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 214
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
5. Current Student Learning Outcomes of the
course.
Didactic Portion
Clinical Practice and Prevention
 Demonstrate acquired knowledge and skills
necessary to perform a health assessment
and physical examination on a healthy adult.
 Examine the relationship of health
assessment to health promotion while
identifying strategies to promote wellness.
 Examine the bio-psycho-social,
developmental, cultural and spiritual
dimensions of the individual when assessing
and planning care.
Communication
 Demonstrate individualized, clear, effective,
respectful and compassionate
communication while performing the health
assessment and physical examination.
 Document assessment findings using correct
terminology.
Critical reasoning
 Integrate multiple ways of knowing and the
ability to use critical thinking to relate health
Effective Fall 2012
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
 Demonstrate acquired knowledge and
skills necessary to perform a health
assessment and physical examination on
a healthy adult.
 Examines the relationship of health
assessment to health promotion while
identifying strategies to promote wellness.
 Examines the bio-psycho-social,
developmental, cultural and spiritual
dimensions of the individual when assessing
and planning care.
Communication
 Demonstrate individualized, clear,
effective, respectful and compassionate
communication while performing the
health assessment and physical
examination.
 Document assessment findings using
correct terminology.
assessment and physical examination
findings to the health status of individuals
across the life span.
Leadership
 Examine the importance of environmental
factors and constraints in the assessment of
health.
Professionalism and professional Values
 Demonstrate professional values through the
affective characteristics of caring with
compassion, competence, conscience,
commitment and comportment while
performing the health assessment and
physical examination.
 Examine the role of the professional nurse in
performing health assessments.
 Demonstrate professional behavior in
performing health assessments.
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
 Demonstrates professional values through
the affective characteristics of caring with
compassion, competence, conscience,
commitment and comportment while
performing the health assessment and
physical examination.
Effective Fall 2012

Applies professional communication in
learning situations.
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
 Demonstrate 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
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
Demonstrates professional behavior in
of individuals across the life span.
performing health assessments.
Professionalism and professional Values
Global health
 Examines one’s own personal values,
 Demonstrates professional values
beliefs, and practices as compared to diverse
through the affective characteristics of
populations in a global society.
caring with compassion, competence,
conscience, commitment and
comportment while performing the health
assessment and physical examination.
 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 214 INTRODUCTION TO HEALTH
ASSESSMENT (2)
NUR 214 INTRODUCTION TO HEALTH
ASSESSMENT (2 1)
Description: Introductory course emphasizes
skills essential to the assessment aspects of the
nursing process. Provides knowledge to
recognize the wide range of "normal" health
status in a clinical setting. Letter grade only.
Prerequisite: Admission to Nursing program
Description: Introductory course emphasizes
health history and physical examination
skills essential for holistic assessment
using the nursing process. Provides
knowledge to develop health assessment
skills and outcomes in healthy persons
skills essential to the assessment aspects
of the nursing process. Provides
knowledge to recognize the wide range of
"normal" health status in a clinical
setting. Letter grade only.
Co requisite: NUR 205 and BIO 320
Units: 2 1
Units: 2
Sections offered: Fall 2012 Spring 2013
Sections offered: Fall 2012 Spring 2013
Prerequisite: Admission to Nursing program
Co requisite: NUR 205, NUR 205L, NUR
214L, NUR 215 and BIO 320
Effective Fall 2012
*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:
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):
Current co-requisite:
Proposed co-requisite (include rationale in the
justification):
NUR 205 and BIO 320
NUR 205, NUR 205L, NUR 214L, NUR 215
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.
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
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
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012