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EXISTING SYLLABUS
Northern Arizona Unversity
Name of College and Department: College of Health & Human Services/ School of Nursing
Course Prefix, Number & Title: NUR 211
Developmental and Health-Illness Transitions of Childbearing and Childrearing Families
Theory: 4 credit hours = 60 theory hours
Clinical: 3 credit hours = 135 clinical hours and include both direct patient care and simulation experiences.
Flagstaff
Autumn Argent, MS, RNC-OB
Phone #: 928-523-6712
Email: autumn.argent@nau.edu
Donna Price RN, MS, CNM
Office: Room 103
Phone #: Office 928-523-0319 Cell: 928-699-6866
Email: donna.price@nau.edu
Laura Karnitschnig RN, MSN, CPNP
Phone # Office: 928 523 0687
Email: laura.walker@nau.edu
Office hours: TBD
Course Prerequisites
NUR 205, NUR 208, NUR 215, NUR 307 or NUR 214
Catalogue Description
Focuses on nursing care for obstetric and pediatric patients.
Course Description
This course examines transitions of individuals and families across the lifespan, emphasizing childbearing processes, 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, risk screening in pregnancy, childhood, and across the lifespan. Childhood Illness and pregnancy complications, grief and loss, and the experience of abuse and violence are also addressed. Ethical issues are pertinent to the childbearing and childrearing populations will be discussed.

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Didactic Portion
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
Clinical Portion
Clinical Practice and Prevention
 Uses both theoretical and research based practice and nursing skills to provide safe, effective, and developmentally appropriate nursing care to childbearing and childrearing families.
 Implements teaching and review for patients who are experiencing developmental transitions.
Communication
 Applies effective communication to professional nursing practice.
Critical reasoning

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 Integrates nursing knowledge, developmental theory, evidence-based practice and facility policies to provide appropriate nursing care of childbearing and childrearing families.
Leadership
 Applies effective inter and intra-professional collaboration in the management of nursing care of childbearing and childrearing families.
Professionalism and Professional Values
 Integrates caring’s affective characteristics into the nursing care of pregnant women, children, and adults across the lifespan.
 Integrates ethical and legal principles and professional standards into the nursing care of childbearing and childrearing families.
 Analyzes from multiple perspectives the influence of culture, both locally and globally, on childbearing and childrearing issues.
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.

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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. The theoretical content will be applied and developed in various clinical settings where students will address the health care needs of children, childbearing women and their families.
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.
Required:
 McCkinney, E., James, S., Murray, S., Ashwill, J. (2009). Maternal-Child Nursing, 3 rd .
Edition. ISBN:978-1-4160-5896-0
Recommended:
 OB/GYN Peds Notes: Nurses Clinical Pocket Guide ISBN: 978-0-8036-2332-3
 Nursing Drug reference handbook or med notes as indicated by lecture
 Ackley, B., Ladwig, G. (2011). Nursing Diagnosis Handbook. Mosby
ISBN10: 0323071503 ISBN13: 9780323071505
Course Outline:
Student Learning Outcomes
At the completion of this module, the student will be able to:
Identify major biologic, psychosocial, and social developments and milestones.
Provide anticipatory guidance to parents to parents regarding common parental concerns.
Discuss immunization schedule, administration and precautions.
Provide anticipatory guidance to parents for injury prevention based on developmental capability.
Provide anticipatory guidance to parents for healthy nutrition based on developmental needs and abilities.
Provide guidelines to parents regarding sleep problems.
Plan nursing care that meets the immediate and long-term needs of the family who has lost a child to Sudden Infant Death Syndrome.
Provide principles of anticipatory guidance in the care of the child for:
Colic (infancy)
Dental hygiene (infancy-pre-school)
Temper tantrums & negativism (toddler and pre-school)
Sibling arrival and rivalry (toddler and pre-school)
School readiness
Sexual Education

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Discuss the reactions of the adolescent in response to puberty.
Discuss the significance of changing interpersonal relationships, sexuality, emotions and the role of the peer group in the development of identity.
Discuss the manifestations and nursing management regarding: Substance abuse & suicide.
Discuss the pro’s and con’s to immunizations and how to provide non-judgmental education to parents and families.
Reading Maternal Child Nursing, 3rd Edition : (Growth and Development is a review from previous courses)
Chapter 4: Health Promotion for the Developing Child. Pages 50-75
Chapter 5: Health Promotion for the Infant. Pages 78-102
Chapter 6: Health Promotion During Early Childhood. Pages 105-129
Chapter 7: Health Promotion for the School-Age Child. Pages 130-149
Chapter 8: Heath Promotion for the Adolescent. Pages 151-167
Chapter 9: Hereditary and Environmental Influences on Development. Pages 170-182
Student Learning Outcomes Women's Health
At the completion of this module, the student will be able to:
Develop a nursing care plan for the woman with primary dysmenorrheal, premenstrual syndrome and endometriosis.
Evaluate the use of alternative therapies for menstrual disorders.
Describe prevention, treatment and nursing care of sexually transmitted infections in women.
Differentiate signs, symptoms, and management of selected vaginal infections.
Discuss the pathophysiology, emotional effects and nursing care of women with selected benign breast conditions and malignant neoplasm’s of the breasts found in women.
Compare and contrast reproductive alternatives and psychological impact for couples experiencing infertility.
Compare and contrast advantages and disadvantages of methods of contraception.
Explain common nursing interventions that facilitate contraceptive use.
Examine the techniques used for medical and surgical interruption of pregnancy.
Investigate ethical, legal, cultural, and religious considerations of infertility, contraception, and elective abortion.
Readings:
Textbook: Mckinney, E., James, S., Murray, S., Ashwill, J. (2009) Maternal Child Health Nursing (3rd
Ed.) Saunders: St. Louis
 Chpt. 11 Reproductive Anatomy and Physiology, pages 217-229
 Chpt. 10 Management of Fertility and Infertility, pages 184-215
 Chpt. 31 Women’s Health Care, pages 763-792
Student Learning Outcomes
At the completion of this module, the student will be able to:

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Identify the significant changes in growth and development of the embryo and fetus.
Describe the development and functions of the placenta and amniotic fluid.
Differentiate between presumptive , probable, positive and signs of pregnancy.
Describe the maternal hormones produced during pregnancy and their effects.
Identify the potential effects of teratogens during vulnerable periods of the embryonic and fetal development.
Describe technique for assessing maternal nutrition during pregnancy while describing possible risk factors, recommended nutrition and recommended weight gain.
Describe and apply the processes of confirming pregnancy, estimating the date of birth and determining gravity and parity.
Describe the procedure and the risk/benefits of the following fetal assessment diagnostic technique: Fetal Kick Counts, Electronic Fetal Monitoring: Non-stress and Contraction Stress Test,
Ultrasound, Amniocentesis.
Summarize the physical, psychological changes that occur during each trimester of pregnancy with correlating anticipatory guidance.
Identify the nursing interventions for the following during each trimester of a woman’s pregnancy:
Maternal Physiological Changes
Psychological Adaptations
Fetal growth
Antenatal History
Labs and Testing
Educational Needs
Readings:
Abuse Screening
Conception and Prenatal Development, Chapter 12: pp 232 – 249
Prenatal Diagnostic Tests and Lab Values, Chapter 16: pp 322 – 335 and Appendix A pp 1575
Physiologic Adaptations to Pregnancy, Chapter 13: pp 251 – 277
Nutrition for Childbearing, Chapter 15: pp 299 – 320
Psychosocial Adaptations to Pregnancy, Chapter 14: pp 280 – 296
Trauma and Abuse in Pregnancy, Chapter 26: pp 651 and Chapter 25: pp 599
Student Learning Outcomes
At the completion of this module, the student will be able to:
Identify the nursing interventions for the following during each trimester of a woman’s pregnancy:
Maternal Physiological Changes
Psychological Adaptations
Fetal growth
Antenatal History
Labs and Testing
Educational Needs
Describe the effects and nursing management of anemia in pregnancy.
Describes the effects and nursing interventions for the gestational conditions of pregnancy: Anemia,
Infection, Hypertensive Disorders of Pregnancy, Placenta Previa, Placenta Abrutio , Hyperemesis
Gravidarum, Miscarriage, Ectopic Pregnancy, Gestational Trophoblastic Disease, Premature Cervical
Dilation, Isoimmunization, and Gestational Diabetes
Readings:

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Reading: Maternal Child Nursing, 3rd Edition
Chapter 26: The Pregnant Woman with Complications. Pages 606-663
Student Learning Outcomes
At the completion of this module, the student will be able to:
Describe the effects of fetal presentation, fetal lie, fetal attitude and fetal position the birth process.
Relate the station of the infant to the progression of labor.
Differentiate dilation and effacement and describe their effects on labor and delivery.
Describe the stages of labor and the nursing interventions associated with each.
Compare and contrast the various methods of pain relief (both pharmacologic and nonpharmacologic) during labor and their effects on mother and baby.
Understand the basis for fetal monitoring and the various monitoring techniques.
Describe the importance of fetal heart rate baseline & variability along with the causes, significance and nursing interventions for the following types of fetal heart rate patterns based off a monitor strip:
Early Decelerations
Late Decelerations
Variable Decelerations
Prolonged Decelerations
Understand the indications & interventions associated with amnioinfusion, tocolytic therapy, & maternal positioning.
Compare and contrast each stage of labor along with the nursing interventions associated with each.
Describe the technique used for Leopold’s Maneuvers, assessment of FHR and pattern, and the assessment of uterine contractions.
Describe the laboratory & diagnostic tests that may be performed on a woman in labor along with their rationale.
Describe the role of the nurse in providing support during labor and delivery.
Understand the signs and symptoms of an intrapartum emergency, along with the appropriate nursing interventions.
Compare and contrast the various birthing positions and locations, while analyzing the risks and benefits associated with each.
Understand the complications associated with preterm birth, its potential causes, methods of predicting preterm delivery, and risk factors.
Compare and contrast pharmaceutical agents used to suppress uterine activitiy.
Understand the causes and interventions associated with dysfunctional labor (both maternal and fetal)
Compare and contrast the pharmaceutical agents and interventions used for the induction of labor and the augmentation of labor.
Describe the risks and benefits and appropriate nursing interventions associated with:
Version
Forceps delivery
Vacuum delivery
Cesarean delivery
Vaginal birth after cesarean (VBAC)
Describe the physiology and nursing interventions associated with:
Shoulder Dystocia
Uterine Rupture

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Amniotic Fluid Embolism
Prolapsed Cord
Abruption
Readings:
Labor and Birth Processes, Chapter 17: Pages 337-354
Nursing Care during Labor and Birth, Chapter 17: Pages 354-373
Fetal Assessment during Labor, Chapter 18: Pages 385-407
Management of Discomfort, Chapter 19: Pages 410-432
Induction and Augmentation, Chapter 20: Pages 436-440
Labor and Birth at Risk, Chapter 27: Pages 665-671: 674-692
Student Learning Outcomes Postpartum:
At the completion of this module, the student will be able to:
Identify the maternal physiologic changes that occur in the postpartum period.
Identify the components necessary for postpartum assessment.
Describe the criteria and teaching required for discharge in the postpartum period.
Identify the factors influencing the transition to parenthood.
Describe the common postpartum complications.
Identify psychological complications in the postpartum period.
Describe the therapeutic interventions necessary to provide supportive care to families experiencing perinatal loss.
Readings


Chpt. 21, Postpartum Adaptations, pages 455-490
Chpt. 20, Nursing Care during Obstetric Procedures, pages 452-453 “Providing
Postoperative Care
 Chpt. 24, Newborn Feeding, pages 558-578
 Chpt. 28, The Woman with a Postpartum Complication, pages 695-714
Student Learning Outcomes
At the completion of this module, the student will be able to:
Identify physiologic adaptations that occur soon after birth.
Describe the role of the nurse in providing quality care to the newborn.
Describe the components & significance of the Apgar & Ballard Scores.
Describe the newborn nursing care required within 2 hours of delivery.
Describe the components of a normal newborn assessment.
Identify common problems in the newborn.
Identify and describe common procedures in the newborn, including IM injections, phototherapy, & circumcision
Describe the teaching required when discharging the newborn.
Identify the benefits and contraindications to breastfeeding.
Compare and contrast the interventions required when caring for formula fed and breast fed babies.

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Identify and describe the common newborn problems associated with early delivery.
Discuss the physiology, diagnosis, nursing diagnosis & interventions, and education required for babies and their families with the following illnesses:
Neonatal infections
Hemolytic disorders
Encephalocele & Anencephaly
Congenital Diaphragmatic Hernia
Omphalocele & Gastroschesis
Hypospadias & Epispadias
Identify and describe the metabolic disorders included in the newborn screen, as well as screening criteria and mandates.
Reading Maternal Child Nursing, 3rd Edition
Chapter 22: The Normal Newborn: Adaptation and Assessment. Pages 493-533
Chapter 23: The Normal Newborn: Nursing Care. Pages 534-557
Chapter 24: Newborn Feeding. Pages 558-563 & 576-578
Student Learning Outcomes
At the completion of this module, the student will be able to:
Discuss the respiratory differences of infants and children compared to adults including signs of respiratory distress
Describe post-operative care of the child with a tonsillectomy
Outline a nursing care plan for a child with the following disorders: AOM, Epiglottitis, Croup,
Bronchiolitis, and Foreign Body Aspiration , Cystic Fibrosis and Asthma including home teaching
Develop a nursing plan of care for a child with dehydration, vomiting and diarrhea, Hirschsprung’s
Disease ,Reflux, Appendicitis, Esophageal Atresia, Intussuception, Celiac Disease, and Poisoning
Formulate a plan to teach parents preoperative and postoperative care of the child with a cleft lip and/or palate
Outline a nursing care plan for a child with the following disorders:
Hypospadius, Urinary Tract Infection, Nephrosis, Glomerulonephritis, Wilms Tumor
Contrast the manifestations and therapies for bacterial, viral and fungal skin infections
Formulate a plan of care to treat a child with diaper dermatitis, excema, acne, scabies and lice
Discuss the physical and emotional care of a child with severe burns
Reading Maternal Child Nursing, 3rd Edition:
Chapter 43: The Child with a Gastrointestinal Alteration. Pages 1086-1138
Chapter 42: The Child with a Fluid and Electrolyte Alteration. Pages 1067-1083
Chapter 44: The Child with a Genitourinary Alteration. Pages 1141-1167
Chapter 45: The Child with a Respiratory Alteration. Pages 1170-1224
Chapter 49: The Child with an Integumentary Alteration: Pages 1137-1374
Student Learning Outcomes
At the completion of this module, the student will be able to:
Design a plan for helping a child undergo a cardiac catheterization

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Outline a plan of care for a child with congestive heart failure
Differentiate between rheumatic fever and rheumatic heart disease and discuss nursing care management of rheumatic fever
Outline a plan of care for a child with:
Kawasaki disease
Hemophilia A
Sickle Cell Disease (including crisis)
HIV
Describe the care of an infant or child with the following congenital heart defects: Tetrology of
Fallot (including Hypercyanotic spells), Ventricular Septal Defect, Patent Ductus Arteriosus and
Coarctation of the aorta
Describe the prevention of and nursing care management for iron deficiency anemia
Discuss nursing responsibilities during blood transfusions
Differentiate the manifestations and nursing management between hypothyroidism and hyperthyroidism
Differentiate the manifestations and nursing management between hypopituitarism and hyperpituitarism
Discuss the management of a child with diabetes in the home and hospital setting, including teaching for families
Compare the clinical manifestations and management of Diabetes Insipidus and SIADH
Describe methods of assessing and managing pain in infants and children
Reading Maternal Child Nursing, 3rd Edition
Chapter 46: The Child with a Cardiovascular Alteration. Pages 1228-1275
Chapter 47: The Child with a Hematologic Alteration: Pages 1278-1301
Chapter 41: The Child with and Immunologic Alteration. Pages 1041-1064
Chapter 48: The Child with Cancer. Pages 1304-1335
Chapter 51: The Child with an Endocrine or Metabolic Alteration. Pages 1422-1456
Student Learning Outcomes
At the completion of this module, the student will be able to:
Discuss the effects of maltreatment on the psychosocial development of the child, as well as nursing interventions.
Differentiate neglect, physical abuse, sexual abuse and emotional abuse.
Discuss the nursing care associated with the child who has been maltreated.
Outline the impact of the child’s chronic illness/disability on the family structure and process.
Discuss the nursing interventions associated with the child with chronic illness/disability and their families.
Outline the various perspectives on the care of the child at the end of life.
Outline the nursing care required to promote palliative care during the end of life experience.
Discuss the physiology, diagnostic criteria, nursing diagnosis, nursing interventions, and education required for both children and families with the following chronic illnesses:
Down’s Syndrome
Autism
Cerebral Palsy

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Spina Bifida
Fetal Alcohol Syndrome
ADHD/ADD
Discuss the role of cord blood in the treatment of chronic illnesses, such as cerebral palsy.
Formulate a plan of care for a child in traction and/or with a cast including family education
Investigate the therapeutic management and nursing care for a child with Developmental Dysplasia of the Hip
Examine the therapeutic and nursing management of a child with scoliosis including post-operative care
Discuss the pharmacological and nursing management of a child with JRA
Examine the differences and similarities of pediatric and adult neurologic assessment
Develop a plan of care for the child with Bacterial Meningitis, Near-Drowning, and Hydrocephalus
Demonstrate an understanding of the manifestations and management of a child with a seizure disorder
Reading: Maternal Child Nursing, 3rd Edition
Chapter 36: The Child with a Chronic Condition or Terminal Illness. Pages 903-927
Chapter 50: The Child with a Musculoskeletal Alteration. Pages 1378-1403 & 1407-1419
Chapter 52: The Child with a Neurologic Alteration. Pages 1458-1482 & 1488-1498
Chapter 53: Psychosocial Disorders in Children and Families. Pages 1522-1529
Chapter 54: The CHild with an Intellectual or Developmental Disability. Pages 1543-1553
Evaluation Methods:
1. Examinations: Exam 1, Exam 2, Exam 3, Comprehensive Final, and National Standardized
Specialty Exam
2. Module Quizzes: 8 module quizzes
3. Case Studies
4. Clinical Experience and Clinical Paperwork: Pass or Fail
Grading:
Examinations- (Exam 1- 50 points, Exam 2-
50 points, Exam 3- 50 points and
225 points
Comprehensive Final - 75 points)
Module Quizzes
Case Study
National Assessment Exam: Mastery with a
minimum of 72%
Total Points
Clinical Experience
A= 100 % to 93% of Points and Pass in Clinical
B= 92% to 84% of Points and Pass in Clinical
C= 83% to 78% of Points and Pass in Clinical
F = Less than 78% and/or Fail in Clinical
45 points
50 points
16 points
336 points
Pass/Fail

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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. Please note: Quizzes, exams, & case studies will not be rounded.
***You MUST pass clinical in order to pass NUR 211***
You must have an average of 78% or greater on your Exams in order to pass the course. http://jan.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
Course Policies:
Retests/makeup tests:
 Examinations will be taken at the scheduled time.
 Rescheduling of an exam may be arranged for valid reasons such as illness or personal/family emergencies.
 The instructor must be contacted prior to the scheduled exam and arrangements to take a make-up exam must be made with the faculty within one week of the exam. Failure to do so will result in ZERO points for that exam.
 Make up examinations may be in any form (oral, written, essay) over the same objectives as the in-class multiple choice exam.
 NO retests will be offered.
 Quizzes will only be offered during the assigned times. No make-ups or retakes on quizzes under any circumstances.
 The Kaplan cannot be rescheduled!
Attendance:
Under NAU and School of Nursing policy, students are expected to attend every session of the class in which they are enrolled. The format of the class will be chiefly interactive discussion and by not attending the students are deprived of valuable interaction with other students and the instructors.
School of Nursing Undergraduate Student Handbook, Bachelor of Science in Nursing 2010-2011 http://janus.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
 Student's attendance in the classroom, clinical and nursing lab is essential to the acquisition of clinical competencies; therefore, attendance is required.
 Student’s performance evaluation will include the assessment of attendance and punctuality.
 Students are expected to schedule personal business for times other than scheduled class, lab or clinical hours.
 Children or visitors are not permitted in the classroom, lab or clinical area.
 Students will be notified if clinical coursework is cancelled or delayed due to weather or other emergency event.
 If the student must miss a class, clinical or scheduled lab, the student must notify the instructor/lab coordinator prior to scheduled experience.
Academic integrity:
NAU has a no tolerance policy for cheating or plagiarism. Any student participating in acts of academic dishonesty will be subject to the procedures and consequences outlined in NAU and

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School of Nursing Student Handbook. Acts of academic dishonesty include but are not limited to the following: copying the work of other students, using unauthorized crib notes, plagiarism, stealing tests, or forging an instructor’s signature. Cheating on a test or plagiarism of written work will result in an “F” or “0" points being awarded to that test or presentation.
All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating is intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Fabrication is defined as intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Plagiarism is 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 Department of Nursing Undergraduate Student
Handbook and Northern Arizona University Student Handbook. http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
Withdrawal Policy
If a student is unable to attend the course or must drop the course for any reason, it will be the responsibility of the student to withdraw from the course before the withdrawal deadline (see current NAU Schedule of Classes for deadline).
Professional Behavior
The following policies are important to lecture and assignments: Successful mastery and completion of the course and course work.
Northern Arizona University Student Handbook and Northern Arizona University http://www4.nau.edu/stulife/handbook.htm
http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html
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 or 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.
The following standards/rules of nursing practice apply to all nursing students and are located in the School of Nursing Handbook.
 American Nurses’ Association- Code of Ethics for Nurses
 Arizona’s Nurse Practice Act-Unprofessional Conduct, Unfitness to Practice Nursing
 National Student Nurses Association – Code of Professional Conduct
 National Student Nurses Association – Code of Academic and Clinical Conduct
The above standards are found in the School of Nursing Undergraduate Handbook 2010-
2011: http://janus.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf

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PROPOSED SYLLABUS:
Northern Arizona University
College of Health and Human Services
School of Nursing
Credits: 4 credits/ 60 clock hours
NUR 211
Developmental and Health-Illness Transitions of Childbearing and Childrearing Families
Semester: Fall & Spring
Instructor Information:
Flagstaff
Autumn Argent, MS, RNC-OB
Phone #: 928-523-6712
Email: autumn.argent@nau.edu
Tucson
Shannon Angersbach RNC, MSN
Phone #: Office 520-879-7953 Cell: 520-444-1359
Email: shannon.angersbach@nau.edu
Office Hours: TBA
Yuma
Kristie Van Dyn Hoven RNC, MSN
Phone #: Office 928-336-2916
Email: KVandynhoven@yumaregional.org
Office Hours: TBA
Course Prerequisites: NUR 212, NUR 212L, NUR 216, NUR 216L
Co-requisites: NUR 211L, NUR 350, NUR 350L
Catalogue Description
Focuses on nursing care for obstetric and pediatric patients.
Course Description
Focuses on nursing care for childbearing and childrearing families experiencing developmental, health, and illness transitions.

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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
Course Structure

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.

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
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. The theoretical content will be applied and developed in various clinical settings where students will address the health care needs of children, childbearing women and their families.
 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.
Textbooks:
Required:

McKinney, E., James, S., Murray, S., Ashwill, J. (2009). Maternal-Child Nursing, 3 rd .
Edition. ISBN:978-1-4160-5896-0
Recommended:

OB/GYN Peds Notes: Nurses Clinical Pocket Guide ISBN: 978-0-8036-2332-3
 Nursing Drug reference handbook or med notes as indicated by lecture

Ackley, B., Ladwig, G. (2011). Nursing Diagnosis Handbook. Mosby
ISBN10: 0323071503 ISBN13: 9780323071505
Course Outline:
Week
Week 1
Week 2
Topic
Growth and Development
Women’s Health
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Normal Pregnancy
High Risk Pregnancy
Intrapartum
Postpartum and breastfeeding
Newborn
Peds: GI, GU
Peds: Respiratory & Skin
Peds: CV
Peds: Hematology, Immune
Quiz
Quiz
Quiz
Exam 1
Quiz
Quiz
Quiz
Quiz
Exam 2
Quiz
Quiz
Assessments
Peds: Endocrine Quiz
Peds: Child maltreatment, abuse & neglect Exam 3
Peds: Chronic illness, musculoskeletal & neuro
Quiz, Case study due
No new content Kaplan
Final Exam

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Assessment of Student Learning Outcomes:
1. Examinations: Exam 1, Exam 2, Exam 3, Comprehensive Final, and National Standardized
Specialty Exam
2. Module Quizzes: 8 module quizzes
3. Case Studies
225 points Examinations- (Exam 1- 50 points, Exam 2- 50 points, Exam 3- 50 points and Comprehensive
Final - 75 points)
Module Quizzes
Case Study
National Assessment Exam: Mastery with a
minimum of 72%
Total Points
45 points
50 points
16 points
336 points
Grading System:
A= 100 % to 93% of Points
B= 92% to 84% of Points
C= 83% to 78% of Points
F = Less than 78%
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. Please note: Quizzes, exams, & case studies will not be rounded.
You must have an average of 78% or greater on your Exams in order to pass the course.
Course Policies
Retests/ Makeup examinations
 Examinations will be taken at the scheduled time.

Rescheduling of an exam may be arranged for valid reasons such as illness or personal/family emergencies.
 The instructor must be contacted prior to the scheduled exam and arrangements to take a make-up exam must be made with the faculty within one week of the exam.
Failure to do so will result in ZERO points for that exam.

Make up examinations may be in any form (oral, written, essay) over the same objectives as the in-class multiple choice exam.

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
NO retests will be offered.
 Quizzes will only be offered during the assigned times. No make-ups or retakes on quizzes under any circumstances.
Attendance:
Under NAU and School of Nursing policy, students are expected to attend every session of the class in which they are enrolled. The format of the class will be chiefly interactive discussion and by not attending the students are deprived of valuable interaction with other students and the instructors.
School of Nursing Undergraduate Student Handbook, Bachelor of Science in Nursing http://janus.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf

Student's attendance in the classroom, clinical and nursing lab is essential to the acquisition of clinical competencies; therefore, attendance is required.
 Student’s performance evaluation will include the assessment of attendance and punctuality.

Students are expected to schedule personal business for times other than scheduled class, lab or clinical hours.

Children or visitors are not permitted in the classroom, lab or clinical area.
 Students will be notified if clinical coursework is cancelled or delayed due to weather or other emergency event.
 If the student must miss a class, clinical or scheduled lab, the student must notify the instructor/lab coordinator prior to scheduled experience.
Academic integrity:
NAU has a no tolerance policy for cheating or plagiarism. Any student participating in acts of academic dishonesty will be subject to the procedures and consequences outlined in NAU and
School of Nursing Student Handbook. Acts of academic dishonesty include but are not limited to the following: copying the work of other students, using unauthorized crib notes, plagiarism, stealing tests, or forging an instructor’s signature. Cheating on a test or plagiarism of written work will result in an “F” or “0" points being awarded to that test or presentation.
All forms of student academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism are prohibited and subject to disciplinary action. Cheating is intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Fabrication is defined as intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Plagiarism is 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 Department of Nursing
Undergraduate Student Handbook and Northern Arizona University Student Handbook. http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf

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Withdrawal Policy
If a student is unable to attend the course or must drop the course for any reason, it will be the responsibility of the student to withdraw from the course before the withdrawal deadline (see current NAU Schedule of Classes for deadline).
Professional Behavior
The following policies are important to lecture and assignments: Successful mastery and completion of the course and course work.
Northern Arizona University Student Handbook and Northern Arizona University http://www4.nau.edu/stulife/handbook.htm
http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html
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 or 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.
The following standards/rules of nursing practice apply to all nursing students and are located in the School of Nursing Handbook.

American Nurses’ Association - Code of Ethics for Nurses

Arizona’s Nurse Practice Act -Unprofessional Conduct, Unfitness to Practice Nursing
 National Student Nurses Association – Code of Professional Conduct

National Student Nurses Association – Code of Academic and Clinical Conduct
The above standards are found in the School of Nursing Undergraduate Handbook
http://janus.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
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,

20 | P a g e 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 (928-523-3312).
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
(e-mail)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 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 researchrelated 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.

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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://www4.nau.edu/stulife/handbookdishonesty.htm
.
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.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.”