UCC/UGC/ECCC
Proposal for Course Change
FAST TRACK
(Select if this will be a fast track item. Refer to UCC or UGC 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:
2. Units:
NUR 332
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
5. Current Student Learning Outcomes of the
course.
4. Academic Unit:
3
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)
Didactic Portion
Clinical Practice and Prevention
Didactic Portion
 Demonstrates acquired knowledge and
Clinical Practice and Prevention
skills necessary to perform a health
 Demonstrates acquired knowledge
assessment and physical examination on
and skills necessary to perform a
a healthy adult.
health assessment and physical
 Examines the relationship of health
examination on a healthy adult.
assessment to health promotion while
 Examines the relationship of health
identifying strategies to promote wellness.
assessment to health promotion while
 Examines the bio-psycho-social,
identifying strategies to promote
developmental, cultural and spiritual
wellness.
dimensions of the individual when
 Examines the bio-psycho-social,
assessing and planning care.
developmental, cultural and spiritual
Communication
dimensions of the individual when
 Demonstrates individualized, clear,
assessing and planning care.
effective, respectful and compassionate
Communication
communication while performing the
 Applies professional communication in
health assessment and physical
learning settings.
examination.
 Demonstrates individualized, clear,
 Documents assessment findings using
effective, respectful and compassionate
correct terminology.
communication while performing the
Critical Reasoning
health assessment and physical
 Integrates multiple ways of knowing and
examination.
the ability to use critical thinking to relate
 Documents assessment findings using
Effective Fall 2012
health assessment and physical
examination findings to the health status
of individuals across the life span.
Leadership
 Examines the importance of
environmental factors and constraints in
the assessment of health.
Professionalism and Professional Values
 Demonstrates professional values
through the affective characteristics of
caring with compassion, competence,
conscience, commitment and
comportment while performing the health
assessment and physical examination.
 Examines the role of the professional
nurse in performing health assessments.
 Demonstrates professional behavior in
performing health assessments.
Global Health
 Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
correct terminology.
Critical Reasoning
 Integrates multiple ways of knowing and
the ability to use critical thinking to relate
health assessment and physical
examination findings to the health status
of individuals across the life span.
Leadership
 Examines the importance of
environmental factors and constraints in
the assessment of health.
Professionalism and Professional Values
 Demonstrates professional values
through the affective characteristics
of caring with compassion,
competence, conscience,
commitment and comportment while
performing the health assessment
and physical examination.
 Examines the role of the professional
nurse in performing health assessments.
 Demonstrates professional behavior in
performing health assessments.
Global Health
 Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Clinical Portion
Clinical Practice and Prevention
 Demonstrates acquired knowledge and
skills necessary to perform a health
assessment and physical examination on
Clinical Portion
a healthy adult.
Clinical Practice and Prevention
 Examines the relationship of health
 Demonstrates acquired knowledge
assessment to health promotion while
and skills necessary to perform a
identifying strategies to promote wellness.
health assessment and physical
 Examines the bio-psycho-social,
examination on a healthy adult.
developmental, cultural and spiritual
 Examines the relationship of health
dimensions of the individual when
assessment to health promotion while
assessing and planning care.
identifying strategies to promote
Communication
wellness.
 Demonstrates individualized, clear,
 Examines the bio-psycho-social,
effective, respectful and compassionate
developmental, cultural and spiritual
communication while performing the
dimensions of the individual when
health assessment and physical
assessing and planning care.
examination.
Communication
 Documents assessment findings using
 Demonstrates individualized, clear,
correct terminology.
effective, respectful and
Critical Reasoning
compassionate communication while
 Integrates multiple ways of knowing and
performing the health assessment
the ability to use critical thinking to relate
and physical examination.
health assessment and physical
 Documents assessment findings
examination findings to the health status
using correct terminology.
of individuals across the life span.
Effective Fall 2012
Leadership
 Examines the importance of
environmental factors and constraints in
the assessment of health.
Professionalism and Professional Values
 Demonstrates professional values
through the affective characteristics of
caring with compassion, competence,
conscience, commitment and
comportment while performing the health
assessment and physical examination.
 Examines the role of the professional
nurse in performing health assessments.
 Demonstrates professional behavior in
performing health assessments.
Global Health
 Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
Critical Reasoning
 Integrates multiple ways of knowing
and the ability to use critical thinking
to relate health assessment and
physical examination findings to the
health status of individuals across the
life span.
Leadership
 Examines the importance of
environmental factors and constraints
in the assessment of health.
Professionalism and Professional Values
 Demonstrates professional values
through the affective characteristics
of caring with compassion,
competence, conscience,
commitment and comportment while
performing the health assessment
and physical examination.
 Examines the role of the professional
nurse in performing health
assessments.
 Demonstrates professional behavior
in performing health assessments.
Global Health
 Examines one’s own personal values,
beliefs, and practices as compared to
diverse populations in a global society.
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 332 NURSING ASSESSMENT AND
PROCESS (3)
NUR 332 NURSING ASSESSMENT AND
PROCESS (3 2)
Description: Study of fundamental nursing
process knowledge while learning cognitive and
psychomotor skills in health history,
assessments, and physical exams across the life
span. Letter grade only.
Description: Study of fundamental nursing
process knowledge while learning cognitive and
psychomotor skills in health history,
assessments, and physical exams across the life
span. Letter grade only.
Units: 3
Units: 3 2
Sections offered: Summer 2013
Sections offered: Summer 2013
Effective Fall 2012
Prerequisite: NUR 330
Co requisite: NUR 331
Prerequisite: Admission to the accelerated
nursing program, NUR 330
Corequisite: NUR 319, NUR 319L, NUR 331,
NUR 332L, NUR 333, NUR 333L
*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.
The embedded lab is being separated from the lecture per the direction of university
administration. The applicable pre or co-requisite changes are being made to reflect the
separation of lecture and lab components, and/or align with the sequencing of courses as
required for the degree. Many of the learning outcomes associated with the Lab have been
removed.
8. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2013
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
PROPOSED
Proposed course subject and number:
Current number of units:
3
Current short course title:
Proposed number of units:
2
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:
Proposed prerequisite (include rationale in the
justification):
NUR 330
Admission to the accelerated nursing
program, NUR 330
Current co-requisite:
NUR 331
Proposed co-requisite (include rationale in the
justification):
NUR 319, NUR 319L, NUR 331, NUR 332L,
NUR 333, NUR 333L
Current co-convene with:
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
Effective Fall 2012
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)?
Yes
No
If yes, describe the impact and include a letter of response from each impacted academic unit.
Nursing B.S.N.; Accelerated
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
Scott Galland
12/10/2012
Reviewed by Curriculum Process Associate
Date
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
Both
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC/ECCC Approval
Effective Fall 2012
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012