UCC/UGC/ECCC
Proposal for Course Change
FAST TRACK
(Select if this will be a fast track item. Refer to Fast Track Policy for
eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed
syllabi in approved university format.
1. Course subject and number: NUR 211
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
5. Current Student Learning Outcomes of the
course.
Clinical Practice and Prevention
 Applies principles of primary, secondary, and tertiary
prevention for families across the lifespan.
 Examines theoretical and research based nursing
practice to provide safe, effective, and
developmentally appropriate nursing care for families
across the lifespan.
Communication
 Incorporates effective communication into
professional nursing practice.
Critical Reasoning
 Integrates nursing knowledge, developmental theory,
evidence-based practice and facility policies to plan
appropriate nursing care of childbearing and
childrearing families.
 Analyzes essential nursing roles relevant to care
coordination and case management.
Leadership
 Examines effective inter-and intra-professional
collaboration in the management of nursing care of
childbearing and childrearing families.
Professionalism and Professional Values
 Incorporate ethical and legal principles and
professional standards, including genomic- related
information and technologies, into the nursing care of
childbearing and childrearing families.
Effective Fall 2012
4. Academic Unit:
4
Nursing
Show the proposed changes in this column (if
applicable). Bold the proposed changes in this
column to differentiate from what is not
changing, and Bold with strikethrough what is
being deleted. (Resources & Examples for
Developing Course Learning Outcomes)
UNCHANGED

Demonstrate research based knowledge to provide
holistic care to patients of diverse backgrounds and
needs.
Global Health
 Promotes safety and quality of health care outcomes
for diverse populations incorporating principles of
advocacy, leadership and collaboration.
 Advocates for health equity and social justice for
vulnerable populations and the elimination of health
disparities both locally and globally.
 Participates in collaborative efforts to improve aspects
of the environment that negatively impacts health both
locally and globally
6. Current title, description and units. Cut and
paste, in its entirety, from the current on-line
academic catalog*
http://catalog.nau.edu/Catalog/.
Show the proposed changes in this column
Bold the proposed changes in this column to
differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
NUR 211 DEVELOPMENTAL AND HEALTHILLNESS TRANSITIONS OF CHILD
BEARING AND CHILD-REARING FAMILIES
(4)
Description: Focuses on nursing care for
obstetric and pediatric patients. Letter grade
only. Course fee required.
Units: 4
Prerequisite: NUR 212, NUR 212L, NUR 216,
NUR 216L
Co requisite: NUR 211L, NUR 350, NUR 350L
NUR 211 411 DEVELOPMENTAL AND
HEALTH-ILLNESS TRANSITIONS OF CHILD
BEARING AND CHILD-REARING FAMILIES
(4)
Description: Focuses on nursing care for
obstetric and pediatric patients. Letter grade
only. Course fee required.
Units: 4
Prerequisite: NUR 212, NUR 212L, NUR 216,
NUR 216L NUR 347, NUR 347L, NUR 349,
NUR 349L
Co requisite: NUR 211L 411L, NUR 350, NUR
350L NUR 440, NUR 440L
*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved
text from the proposal form into this field.
7. Justification for course change.
NUR 211 and 211L are required in the fourth semester of the professional program (first
semester senior year). Course number change to upper division better reflects the course
content and how it is currently offered.
8. Effective BEGINNING of what term and year?
FALL 2015
See effective dates calendar.
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
Effective Fall 2012
PROPOSED
Proposed course subject and number:
NUR 211
NUR 411
Current number of units:
Proposed number of units:
Current short course title:
Proposed short course title (max 30 characters):
Current long course title:
Proposed long course title (max 100 characters):
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Current max number of units:
Proposed max number of units:
Current prerequisite:
Current co-convene with:
Proposed prerequisite (include rationale in the
justification):
Proposed co-requisite (include rationale in the
justification):
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
Current co-requisite:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response
from each impacted academic unit.
Nursing; B.S.N.
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Yes
11. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
No
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
Yes
No
Yes
No
14. Is this course listed in the Course Equivalency Guide?
Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
Yes
No
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
FLAGSTAFF MOUNTAIN CAMPUS
Effective Fall 2012
Both
Both
Scott Galland
Reviewed by Curriculum Process Associate
1/12/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
Date
Yes
Yes
No
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Effective Fall 2012
Approved as submitted:
Approved as modified:
Yes
Yes
No
No
CURRENT/PROPOSED SYLLABUS
College of Health and Human Services
School of Nursing
Syllabus
Fall 2014
NUR 211 411
College of Health and Human Services
School of Nursing
Course Title: NUR 211 411 Developmental and Health-Illness Transitions of Childbearing and
Childrearing Families
Semester:
Fall or Spring
Credits:
4 credits (60 clock hours)
Instructor:
Laura M. Karnitschnig, MN, RN, CPNP
Office address:
Northern Arizona University
P O Box 15035
Flagstaff, AZ 86011
Phone:
928-523-0687
Office Hours:
by appointment
Course Prerequisites: NUR 212, NUR 212 L, NUR 216, NUR 216L NUR 347, NUR 347L, NUR 349,
NUR 349L
Course co-requisites: NUR 211 L, NUR 350, NUR 350L NUR 411L, NUR 440, NUR 440L
Course Description: Focuses on nursing care for child-bearing and child-rearing families
experiencing developmental, health, and illness transitions.
Effective Fall 2012
Course Structure and Approach: This course examines expected developmental transitions of
individuals and families across the lifespan, emphasizing childbearing processes, normal childhood
experiences, and the effects of illness on childbearing women and children. Developmental
transitions of individuals and families are examined in terms of expected milestones and anticipatory
guidance, pregnancy, childhood, and the effects of selected illness processes that commonly affect
childbearing women and children. Theoretical content is assigned to the student for completion prior
to classroom meetings and will be reinforced during classroom sessions via review, case studies and
quizzes. Teaching approaches include, but are not limited to lecture, discussion, videos, reading
assignments, group exercises/activities and case studies, guest speakers, written assignments,
student presentations, NCLEX- style review questions, and quizzes.
Student Learning Outcomes:
Upon completion of the course, the successful student
Clinical Practice and Prevention
 Applies principles of primary, secondary, and tertiary prevention for families across the lifespan.
 Examines theoretical and research based nursing practice to provide safe, effective, and
developmentally appropriate nursing care for families across the lifespan.
Communication
 Incorporates effective communication into professional nursing practice.
Critical Reasoning
 Integrates nursing knowledge, developmental theory, evidence-based practice and facility policies
to plan appropriate nursing care of childbearing and childrearing families.
 Analyzes essential nursing roles relevant to care coordination and case management.
Leadership
 Examines effective inter-and intra-professional collaboration in the management of nursing care of
childbearing and childrearing families.
Professionalism and Professional Values
 Incorporate ethical and legal principles and professional standards, including genomic- related
information and technologies, into the nursing care of childbearing and childrearing families.
 Demonstrate research based knowledge to provide holistic care to patients of diverse
backgrounds and needs.
Global Health
 Promotes safety and quality of health care outcomes for diverse populations incorporating
principles of advocacy, leadership and collaboration.
 Advocates for health equity and social justice for vulnerable populations and the elimination of
health disparities both locally and globally.
 Participates in collaborative efforts to improve aspects of the environment that negatively impacts
health both locally and globally
Required Textbooks:
McKinney, E., James, S., Murray, S., Ashwill, J. (2013). Maternal-Child Nursing, 4th Edition. St Louis,
Missouri: Elsevier Saunders.
Recommended Textbooks:
 OB/GYN Peds Notes: Nurses Clinical Pocket Guide ISBN: 978-0-8036-2332-3
Effective Fall 2012


Nursing Drug reference handbook or med notes as indicated by lecture
Ackley, B., Ladwig, G. (2011). Nursing Diagnosis Handbook.
Course Outline
Module
Date
Topic
Orientation
8/25/2014
Orientation to Course and Clinical
Labor Day
Module 1
9/1/2014
9/8/2014
Module 2
9/15/2014
Module 3
Exam #1
9/22/2014
9/29/2014
Module 4
Module 5
10/6/2014
10/13/2014
Module 6
10/20/2014
Exam #2
10/27/2014
Module 7
11/3/2014
Module 8
11/10/2014
Module 9
11/17/2014
Exam #3
11/24/2014
No class
Adolescent Health, Reproductive
Health & Women’s Health
Pediatric Growth & Development,
Pediatric Safety
Normal Pregnancy
No new content
Student Presentations 1 & 2
Intrapartum Nursing Care
Postpartum, Breastfeeding &
Newborn
High Risk Pregnancy &
Postpartum
No new content
Student Presentations 3 & 4
Peds: Respiratory, GI, GU, Skin,
ID, Pain Management in Children
Peds: CV Hematology, Immune,
Endocrine
Peds: Musculoskeletal &
Neurological Nursing Care
Child Maltreatment, Chronic
Illness,
No new content
Student Presentations 5 & 6
*Kaplan- student to make appt.
for Kaplan exam
Kaplan
Final Exam
12/1/2014
12/8/2014
Assessments
*Syllabus agreement
due Friday, 1/17/14
Quiz 1, Case Study
Quiz 2, Case Study
Quiz 3, Case Study
Quiz 4, Case Study
Quiz 5, Case Study
Quiz 6, Case Study
Quiz 7, Case Study
Quiz 8, Case Study
Quiz 9, Case Study
Comprehensive Final Exam
Assessment of Student Learning
Assignment
Syllabus Agreement
Module Quizzes (9 @ 5 points each)- open book
Group Presentation
Case Studies (9)
Examinations- (Exam 1- 50 points, Exam 2- 50 points, Exam 350 points & Comprehensive Final - 75 points)
Kaplan, National Assessment Exam:
Mastery with a minimum of 72%
Total Points
Effective Fall 2012
Points
1 point
45 points
11 points
18- 2 points earned with each with pass
(92% or higher), 3 attempts
225 points
15 points
315 points
Methods of Assessment
1. Examinations: Exam 1, Exam 2, Exam 3, Comprehensive Final, and National Standardized
Specialty Exam (Kaplan Exam)
2. Module Quizzes: 9 quizzes total: 9 module quizzes
3. Case Studies: 9 case studies total: 9 module case studies
4. Student Group Presentation
Timeline for Assessment: See course outline and Blackboard Learn for due dates.
Grading System: The NAU SON grading scale is as follows. Final grades will be rounded according
to rounding math principles. For example, a score with a decimal of 0.5 or higher will be rounded to
the next number. Note: Quizzes, exams, & case studies will not be rounded
93-100%
A
84-92%
B
78-83%
C
<78 %
F (failing)
You must have an average of 78% or greater on your Exams in order to pass the course and you
must have a grade of 78% or higher on the Final Exam to pass this course.
Course Policies
There is strict adherence to every part of the NAU Student Handbook and the School of Nursing
Undergraduate Student Handbook
1. All assignments must be submitted by the due date and time. Late assignments will not be
accepted. All assignments will be due on Sundays at Midnight. Failure to complete assignments
on time could result in failure to meet course objectives.
2. Students who have a catastrophic or emergency event which may prevent submission of an
assignment by the deadline may request, in writing, to the faculty, as far in advance as possible,
but no later than 24 hours before, permission to submit a late assignment. Approval of any such
request is at the discretion of the faculty.
3. All assignments are to be completed by each student individually without the help of others unless
specifically identified as a group project or the student has been directed to seek help from a
designated NAU tutor or teaching assistant.
4. Wikipedia is not considered an acceptable, valid, or reliable resource for use in any School of
Nursing coursework. One purpose of this course is to help students identify, appraise, and utilize
valid and reliable professional resources. Wikipedia does not meet these criteria.
Makeup tests and retests
There are no quizzes or exams in this course.
Attendance Policy:
Under NAU Policy, students are expected to engage in class and be prepared to participate in the
activities and discussion. We believe active engagement will enrich the learning experience.
Academic Dishonesty/Plagiarism:
All forms of student academic dishonesty, including cheating, fabrication, facilitating academic
dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating means
intentionally using or attempting to use unauthorized materials, information or study aids in any
academic exercise. Fabrication means intentional and unauthorized falsification or invention of any
Effective Fall 2012
information or citation in an academic exercise. Plagiarism means intentionally or knowingly
representing the words or ideas of another, as one's own in any academic exercise. For further
explanation of academic dishonesty refer to the School of Nursing Undergraduate Student Handbook
and Northern Arizona University Student Handbook.
University Policies
Review the following policies available on the Northern Arizona University Policy Statement website
http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html:
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Academic Contact Hour Policy
4. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf)
5. Research Integrity Policy
6. Sensitive Course Materials Policy
7. Classroom Disruption Policy (also see
http://nau.edu/uploadedFiles/Administrative/EMSA_Sites/Folder_Templates/_Forms/Classroo
m_Disruption_Policy.pdf)
Effective Fall 2012