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 307
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:
2
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
 Demonstrates individualized, clear,
health assessment and physical
effective, respectful and
examination.
compassionate communication while
 Documents assessment findings using
performing the health assessment
correct terminology.
and physical examination.
Critical Reasoning
 Documents assessment findings
using correct terminology.
 Integrates multiple ways of knowing and
 Applies professional communication
Effective Fall 2012
the ability to use critical thinking to relate
in learning situations.
health assessment and physical
Critical Reasoning
examination findings to the health status
 Integrates multiple ways of knowing and
of individuals across the life span.
the ability to use critical thinking to relate
Leadership
health assessment and physical
 Examines the importance of
examination findings to the health status
environmental factors and constraints in
of individuals across the life span.
the assessment of health.
Leadership
Professionalism and Professional Values
 Examines the importance of
 Demonstrates professional values
environmental factors and constraints in
through the affective characteristics of
the assessment of health.
caring with compassion, competence,
Professionalism and Professional Values
conscience, commitment and
 Demonstrates professional values
comportment while performing the health
through the affective characteristics
assessment and physical examination.
of caring with compassion,
 Examines the role of the professional
competence, conscience,
nurse in performing health assessments.
commitment and comportment while
performing the health assessment
 Demonstrates professional behavior in
and physical examination.
performing health assessments.
Global Health
 Examines the role of the professional
nurse in performing health assessments.
Examines one’s own personal values,
 Demonstrates professional behavior in
beliefs, and practices as compared to diverse
performing health assessments.
populations in a global society.
Global Health
 Examines one’s own personal values,
Clinical Portion
beliefs, and practices as compared to
Clinical Practice and Prevention
diverse populations in a global society.
 Demonstrates acquired knowledge and skills
necessary to perform a health assessment
and physical examination on a healthy adult.
Communication
 Demonstrates individualized, clear, effective,
respectful and compassionate
communication while performing the health
assessment and physical examination.
 Documents assessment findings using
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.
Professionalism and professional Values
 Demonstrates professional values through
the affective characteristics of caring with
compassion, competence, conscience,
commitment and comportment while
Effective Fall 2012
Clinical Portion
Clinical Practice and Prevention
 Demonstrates acquired knowledge and
skills necessary to perform a health
assessment and physical examination on
a healthy adult.
Communication
 Demonstrates individualized, clear,
effective, respectful and compassionate
communication while performing the
health assessment and physical
examination.
 Documents assessment findings using
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.
Professionalism and professional Values
performing the health assessment and
 Demonstrates professional values
physical examination.
through the affective characteristics of
 Demonstrates professional behavior in
caring with compassion, competence,
performing health assessments.
conscience, commitment and
Global health
comportment while performing the health
 Examines one’s own personal values,
assessment and physical examination.
beliefs, and practices as compared to diverse
 Demonstrates professional behavior in
populations in a global society.
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/.
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differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
NUR 307 HEALTH ASSESSMENT FOR
REGISTERED NURSES (2)
NUR 307 HEALTH ASSESSMENT FOR
REGISTERED NURSES (2 1)
Description: Clinical lab course provides
cognitive and psychomotor skills in health
history, assessments, and physical exams across
the life span. Letter grade only. Course fee
required.
Description: Clinical lab course provides
cognitive and psychomotor skills in health
history, assessments, and physical exams
across the life span. Course emphasizes
health history and expanded physical
assessment skills essential for holistic
nursing assessment. Letter grade only.
Course fee required.
Units: 2
Sections offered: Fall 2012 Spring 2013 Summer
2013
Prerequisite: Admission to Nursing program
Units: 2 1
Sections offered: Fall 2012 Spring 2013
Summer 2013
Prerequisite: Admission to Nursing program or
RN License
Corequisite: NUR 307L
*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.
Effective Fall 2012
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:
2
Current short course title:
Proposed number of units:
1
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):
Admission to Nursing program
Admission to Nursing program or RN
License
Current co-requisite:
NONE
Proposed co-requisite (include rationale in the
justification):
NUR 307L
Current co-convene with:
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
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.; Option for RN
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Effective Fall 2012
Yes
No
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
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
Both
Yes
No
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
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
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
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012