA) newborns and preterm appropriate-for-gestational-age (Pr AGA) newborns.
Describe the impact of maternal diabetes mellitus on the newborn.
Compare the characteristics and underlying etiologies of potential complications of the post-term
newborn and the newborn with post-maturity syndrome.
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5. Discuss the physiologic characteristics of the preterm newborn that predispose each body system to
various complications.
6. Identify the data used in developing the nursing diagnoses required to plan intervention for the care
of the PR AGA newborn.
7. Explain the special care needed by an alcohol for drug-exposed newborn.
8. Relate the consequences of maternal HIV/AIDS to the management of the infant in the neonatal
period.
9. Identify physical examination findings during the early newborn period that would make the nurse
suspect a congenital cardiac defect.
10. Discuss the nursing assessments of, and initial interventions, for a newborn born with congenital
anomalies.
11. Explain the special care needed by a newborn with an inborn error of metabolism.
12. Describe interventions to facilitate parental attachment with the at-risk newborn.
13. Identify the nursing actions that provide support to family members dealing with the birth of an atrisk infant.
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Lesson 5: Newborn at Risk: Birth-Related Stressors
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Discuss how to identify infants in need of resuscitation and the appropriate method of resuscitation
based on the labor record and observable physiologic indicators.
Based on clinical manifestation, differentiate among the various types of respiratory distress
(respiratory distress syndrome, transient tachypnea of the newborn and meconium aspiration
syndrome).
Identify the components of nursing care for a newborn with respiratory distress syndrome.
Discuss selected metabolic abnormalities (including cold stress and hypoglycemia, their effects on
the newborn and their nursing implications.
Differentiate between physiologic and pathologic jaundice according to onset, cause, possible
sequelae and specific management.
Explain the circumstances that must be present for the development of erythroblastosis and ABO
incompatibility.
Identify the nurse’s role in the care of an infant with hemolytic disease.
Identify the nursing responsibilities of caring for the newborn receiving phototherapy.
Discuss selected hematologic problems such as anemia and polycythemia.
Describe the nursing assessment that would lead the nurse to suspect newborn sepsis.
Relate the consequences of selected maternally transmitted infections, such as maternal syphilis,
gonorrhea, herpes virus or Chlamydia, to the management of the infant in the neonatal period.
Identify the special initial and long-term needs of parents of at-risk infants.
Unit 5: Adaptation During the Postpartum Period
Rationale: The postpartum period begins immediately following birth and describes a new set of
complex physiologic and psychosocial changes begin. It is important that the postpartum nurse
understands that the activities involved in caring for the postpartum woman is important to
promote maternal physical well-being and facilitate the woman’s transition to motherhood.
Lesson 1: The Postpartal Family: Needs and Care
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Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Delineate nursing responsibilities for client teaching during the early postpartum period.
Discuss appropriate nursing interventions to meet identified nursing goals for the childbearing
family.
Compare the nursing needs of a woman who experience a cesarean birth with the needs of a
woman who gave birth vaginally.
Summarize the nursing needs of the childbearing adolescent during the postpartal period.
Identify client-teaching types for promoting postpartal family wellness.
Describe possible approaches to follow-up nursing care for the childbearing family.
Determine the nurse’s responsibilities related to early postpartum discharge.
Lesson 2: Home Care of the Postpartal Family
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Discuss the components of postpartal home care.
Identify the main purposes of home visits during the postpartum period.
Delineate aspects of fostering a caring relationship in the home.
Describe assessment, care of the newborn and reinforcement of parent teaching in the home.
Discuss maternal and family assessment and anticipated progress after birth.
Identify appropriate nursing interventions for women who are experiencing breast-feeding
difficulties.
Provide client teaching regarding resumptions of sexual activity.
Identify postpartum resources that are available to new families.
Lesson 3: Grief and Loss in the Childbearing Family
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Discuss perinatal loss including etiology, diagnosis, and the nurse’s role in facilitating the family’s
mourning process.
Describe the physical, cognitive, emotional, behavioral, and spiritual responses experienced during
grieving associated with perinatal loss.
Explore the personal and societal issues that may complicate responses to perinatal loss.
Identify nursing diagnoses and interventions to meet the special needs of parents and their families
related to perinatal loss and grief.
Differentiate between helpful and non-helpful responses in caring for families related to perinatal
loss and grief.
Lesson 4: The Postpartal Family at Risk
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Describe assessment of the woman for predisposing factors, signs and symptoms of various
postpartum complications to facilitate early and effective management of complications.
2. Incorporate preventive measures for various complications of the postpartal period into nursing
care of the postpartum woman.
3. List the causes of and appropriate nursing interventions for hemorrhage during the postpartal
period.
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4. Develop a nursing care plan that reflects knowledge of etiology, pathophysiology, and current
clinical management for the woman experiencing postpartal hemorrhage, reproductive tract
infection, thromboembolic disease, urinary tract infection, mastitis or a postpartal psychiatric
disorder.
5. Evaluate the mother’s knowledge of self-care measures, signs of complications to be reported to
primary care provider and measures to prevent recurrence of complications.
6. Describe the role of telephone follow-up and home care in the extended care of postpartal families
at risk.
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Lesson 5: Care of the Family in a Culturally Diverse Society
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Explore factors that influence the values, decision-making, and roles within the family unit including
cultural, social, and ethnically diverse populations.
Summarize employment, marital, and economic trends affecting the contemporary family.
Distinguish among different types of families.
Identify major developmental tasks to be completed by the childbearing family.
Delineate the advantages of using a family assessment tool.
Discuss the impact of culture in caring for the childbearing family.
Summarize the importance of cultural competency in providing nursing care.
Discuss the use of cultural assessment tool as a means of providing culturally sensitive nursing care.
Identify the key considerations in providing spiritually sensitive nursing care.
Identify prevalent cultural norms related to childbearing and childrearing.
Unit 6: Adaptation and Women’s Health
Rationale: Women’s health nursing includes care related to the traditional areas of childbirth and
reproductive issues. In addition, women’s health focuses on those diseases that affect women
differently from men, such as depression, violence, and abuse. Their work also includes health
promotion and disease prevention, as well as management of acute and chronic health conditions
affecting women. It is important that nurses understand the physical and psychological aspects of
women’s health in order to educate the client and to work with physicians to formulate a plan of
care.
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Lesson 1: Women’s Health across the Life Span
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
Identify causes of amenorrhea.
Contrast dysmenorrhea.
Delineate the physical and psychologic aspects of menopause.
Explain the different between menopause and osteoporosis.
Identify medical and complementary therapies to alleviate the discomforts of menopause.
Lesson 2: Women’s Health: Family Planning
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Describe the reasons why women and couples choose to use contraception.
2. Discuss types of fertility awareness-based methods such as natural family planning.
3. List the spermicide preparations currently available in the United States.
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4. Compare the barrier methods of contraception with regard to correct use and advantages and
disadvantages.
5. Summarize the key points that women who use combined oral contraceptives should know,
including the correct procedure for taking pills, common side effects, warning signs, and Non
contraceptive benefits.
6. Compare other hormonal methods of birth control, including Depo-Provera, NuvaRing, Ortho Evra,
Implanon, and the progestin-only minipill.
7. Identify the appropriate time frame for initiating postcoital emergency contraception.
8. Delineate the advantages and disadvantages of an IUD as a method of contraception.
9. Contrast the forms of sterilization-tubal ligation, Essure, and vasectomy—with regard to risk,
effectiveness, advantages, and disadvantages.
10. Compare medical and surgical approaches to pregnancy.
Lesson 3: Women’s Health: Commonly Occurring Infections
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Compare vulvovaginal candidiasis and bacterial vaginosis.
2. Summarize modes of transmissions, treatments, and descriptions of the most commonly
occurring sexually transmitted infections.
3. Summarize the health teaching that a nurse needs to provide to a woman with a sexually
transmitted infection.
4. Relate the implications of pelvic inflammatory disease for future fertility to its pathologic origin,
signs and symptoms, and treatment.
5. Contrast cystitis and pyelonephritis.
6. Compare the different types of viral hepatitis.
Lesson 4: Women’s Health Problems
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
1. Contrast the common benign and malignant breast disorders.
2. Briefly describe the emotional reactions a woman may experience in regard to a diagnosis of
breast cancer.
3. Discuss the signs and symptoms, medical therapy, and implications for fertility of endometriosis.
4. Discuss the signs and symptoms, diagnosis criteria, treatment options, and health implications
of polycystic ovarian syndrome.
5. Discuss abnormal uterine bleeding and abdominal masses.
6. Identify the implications of an abnormal finding during a pelvic examination
7. Summarize behaviors that help to minimize recurrence of some of the common lesions of the
vulva.
8. Discuss the importance of an annual Pap smear and appropriate follow-up for an abnormal
finding.
9. Briefly discuss the role that human papilloma virus plays in abnormal Pap smears.
10. Delineate the psychosocial responses a woman may experience when facing any of the common
gynecologic procedures.
Lesson 5: Women’s Care: Social Issues
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
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1. Explain the effects of poverty on women’s healthcare.
2. Identify several factors that affect women’s wages.
3. Discuss the impact of the Family and Medical Leave Act (FMLA) of 1993 on maternity and paternity
leave.
4. Describe environment hazards present in a childbearing woman’s workplace.
5. Provide several rationales for the economic vulnerability of older women.
6. Identify at least four different types of elder abuse.
7. Identify types of discrimination that are commonly faced by lesbian and bisexual women.
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Lesson 6: Violence Against Women
Upon completion of learning activities and participation in lecture/discussion and clinical activities,
the student will be provided the opportunity to:
List the social, psychologic, political, and cultural factors that contribute to the occurrence of
domestic violence.
Contrast the myths and the facts about domestic violence and rape.
Identify the phases of the cycle of violence.
Compare the characteristics of batterers to the characteristics of rapists.
Delineate the role of the nurse in caring for women who have experienced battering.
Articulate proper procedure for screening, assessment, and documentation of abuse.
Compare types of rape.
Identify the phases of rape trauma syndrome.
Identify drugs commonly used during drug-facilitated sexual assault.
Explain the reason why nurses who care for rape survivors should first explore their personal values
and beliefs about rape.
Discuss the nurse’s role as client advocate and counselor with domestic violence and rape survivors.
Course Policies:
Grades:
 Students must achieve an overall 80% average on all unit exams and course final as outlined in the
Syllabus and FDH prior to other written work and assignments being averaged into the grade.
Students achieving an 80% average in unit exams and course final must maintain the 80% overall
average once other written work assignments are calculated into the grade to progress to the next
nursing course.
 Faculty will utilize the myANC Gradebook to record and post grades. Students not achieving an
average of 80% or greater on the course unit exams and final exam will receive that score as their
final course grade. Other assigned and written work will not be included in the final grade.
Students failing to achieve 80% will not pass and will not progress to the next nursing course.
 Following unit exams, instructor/student initiated counseling sessions will be provided for
students scoring less than 80%. Students may schedule appointments with instructors only after
the exam has been reviewed in class. Appointments are to discuss study habits, ways to improve
next exam score, study tips, test taking tips, etc. and are not to be used for exam review. The
appointment should take no longer than 15 – 20 minutes.
 Students must achieve a satisfactory clinical performance. Students failing to achieve satisfactory
in clinical performance will not pass the course and will not be allowed to progress to the next
course.
 Students terminated from the program due to failing academic or clinical performance may apply
for re-entry into the program when the course is offered again, pending available space. Students
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attempting to reenter the program greater than 1 year following termination must petition the
faculty for re-admittance.
Exams:
 Unit exams are scheduled on the Course Calendar and may cover handouts, textbook readings
including ATI texts, lecture material, assigned journal articles, and audiovisual material assigned.
Faculty reserve the right to ask any question based on previous content delivered.
 Each Nursing Course builds on content from previous courses; therefore, frequent and periodic
testing may occur in all previous course contents areas.
 The Testing Policies noted in the Student Handbook will be enforced with all unit, final, and ATI
exams, along with all Competency Testing.
 All tests must be taken at the scheduled time. Students arriving late may take the unit exams for
only the remaining time that the exam is to be administered.
 Students absent on a day of a scheduled exam will be allowed to make-up only one exam per
course, if the absence is excused. To be considered for excuse, absences must be accompanied by
recognized written documentation. Illness, death in the immediate family, appearance in court,
and automobile accidents are examples of excused absences. Unexcused absences will result in a
score of zero for the exam grade.
 In event of absence or tardiness from an exam, the student must notify the classroom instructor
and the ADN secretary at the Blytheville Campus.
 Students with an excused absence from an exam must make-up the exam by the next scheduled
class or a date approved by the course instructors.
 Instructors will review unit exams one time a semester within one week of taking the exam and
only after all students have completed the exam. Test reviews will take place at the end of the
scheduled class time.
Testing Process
 All student possessions (backpacks, cell phones, water bottles, purses, etc) must be left at the
front of the room during exams. It is recommended that students leave their belongings in their
vehicle during testing. The college is not responsible for any lost or stolen items.
 Students are not permitted to sit at their desk with notes, books, or electronic devices prior to
the test. Any last minute studying must be conducted outside of the classroom.
 Students will be allowed to enter the classroom only at the start of class on scheduled exam
days.
 Students must dress comfortably without wearing oversized coats and other garments.
 Students may not wear hats or caps during exams.
 Bring only two pencils into the classroom.
 Seating arrangements may be assigned by the instructors.
 Students will be issued an exam booklet, an answer sheet, and a cover/scratch sheet which will
require the student’s signature. Cover sheets will be used at all times by students.
 Students are encouraged to use restroom facilities before and after testing. If a student must be
excused, he/she will quietly ask permission.
 When the student completes the exam or when time is called, the student will leave all testing
material faced down and covered and quietly leave the area.
 Once the student exits the room, the student may not re-enter to complete any portion of the
scantron answer sheet is not permitted. NO EXCEPTIONS.
 Students will not congregate outside the classroom doors after completing their test.
 Students will keep their voices low while in the hallways on their way outside.
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When all students are finished testing, access to the classroom will be allowed for the beginning
of lecture.
Students are discouraged from discussing test questions until all students have tested and the
test has been reviewed.
There will be no discussion of test items between students and faculty on the day of the test.
In the event of an excused absence, the student is to contact the course instructor to schedule a
time for the make-up exam.
Faculty will review unit exams and rationales during class time within one week of the exam.
Students who disagree with a keyed answer may request a review of the test item within 24
hours of test review.
ATI Progressive Testing Policy
 Students are required to take two proctored ATI exams at the end of the course. The proctored
exam with the highest score will be recorded in the grade book.
 Students who do not achieve a Level 2 or Level 3 by the second attempt will receive an incomplete
for the course and will be required to complete remediation as outlined below.
ATI Computerized Testing
Progressive testing is completed within the ADN program. It is used as a valuable teaching tool and
to measure student learning outcomes prior to progressing to the next course. Specific ATI
requirements for each nursing course are included in the course First Day Handout. The ATI exam
for each course is recorded as a percentage of the overall course grade.
The ATI exams are scored with both a percentage grade as well as “level”. The percentage grade
earned by the student is recalculated/converted, using a formula, prior to recording the score in the
grade book.
Students not achieving a Level 2 or Level 3 after the second attempt will be given an “Incomplete” or
“I” in the course. The third attempt will be given within one week of the course/semester ending.
Students not meeting the Level 2 or Level 3 score will be required to provide proof of remediation
prior to testing a third time.
ATI Remediation
It is recommended that each student use the results of ATI to better prepare for the Final Exam in
the course as well as preparing for NCLEX. However, a student that does not successfully pass the
ATI following the second attempt is required to complete the following remediation:
 Using the results of the ATI exam taken, the student will create a “Focused Review” in their ATI
account.
 Students will remained logged into the ATI website and complete the recommended course of
study according to the “Focused Review” that was generated according to the student’s areas of
weakness.
 Students requiring remediation must complete a minimum of eight (8) hours using the “Focused
Review” on the ATI website.
Students must submit an ATI “Transcript” to the proctor of the ATI exam prior to the beginning the
third attempt, or any additional attempt following.
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Clinical Skills Validation
Students entering the ADN Program in either the Introduction to Nursing Interventions or the LPN
to RN Transition course will be required to successfully complete a series of clinical skills
validation. Students must satisfactorily complete the competency based skills validation as
outlined in each course syllabus before progressing to the outside clinical component of the
course. Students are allowed three attempts to satisfactorily demonstrate the following skills:
wound care, urinary catheter insertion, trachesotomy care and suctioning, and physical
assessment. Students unsuccessful in the skills validation of the courses will receive an “F” for the
course (regardless of a passing grade average) and not be allowed to progress in the course.
Clinical Lab Evaluation
The Daily Anecdotal Record will be utilized by Clinical Instructors to evaluate student’s clinical
performance in their assigned clinical setting for that day. Students will be provided their
Anecdotal Evaluation on a weekly basis and have opportunity to discuss areas of strengths and
opportunities with their Clinical Instructor. Students may be assigned additional outside work or
additional clinical rotation hours to further validate satisfactory clinical performance and
subsequently meet the clinical objectives.
The end of course Clinical Evaluation Tool is (describe as noted on tool) an overall evaluation of
the students clinical performance in a respective Nursing Course. This evaluation will be graded
“S” (satisfactory) or “U” (unsatisfactory.) Satisfactory performance in the clinical setting is
necessary in order to make a passing grade in any nursing course. Satisfactory is defined as
behavior in which errors may be made, but are recognized and corrected. Unsatisfactory is
defined as behavior in which errors are made but not recognized by the student and corrected.
Unsatisfactory is also unacceptable, unprofessional, and unsafe performance.
To receive an over-all passing grade on each end of course clinical rotation, an overall 0.8 clinical
score for the identified objectives must be achieved. In addition, students who do not meet
criteria in three (3) or more individual behaviors will not pass the clinical component. Failure to
pass the clinical component will result in failure of the nursing course.
Any excused absence will also result in a “U” for that clinical day and must be made up to
eliminate the “U”. Students will not be allow to make up unexcused absences which will result in
a “U” for the missed clinical day and the student receiving an “F” in the course (regardless of grade
average). The student will not be allowed to advance in the nursing program.
Mathematics Competency Testing:
Due to the need for accuracy in preparing medications, the mathematics competency testing will
be given each semester of the nursing program. Students will be required to demonstrate basic
mathematical skills in computing drug dosages and must achieve 90% accuracy. During the first
course in nursing (Fundamentals of Nursing) the student will have three chances to achieve the
required 90% accuracy. If the student does not achieve this requirement, he/she will be given an
“F” for the course (regardless of a passing grade average) and not be allowed to progress to the
next nursing course. For subsequent semesters, students will have to pass the math competency
with 90% accuracy prior to entering the clinical facility. Any days missed by the student as a result
of not passing the competency will be made-up and cannot exceed the 12 hours. Computing drug
dosages will be part of each test in all nursing courses remaining. Only calculators issued by the
ADN program may be used for competency testing or on exams.
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WRITTEN WORK STANDARDS
 All written work unless specified by an instructor is to be submitted on standard 8½ x 11 inch
paper.
 All written work is expected to be neat, legible and written according to the APA (American
Psychological Association) format.
 Written work should either be typed or in black ink and follow the instructions provided by the
instructor or indicated on the Course Syllabus or First Day Handout.
 Written work completed in pencil will not be accepted.
 Written assigned work is due at the beginning of class on the assigned day. Anything handed in
after that time will result in a 10% grade deduction for each business day excluding weekends
and holidays. Assignments submitted more than five (5) days late will not be graded.
 All assignments (written or electronic) must be submitted to meet the course objectives.
 Work must be submitted in appropriate college level format (APA). Correct spelling, grammar
and sentence structure are important and must be of a quality acceptable for college level
students.
Electronic Submission of Assignments
 Faculty may request that specific assignments be submitted by email attachment or through the
ANC portal.
 Only assignments specified by the faculty will be accepted electronically.
 If an assignment is to be submitted electronically, the student must submit the assignment from
their ANC email account.
 Assignments that are to be submitted electronically are due at the date and time designated by
the faculty. Any late submissions will result in a 10% grade deduction for each business day the
assignment is late, excluding weekends and holidays. Assignments submitted more than five (5)
days late will not be graded
Late Work and Make-up Policy:
 Assigned work is due at the beginning of class on the assigned day. Anything handed in after that
time will result in a 10% grade deduction for each scheduled school day the assignment is late,
Saturday and Sunday excluded. Assignments submitted more than five (5) days late will not be
accepted.
 Students absent on a day of a scheduled exam will be allowed to make-up only one exam per
course, if the absence is excused. To be considered for excuse, absences must be accompanied by
recognized written documentation. Illness, death in the immediate family, appearance in court,
and automobile accidents are examples of excused absences. Unexcused absences will result in a
score of zero for the exam grade.
 In event of absence or tardiness from an exam, the student must notify the classroom instructor
and the ADN secretary at the Blytheville Campus.
 There will be no make-up quizzes.
Extra Credit Policy:
 Typically no extra credit assignments are given.
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Grades of “Incomplete”:
The current College policy concerning incomplete grades will be followed in this course.
Incomplete grades are given only in situations where unexpected emergencies prevent a student
from completing the course and the remaining work can be completed the next semester. Your
instructor is the final authority on whether you qualify for an incomplete. Incomplete work must
be finished by mid-term of the following semester or the “I” will automatically be recorded as an
“F” on your transcript. Refer to the ATI policy in the ADN handbook.
Course Policies: Technology and Media
Email: Arkansas Northeastern College has partnered with Google to host email addresses for ANC
students. myANCmail accounts are created for each student enrolled in the current semester and
is the email address your instructor will use to communicate with you. Access your email account
by going to http://mail.google.com/a/smail.anc.edu and using your first and last names, separated
by a period for your username. Your default password is your Student ID, no hyphens. If you
cannot access your student email, contact the MITS department at 762-1020 ext 1150 or ext 1207
or send an email to ANChelp@smail.anc.edu.
Internet: This course has a web component on my ANC. Students are encouraged to login to
myANC everyday as course assignments may be posted. The internet is used to view videos as
related to specific units within the course. Students may access online videos by logging on to
http://www.medcomrn.com/anc/ . User ID is the student’s first initial, last name (or other log in
name assigned by instructor. The password is “anc123”.
Laptop Usage: Students requesting use of a laptop/tablet in class for note taking will be evaluated
on an individual basis. Students are allowed to utilize computer devices for note taking purposes
or to access digital textbooks in the classroom.
Cell phone Usage: Cell phones must be silenced (vibrate is not acceptable) or turned off and not
visible in the classroom and are prohibited in the clinical setting. Cell phones are not permitted
during exams (ATI computerized exams or written unit exams). Cell phones are not permitted
during the review of exams. In the classroom, students whose cell phone rings during class or who
is text messaging during class time will be asked to leave the class and not allowed to return until
the next scheduled break. A student who utilizes a cell phone in the clinical setting will receive a
clinical absence for the day to be made-up according to the department policy for clinical
absences. The nursing faculty recognizes that in certain emergency situations the student may
need to be available by cell phone – permission must be obtained from the instructor prior to
sending or receiving calls or text messages.
A student may utilize a smart phone to record lecture. If this is done the cell phone must be
placed on the instructor’s podium prior to class starting. If the cell phone is not on the podium
prior to class beginning, then the student must wait until a break is offered to place the cell phone
in the appropriate location for recording.
Classroom Devices: Tape recorders or other audio devices maybe used to audio record lectures.
Only calculators provided by instructors are permitted during exams.
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Computer Labs: In addition to general-purpose classrooms, a number of computer laboratories
are provided for instructional and student use. These networked laboratories are state-of-the-art
and fully equipped with computers, printers, Internet connections, and the latest software. The
labs are open to students enrolled in one or more credit hours at the college.
Technology Support: A lab assistant is generally present in the computer lab in B202 for
assistance in using the college computers. These assistants cannot help with course assignments;
specific questions regarding the technology requirements for each course should be directed to
the instructor of the course. Problems with myANC or college email accounts should be addressed
by email to ANCHelp@smail.anc.edu.
Clinical Simulation Laboratory Experiences: Clinical experiences will be supplemented and
enhanced through the use of clinical simulation. The simulation laboratory experiences will be
supervised by a designated instructor.
Compressed Video for Distance Learning: In order to provide simultaneous and equivalent
learning experiences for all nursing campuses, lecture and other learning experiences are
transmitted via compressed video to all locations. A qualified nursing instructor is always available
on each campus in addition to the compressed video.
Attendance Policy:
Classroom Attendance
 Students must give their scholastic obligations first priority. The student must notify both the
instructor by phone and the ADN secretary on the Blytheville campus prior to the start of class
in the event of an absence or tardiness.
 Because important knowledge is delivered in each classroom lecture, the student is expected to
attend all lectures. If a student is absent, he/she assumes the responsibility and is accountable
for information given during absence. Absence(s) may result in a low test score which might
prevent progression in the nursing program. Students exceeding more than three absences will
meet with their academic advisor or course instructor to identify issues that might impact the
student’s ability to attend class or the student’s ability to complete the nursing program.
 Students reporting to class lecture more than ten (10) minutes after the lecture has started will
be permitted to enter at the instructor’s discretion. Quizzes missed during the student’s
tardiness will not be made up (no exceptions).
 Students absent on a day of a scheduled exam will be allowed to make-up only one exam per
course, if the absence is excused. To be considered for excuse, absences must be accompanied
by recognized written documentation. Illness, death in the immediate family, appearance in
court, and automobile accidents are examples of excused absences. Unexcused absences will
receive a zero for the exam grade.
 In the event of an absence or tardiness from an exam, the student must notify the course
instructor and the ADN secretary by phone prior to the beginning of the exam. Failure to
provide notification as outlined above will result in an unexcused absence.
Clinical/Campus Laboratory Attendance
 Regular and prompt attendance for all clinical assignments is required. Absence prevents
achievement of course and clinical objectives and will result in unsuccessful completion of
the course. Two (2) excused 6-hour clinicals or one (1) excused 12-hour clinical day per
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semester may be allowed. All excused absences will be made up prior to the end of the
semester.
 Students exceeding 12 hours of excused clinical absence may present an exception form
for faculty review. The exception form and required documentation must be presented
on the first day of class following the absence. To be considered for exception, clinical
absence in excess of 12 hours must be excused and be accompanied by acceptable written
documentation. Illness, death in the immediate family, appearance in court, and
automobile accidents are examples of excused absences. Unexcused absences will result
in an unsatisfactory clinical grade. A clinical exception request will be allowed only once
during the program. Clinical absence in excess of 24 hours will not be considered for
exception.
 In the event of an absence or tardiness from any clinical assignment, the student must
make every attempt to notify the clinical instructor, facility assigned, and the ADN
secretary by phone prior to the beginning of clinical.
1. Contact the ADN secretary first, to leave a message.
2. Contact the clinical instructor and assigned clinical facility.
Unexcused Absences
No unexcused absences will be allowed. Any student with an unexcused absence will receive a
grade of “F” for the course (regardless of average) and dismissal from the program.
Professionalism Policy: Registered Nursing students are expected to exhibit professional
behavior. The Code of Ethics for Nurses applies to any setting the student may find themselves in.
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Additional Information:
All students must comply with the uniform code as designated by the ANC Department of Nursing.
No jeans, shorts or tennis shoes are allowed in the clinical area. While in the clinical area
preparing for clinical, lab coats and street clothes are required.
Each student is expected to meet the assigned client(s), review the chart, medication record, and
become familiar with procedures planned for the following clinical day. The student will then
prepare a nursing care plan and medication cards for each medication. The care plans and
medication cards are to be turned into the clinical instructor the day of the clinical experience.
Failure to adequately prepare will result in an unsatisfactory clinical grade and/or dismissal of the
student from the assigned clinical experience. Under no circumstances should a student ask
another student, clinical facility employee, or any other person to obtain clinical information for
them.
Prior to the administration of any medication in the clinical area, the student must have thorough
knowledge of the medication. Failure to do so will result in an unsatisfactory an unsatisfactory
clinical grade and/or dismissal of the student from the assigned clinical experience.
All students are responsible for maintaining an accurate record of their addresses and telephone
numbers with the nursing department.
Students with problems or concerns in the clinical/classroom are to discuss the concern with the
instructor first. If the problem or concern is unresolved following the discussion with the
instructor, the student will schedule an appointment with the instructor and the program director.
If the problem/concern remains unresolved, the student will schedule an appointment with the
program director and the dean of nursing.
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 In keeping with classroom etiquette, mobile phones, iPods, etc. must be silenced during all
classroom lectures and are prohibited during clinical rotations. Students failing to adhere to these
guidelines may be dismissed from lecture/clinical for the remainder of the day.
 Students should arrive on time and be seated at the scheduled class time. Students arriving late
may find the door to the classroom locked and may not be permitted to enter until the class takes
a break. Quizzes missed during that time will not be made up.
Basis for Final Grade
Unit Exams
50%
Comprehensive Final Exam
25%
Students must achieve an 80% on Unit Exams and Final prior to having other assignments and
ATI scores averaged into the grade.
Health Assessment with Nursing Diagnoses (2)
& other written work, quizzes, N-CLEX questions.
20%
ATI Assessment
5%
Clinical Evaluation
Pass
or
Fail
Total
100%
Students achieving an 80% or greater in units exams and course final must maintain the 80%
average once other assignments and ATI scores are calculated into the grade to pass the
course.
Grading Scale
Grading Scale
100-91
90- 85
84 – 80
79- 70
Below 69
A
B
C
D
F
Reviewed & Revised 8/13
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