EXISTING SYLLABUS
College:
College of the Health and Human Services
School of Nursing
Course Number:
NUR 319
Course Title:
Fundamentals of Nursing Practice
Semester:
Summer
Credit Hours/Clock Hours:
1 credit theory (15 clock hours) 1 clinical laboratory (45 clock
hours) for a total of 60 hours
Faculty Team:
Lecture:
Pamela Stetina, RN, PhD
Nursing Building, Room 109
Office Phone: 928-523-7209
Pager: 928-913-7743
Email: BBLearn email function
Alternative email: Pamela.Stetina@nau.edu
Office hours: TBA and by appointment.
Clinical:
Donna Price, MS, RN, CNM
Northern Arizona University
Nursing Building, Room 103
School of Nursing
Flagstaff, AZ 86011
Office: 928-523-0319
Cell: 928-699-6866 (preferred)
Donna.Price@nau.edu
Frank Santorelli
Northern Arizona University
Nursing Building, Basement
School of Nursing
Flagstaff, AZ 86011
Office: 928-523-7371
Cell: 928-607-2428 (preferred)
Frank.Santorelli@nau.edu
Office hours: TBA
Course Prerequisite:
Admission to the accelerated nursing program.
Catalog Description:
Fundamental concepts of nursing that provide the building blocks of nursing care. Emphasis is
placed on developing skills needed to assess, implement and monitor selected nursing
interventions and technologies.
NUR 319 Course Outcomes
Upon completion of the course the student will be able to complete the following course
outcomes:
Didactic Portion
Clinical Practice and Prevention
 Applies the principles underlying all nursing intervention procedures related to providing
safe and appropriate care to patients in different care settings.
 Assumes accountability for applying principles of primary, secondary, and tertiary
prevention – including infection prevention – in all settings.
Communication
 Demonstrates beginning professional communication skills in interactions with peers and
faculty in all situations.
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical Reasoning
 Incorporates knowledge from the behavioral, biological, and natural sciences to patient
assessment and the planning and evaluation of safe and appropriate nursing care.
 Develops practice skills based on current knowledge, theory, and research.
 Demonstrates the ability to determine the method and rationale for implementing safe
and appropriate patient-centered nursing care.
Leadership
 Demonstrates beginning skills in management of time, materials, and self.
 Organizes and coordinates self to demonstrate beginning clinical competencies,
accountability, and successful transition into the role of student nurse.
Professionalism and Professional Values
 Demonstrates an understanding of the principles of basic nursing care within the legal,
ethical, and regulatory framework of nursing practice.
 Plans nursing care with sensitivity to individual patient needs across a variety of settings.
 Demonstrates awareness, caring, and respect for the uniqueness of patients and others.
 Demonstrates flexibility and openness to continued learning about culture and diversity.
Global Health
 Identifies social, biological, cultural, and health literacy data and how it impacts nursing
practice.
Clinical Portion
Clinical Practice and Prevention
 Demonstrates beginning basic competence and application of knowledge in the performance
of basic nursing skills in laboratory and selected clinical settings.
 Applies principles of primary, secondary, and tertiary prevention – including infection
prevention – to adult patients in selected clinical settings.
Communication
 Demonstrates beginning professional communication skills in interactions with peers and
faculty and patients in selected clinical situations.
 Establishes and maintains effective working relationships with peers, faculty, and other
members of the healthcare team.
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical Reasoning
 Develops practice skills based on current knowledge, theory, and research.

Demonstrates beginning skills in the organization of patient data, identification of nursing
diagnoses, and identification of priorities in the planning and delivery of care, and evaluation
of care.
 Incorporates knowledge from the behavioral, biological, and natural sciences to assessment
and the planning, implementation, and evaluation of safe, appropriate, and patient-centered
nursing care.
Leadership
 Seeks relevant direction from faculty in the implementation of basic patient-centered nursing
care.
 Demonstrates beginning skills in management of time, materials, and self.
 Organizes and coordinates self to demonstrate beginning clinical competencies,
accountability, and successful transition into the role of student nurse.
Professionalism and Professional Values
 Demonstrates responsibility for own development, maintenance, and application of current
nursing knowledge.
 Adheres to ethical, legal, and professional responsibilities within the student role.
 Engages in self-reflection and professional dialogue with faculty about developing
professional practice.
Global Health

Recognizes how responsible health care waste disposal reduces environmental hazards.
Course Structure/Approach
This course is learner centered. The Arizona Board of Regents (ABOR) is committed
to providing quality education and programs at Arizona's public universities. This commitment
includes placing the student and the learning process at the center of education. The NAU ABOR link for the definition of Learner Centered Education is as follows:
http://www.azregents.edu/specialprogramsandinitiatives/default.aspx
NUR 319 will utilize a variety of approaches to meet the course objectives. These instructional
methods may include but are not limited to the following: lecture, audio-visual material, guided
discussion, group work, demonstration and return demonstration, laboratory experiences, role
playing, simulations, self-evaluation, computer programs, decision making exercises, written
tests and quizzes, and written assignments. While the faculty will provide guidance and
consultation, the student is responsible for identification of learning needs, self-direction,
seeking consultation and demonstration of course and clinical objectives.
Textbook and Required Materials:




Ackley, B.J. & Ladwig, G.B. (2011) Nursing Diagnosis Handbook: An evidenced-based
guideline to planning care. St. Louis: Mosby. 978-0-323-07150-5
Chabner, D. E. (2012). Medical terminology: A short course (w/CD) (6th ed.). St. Louis,
MO: Saunders. 978-1-4377-3440-9
Kee, J.L. (2010). Laboratory and Diagnostic Tests (8th Edition). Upper Saddle River, NJ:
Pearson. 978-0-13-507405-3
Potter, P. A., Perry, A.G., Stockert, P.A. & Hall, A.M. (2013). Fundamentals of nursing (8th
ed.). St. Louis: Mosby/Elsevier. 978-0-323-07933-4
 Complete RN Online Case Studies (3yr Access Card) 2012 update. St. Louis: Elsevier
9781455727063
 Mosby's Nursing Skills Videos Access card. St. Louis: Elsevier 9780323056335
 A current drug guide that was purchased for NUR 331 Applied Pharmacology and
Pathophysiology.
Recommended:
 American Psychological Association. (2010). Publication manual of the American
psychological association. (6th ed.). Washington, DC: American Psychological Association.
9781433805615
 Smith, S.F., Duell, D.J., & Martin, B.C. (2012). Clinical nursing skills: Basic to advanced skills
(8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall. ISBN: 9780135114735
Course Outline:
Week
Learning Outcomes
1
1. Describe the expectations
5/29
for NUR 319.
2. Complete textbook
objectives
3. Describe the importance
of hand hygiene related to
hospital acquired infection
4. Identify actions to ensure
patient safety in hospital
setting.
5. Perform selected skills
safely and correctly.
6. Demonstrate proper body
mechanics.
7. Verbalize rationale for
procedures.
8. Differentiate between
surgical and medical
asepsis.
9. Explain rationale for
standard precautions.
10. Differentiate types of
isolation and indications for
use.
11. Document appropriately.
12. Create a care plan.
13. Complete readings and
assignments as required.
2
1. Complete textbook
6/4
objectives.
2. Perform basic hygiene
skills safely and correctly on
a partner.
3. Perform selected skills







Required Reading
Potter et al., Ch 28:
Infection Prevention and
Control
Potter et al., Ch 27:
Patient Safety
Mosby’s Nursing Videos:
 Basic Infection Control
(Basic)
 Infection control
(Intermediate)
Chabner: Chapter 1,
Appendix III
Any readings and weblinks
available on Blackboard
Learn
Power Point online
Potter et al., Ch 39:
Hygiene
 Mosby’s Nursing Videos:
 Bathing (Basic)
 Bedmaking (Basic)
 Personal hygiene and
Lecture Content
Introduction & Welcome
Syllabus & Overview of
NUR 319
Fundamentals of
Nursing Practice
Infection control
Patient Safety (e.g.,
Body Mechanics)
Syllabus & Overview of
NUR 319L
Fundamentals of
Nursing Practice
Hygiene
Week
Learning Outcomes
safely and correctly.
4. Demonstrate proper body
mechanics.
5. Explain scientific rationale
for correct practice of skills.
6. Document appropriately.
7. Create a care plan.
8. Complete readings and
assignments as required.





3
6/11
4
6/18
1. Complete textbook
objectives
2. Perform basic skills
related to activity and
exercise safely and
correctly.
3. Explain rationale for
correct practice of skills
related to activity and
mobility.
4. Demonstrate proper body
mechanics.
5. Assess patients for
impaired mobility and
activity intolerance
6. Demonstrate
interventions R/T activity
tolerance and mobility.
8. Document appropriately.
9. Create care plan.
10. Complete readings and
assignments as required.
1. Complete textbook
objectives
2. Demonstrate assessment
and skills related to wound
care/dressings,
staple/suture removal, steristrip application safely and
correctly.
3. Discuss appropriate
assessment and care for









Required Reading
Lecture Content
grooming (Basic)
 Safe patient handling
(applying elastic
stockings and using a
sequential compression
device) (Basic)
Chabner Chapter 2,
Appendix I
Any readings and weblinks
available on Blackboard
Learn
Power Point online
DUE 6/4: Syllabus
Agreement
DUE 6/4: Chabner
homework: Exercises
and answers p. 23-31
Activity & Mobility
Potter et al., Ch 38:
Restraints
Activity & Exercises
Potter et al., pp 300, 384386; 388-394 Restraints
Potter et al., Ch 47:
Mobility & Immobility
Mosby’s Nursing Videos:
 Safe patient handling
(Basic)
 Restraints and
alternatives (Basic)
Chabner Chapter 3
Any readings and weblinks
available on Blackboard
Learn
Power Point online
DUE 6/11: Chabner
homework: Exercises
and answers p. 65-71
Potter et al., Ch 48: Skin
Integrity and Wound Care
 Potter et al., Ch 40 (pp.
821-844; 850-855; 873879) Oxygen Therapy See
Health Assessment text:
Lungs and Thorax
 Mosby’s Nursing Videos:
 Wound and pressure
ulcer care
(intermediate)
Skin Integrity and
Wound Care
Preventing Pressure
Ulcers
Oxygenation
Week
Learning Outcomes
patients with wounds.
4. Discuss pressure ulcer
prevention.
5. Explain rationale for
correct practice of skills.
6. Demonstrate proper body
mechanics.
7. Document appropriately.
8. Create care plan.
9. Complete readings and
assignments as required.
5
6/25
1. See textbook objectives
2. Perform basic skills
related to oxygen delivery
systems and pulse oximetry
safely and correctly.
3. Explain scientific rationale
for correct practice of skills.
4. Document appropriately.
5. Create care plan.
6. Complete readings and
assignments as required.
7. Also see weeks 4 & 6.
1. See textbook objectives.
2. Perform basic skills
related to nutrition (including
fluids, I&O, glucose
monitoring, diets, tube
feedings, weight) safely and
correctly.
3. Perform insertion of a NG
tube safely and correctly.
4. Explain scientific rationale
for correct practice of skills.
5. Document appropriately.
6. Create care plan.
7. Complete readings and
assignments as required.
8. Also see weeks 4 & 5.
6
7/2
Required Reading
Lecture Content
Respiratory Care
(Ensuring oxygen
safety, Setting oxygen
flow rates, Applying
nasal cannula or face
mask) (Intermediate)
 Specimen collection
(wound culture, sputum
specimen)
(Intermediate)
 Any readings and weblinks
available on Blackboard
Learn
 Power Point online
 DUE 6/18 Evolve Case
Study: Fundamentals
Mobility
 DUE 6/18: Chabner
homework: Exercises
and answers p. 105-112
Prepare for Midterm exam
Midterm Exam- Weeks
1, 2, 3











Nutrition
Potter et al., Ch 41 (pp.
882-889; 895-906; 914Fluids
915; 937-938) Fluids
Potter et al., Ch 44:
Nutrition
Mosby’s Nursing Videos:
Nutrition and Fluids
(Basic)
Enteral Nutrition
(Intermediate)
Specimen collection (blood
glucose testing)
Chabner Chapter 4
Any readings and weblinks
available on Blackboard
Learn
Power Point online
Due 7/2: Evolve Case
Study: Fundamentals
Week
Learning Outcomes

7
7/9
1. See textbook objectives.
2. Perform skills related to
urinary elimination safely
and correctly.
3. Perform skills related to
bowel elimination safely and
correctly.
4. Explain rationale for
correct practice of skills.
5. Identify common
diagnostic studies and
verbalize rationale for
procedures.
6. Document appropriately.
7. Create care plan.
8. Complete readings and
assignments as required.








8
7/16
9
7/23
1. See textbook chapter
objectives.
2. Perform skills related to
medication administration
safely and correctly.
3. Describe and
demonstrate the six rights
and three checks.
4. Describe all aspects of
proper medication
administration, including
assessment and evaluation.
5. Explain rationale for
correct practice of skills.
6. Document appropriately.
7. Create care plan.
8. Complete readings and
assignments as required.

1. See textbook chapter
objectives.
2. Perform skills related to
medication administration
safely and correctly.







Required Reading
Skin Integrity
Due 7/2: Evolve Case
Study: Fundamentals
Breathing Patterns
Potter et al., Ch 45:
Urinary Elimination
Potter et al., Ch 46: Bowel
Elimination
Mosby’s Nursing Videos:
 Elimination Assistance
(Basic)
 Ostomy Care
(Intermediate)
 Urinary catheter
management
(Intermediate)
 Specimen collection
Chabner Chapter 5
Any readings and weblinks
available on Blackboard
Learn
Power Point online
Due 7/9: Evolve Case
Study: Altered Nutrition
Due 7/9: Chabner
homework: Exercises
and answers p. 147-155
Potter et al., Chapter 31,
Medication Administration
Mosby’s Nursing Videos:
 Safe medication
administration
(Intermediate)
 Nonparenteral
medication
administration
(Intermediate)
Any readings and weblinks
available on Blackboard
Learn
Power Point online
Due 7/16: Evolve Case
Study: Fundamentals
Urinary Patterns
Due 7/16: Chabner
homework: Exercises
and answers p. 193-199
Potter et al., Chapter 31,
Medication Administration
Mosby’s Nursing Videos:
 Safe medication
administration
Lecture Content
Elimination: Urinary
Elimination: Bowel
Medication
Administration
Medication
Administration
Week
Learning Outcomes
3. Identify proper site
placement.
4. Describe all aspects of
proper medication
administration, including
assessment and evaluation.
5. Describe and
demonstrate the six rights
and three checks.
6. Explain rationale for
correct practice of skills.
7. Document appropriately.
8. Create care plan.
9. Complete readings and
assignments as required.



Required Reading
(Intermediate)
 Injections
(Intermediate)
Any readings and weblinks
available on Blackboard
Learn
Power Point online
Due 7/23: Patient
Education Brochure
10
7/30
11
8/6
Lecture Content
Comprehensive Final
Exam
Kaplan Exam (Times
TBA)
EVALUATION METHODS
In order to pass NUR 319, the student must achieve the following:
1.
An overall course grade of 78% or higher.
2.
A combined average of 78% on all exams, except the Kaplan exam; students who do not
achieve a 78% exam average will receive an F for the course.
3.
Successful completion of the final skills check off.
4.
A score of three (3) or higher in all elements of the Clinical Evaluation used for the clinical
component of the course.
5.
Completion of all required clinical requirements, including, but not limited to, clinical
hours, skills check offs, clinical portfolio, concept maps/care plans, simulation
experiences, journals, and additional assignments required by clinical faculty.
Assessment of Student Learning Outcomes:
Mid term Exam
Comprehensive Final Exam
Four of Five* online Evolve Case Studies
Patient Education brochure
Chabner Homework
Kaplan (must achieve mastery to receive the 5%)
Total Points
25%
30%
15%
15%
10%
5%
100
Grading Scale
A = 93 + points
B = 84 - 92 points
C = 78 - 83 points (A grade of "C" or above is a passing grade in this course).
F = <78
Please Note: Both the clinical and lecture portions of the course must be passed in order to
pass this course and progress to the next nursing course. The clinical portion of this course,
NUR 319L, is PASS/FAIL. Students who do not pass the skills lab/clinical component of NUR
319 will receive an F, regardless of the points earned in the theory (lecture) portion of the
course. In other words, you must pass the NUR 319L (skills lab/ clinical) portion of NUR 319, as
well as the lecture portion, in order to pass NUR 319.
COURSE POLICIES:
Retests/Makeup tests:
Exams will be given only on the date and time scheduled. Make-up examinations will be
provided only in extraordinary circumstances. Students who are absent from an examination
for any reason must call the course coordinator at least 24 hours prior to the examination.
Students who do not call before an examination will receive a zero for that examination and will
not be eligible to take a make-up examination except for extreme circumstances. Any make-up
exam must be completed within two business days of the original exam date or at the discretion
of the course coordinator; the final exam must be completed within two business days or by the
last day of final exams, whichever comes first or students may receive a zero on the exam.
Make up tests may be in any form (oral, written, essay) over the same objectives as the multiple
choice exam. The Kaplan exam cannot be made up. Late assignments will not be accepted.
Attendance Policy
Under NAU Policy, students are expected to attend every session of class in which they are
enrolled. Attendance is considered to be essential to the learning process, as the faculty
believes that active participation and engagement facilitate learning. As you will be responsible
for the content in the lectures, it is to your advantage to attend classes. You are expected to
attend ALL CLINICAL sessions (this includes facility experiences, lab sessions, simulations,
and pre/post conferences). Failure to attend clinical will prevent you from meeting clinical course
objectives. Failure to notify faculty of absence from clinical (including hospital experiences, lab,
simulation, and pre/post conference) prior to missing or being late will be considered as
unprofessional conduct and will be handled as such. Notification must be made by phone (we
do not have access to e-mail at the clinical sites). Being a no call/no show to clinical, lab or
simulation is a serious offense and may lead to failure of the clinical portion of course related to
accountability and communication.
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).
UNIVERSITY POLICIES
Review the following policies available on the Northern Arizona University Policy Statement
website (http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html):
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Institutional Review Board Policy
4. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
5. Academic Contact Hour Policy
6. Sensitive Course Materials Policy
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any
evidence of substance abuse.
Classroom Management Statement
Membership in the academic community places a special obligation on all members to preserve
an atmosphere conducive to the freedom to teach and to learn. Part of that obligation implies
the responsibility of each member of the NAU community to maintain a positive learning
environment in which the behavior of any individual does not disrupt the classes of teachers or
learners.
Please see the NAU Student Handbook for more information:
http://home.nau.edu/studentlife/handbook/appendix_f.asp
Confidentiality Statement
Students must maintain patient confidentiality at all times. No discussion regarding patients is
acceptable outside the classroom or clinical setting. In clinical conferences and in the classroom
references to actual patient experiences, do not refer to the patient by name.
Failure to adhere to this policy can result in removal from the clinical experience, the course,
and/or referral in accordance with the communication of concerns process in the NAU School of
Nursing Student Handbook.
See the current NAU School of Nursing Student Handbook for additional information
http://jan.ucc.nau.edu/~nurse-p/docs/BSN_Handbook.pdf
PROPOSED SYLLABUS:
Northern Arizona University
College of the Health and Human Services
School of Nursing
Course Number:
NUR 319
Course Title:
Fundamentals of Nursing Practice
Semester:
Summer
Credit Hours/Clock Hours:
1 credit theory (15 clock hours)
Pamela Stetina, RN, PhD
Nursing Building, Room 109
Office Phone: 928-523-7209
Pager: 928-913-7743
Email: BBLearn email function
Alternative email: Pamela.Stetina@nau.edu
Office hours: TBA and by appointment.
Course Prerequisite:
Admission to the accelerated nursing program.
Co-requisite:
NUR 319L, 332, 332L, 333, 333L, 331
Catalog Course Description:
Fundamental concepts of nursing that provide the building blocks of nursing care. Emphasis is
placed on developing skills needed to assess, implement and monitor selected nursing
interventions and technologies.
NUR 319 Learning Outcomes
Upon completion of the course, the successful student:
Clinical Practice and Prevention
 Applies the principles underlying all nursing intervention procedures related to providing
safe and appropriate care to patients in different care settings.
 Assumes accountability for applying principles of primary, secondary, and tertiary
prevention – including infection prevention – in all settings.
Communication
 Demonstrates beginning professional communication skills in interactions with peers and
faculty in all situations.
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical Reasoning
 Incorporates knowledge from the behavioral, biological, and natural sciences to patient
assessment and the planning and evaluation of safe and appropriate nursing care.
 Develops practice skills based on current knowledge, theory, and research.
 Demonstrates the ability to determine the method and rationale for implementing safe
and appropriate patient-centered nursing care.
Leadership
 Demonstrates beginning skills in management of time, materials, and self.
 Organizes and coordinates self to demonstrate beginning clinical competencies,
accountability, and successful transition into the role of student nurse.
Professionalism and Professional Values
 Demonstrates an understanding of the principles of basic nursing care within the legal,
ethical, and regulatory framework of nursing practice.
 Plans nursing care with sensitivity to individual patient needs across a variety of settings.
 Demonstrates awareness, caring, and respect for the uniqueness of patients and others.
 Demonstrates flexibility and openness to continued learning about culture and diversity.
Global Health
 Recognizes how responsible health care waste disposal reduces environmental hazards.
Course Structure/Approach
This course is learner centered. The Arizona Board of Regents (ABOR) is committed
to providing quality education and programs at Arizona's public universities. This commitment
includes placing the student and the learning process at the center of education. The NAU ABOR link for the definition of Learner Centered Education is as follows:
http://www.azregents.edu/specialprogramsandinitiatives/default.aspx
NUR 319 will utilize a variety of approaches to meet the course objectives. These instructional
methods may include, but are not limited to the following: lecture, audio-visual material, guided
discussion, group work, role playing, computer programs, decision making exercises, written
tests and quizzes, and written assignments. While the faculty will provide guidance and
consultation, the student is responsible for identification of learning needs, self-direction,
seeking consultation and demonstration of course objectives.
Textbook and Required Materials:
 Ackley, B.J. & Ladwig, G.B. (2011) Nursing Diagnosis Handbook: An evidenced-based
guideline to planning care. St. Louis: Mosby. 978-0-323-07150-5
 Chabner, D. E. (2012). Medical terminology: A short course (w/CD) (6th ed.). St. Louis,
MO: Saunders. 978-1-4377-3440-9
 Kee, J.L. (2010). Laboratory and Diagnostic Tests (8th Edition). Upper Saddle River, NJ:
Pearson. 978-0-13-507405-3
 Potter, P. A., Perry, A.G., Stockert, P.A. & Hall, A.M. (2013). Fundamentals of nursing (8th
ed.). St. Louis: Mosby/Elsevier. 978-0-323-07933-4
 Complete RN Online Case Studies (3yr Access Card) 2012 update. St. Louis: Elsevier
9781455727063
 Mosby's Nursing Skills Videos Access card. St. Louis: Elsevier 9780323056335
 A current drug guide that was purchased for NUR 331 Applied Pharmacology and
Pathophysiology.
Recommended:


American Psychological Association. (2010). Publication manual of the American
psychological association. (6th ed.). Washington, DC: American Psychological Association.
9781433805615
Smith, S.F., Duell, D.J., & Martin, B.C. (2012). Clinical nursing skills: Basic to advanced skills
(8th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall. ISBN: 9780135114735
Online Requirements
 Evolve Online Case Studies: https://evolve.elsevier.com/
 Kaplan Resources: https://kaplanlwwtesting.kaplan.com/s_login.aspx
 Blackboard Learn assignments and readings: http://bblearn.nau.edu
Course Outline:
Week
Topic
Week 1
Introduction & Welcome
Syllabus & Overview of NUR 319
Fundamentals of Nursing Practice
Infection control
Patient Safety (e.g., Body Mechanics)
Week 2
Fundamentals of Nursing Practice
Hygiene
Week 3
Activity & Mobility
Restraints
Week 4
Skin Integrity and Wound Care
Preventing Pressure Ulcers
Oxygenation
Week 5
No new content
Week 6
Nutrition
Fluids
Week 7
Elimination: Urinary
Elimination: Bowel
Week 8
Medication Administration
Assessments
DUE: Syllabus Agreement
DUE: Chabner homework:
Exercises and answers p.
23-31
DUE: Chabner homework:
Exercises and answers p.
65-71
DUE Evolve Case Study:
Fundamentals Mobility
DUE: Chabner homework:
Exercises and answers p.
105-112
Midterm Exam- Weeks 1, 2,
3
Due: Evolve Case Study:
Fundamentals Skin
Integrity
Due: Evolve Case Study:
Fundamentals Breathing
Patterns
Due: Evolve Case Study:
Altered Nutrition
Due: Chabner homework:
Exercises and answers p.
147-155
Due: Evolve Case Study:
Fundamentals Urinary
Patterns
Due: Chabner homework:
Exercises and answers p.
Week
Topic
Assessments
193-199
Week 9
Medication Administration
Week 10
No new content
Comprehensive Final Exam
Week 11
No new content introduced
Kaplan Exam (Times TBA)
Assessment of Student Learning Outcomes:
In order to pass NUR 319, the student must achieve the following:
1.
An overall course grade of 78% or higher.
2.
A combined average of 78% on all exams, except the Kaplan exam; students who do not
achieve a 78% exam average will receive an F for the course.
Various activities will be used to assess student learning and mastery of content across the
semester. These include course examinations, in-class activities, case studies and the Kaplan
specialty achievement exam. Weighting of these activities and calculation of grade is as
follows:
Assessment
Mid term Exam
Comprehensive Final Exam
Three of Four online Evolve Case Studies
Chabner Homework
Kaplan (must achieve mastery to receive the 5%)
Total Points
Percentage of Grade
30%
35%
15%
15%
5%
100
Grading System
A = 93 +%
B = 84 – 92%
C = 78 – 83% (A grade of "C" or above is a passing grade in this course).
F = <78%
Course policies:
Retests/makeup tests: Retests/makeup tests: Make up tests may be arranged for valid
reasons such as illness or personal/family emergencies. ARRANGEMENTS TO TAKE A MAKE
UP EXAM MUST BE MADE WITH THE FACULTY WITHIN ONE WEEK OF THE EXAM. Make
up tests may be in any form (oral, written, essay) over the same objectives as the multiple
choice exam. There are no re-tests. Kaplan achievement exam must be taken at assigned
time; alternative arrangements for testing schedule cannot be made with vendor.
Northern Arizona University, School of Nursing and NUR 319 Course Policies
Policies and guidelines in both NUR 319 course syllabus apply to all aspects of this course. You
are responsible for review and compliance with NUR 319, NAU School of Nursing, and NAU
policies. You are also responsible for review and adherence to the professional standards and
rules of the Arizona Nurse Practice Act and Board of Nursing, and the American Nurses’
Association Code of Ethics. All policies are described in the NAU School of Nursing BSN
Handbook and the NAU Student Handbook. For full handbook descriptions, visit these websites:

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Current NAU SON BSN Handbook: http://jan.ucc.nau.edu/~nursep/docs/BSN_Handbook.pdf
NAU Student Handbook: http://home.nau.edu/studentlife/handbook.asp
Arizona Nurse Practice Act: http://www.azbn.gov/NursePracticeAct.aspx
American Nurses Association Code of Ethics:
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurs
es.aspx
Social Media Guidelines: https://www.ncsbn.org/2930.htm
Attendance Policy
Under NAU Policy, students are expected to attend every session of class in which they are
enrolled. Attendance is considered to be essential to the learning process, as the faculty
believes that active participation and engagement facilitate learning. As you will be responsible
for the content in the lectures, it is to your advantage to attend classes.
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).
Plagiarism, Cheating, and Academic Dishonesty:
Please refer to Appendix G of the NAU Student Handbook
(http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf) for
definitions, policies, penalties, and procedures related to various forms of academic dishonesty.
UNIVERSITY POLICIES
Review the following policies available on the Northern Arizona University Policy Statement
website (http://www2.nau.edu/academicadmin/UCCPolicy/plcystmt.html):
7. Safe Environment Policy
8. Students with Disabilities Policy
9. Institutional Review Board Policy
10. Academic Integrity Policy (also see
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
11. Academic Contact Hour Policy
12. Sensitive Course Materials Policy
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any
evidence of substance abuse.