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NURS 3622 VC Fundamentals of Nursing
Theory Syllabus
COURSE DESCRIPTION: This course introduces students to the historical perspectives of nursing, the health care
system today, and the role of nursing as a profession and a practice. The fundamental concepts basic to nursing such
health and wellness, growth and development, nursing process, communication, and holistic health are introduced. A
strong emphasis is placed on the acquisition of theory and skills necessary for the practice of nursing. Students will learn
Standards of Practice and Ethical and Legal principles related to patient care and professional practice necessary to
practice professional nursing.
CREDIT: 6 Credit hours (8 hrs. class/4hrs. skills lab/8 hrs. clinical per week)
PROGRAM LEVEL: I
REQUIRED TEXTBOOKS:
 Wilkinson, J., & Treas, L. (2011). Fundamentals of nursing: Theory, concepts and applications (5th ed.,
Vols. 1 - 2). Philadelphia, PA: F.A Davis. ISBN 13 978-0-8036-2354-5
 Wilkinson, J., & Treas, L. (2011). Fundamentals of nursing: Theory, concepts and applications (5th ed.,
Vols. 2 - 2). Philadelphia, PA: F.A Davis. ISBN 13 978-0-8036-2354-5
 Carpenito-Moyet, L. (2005) Understanding the nursing process.. Lippincott Williams & Wilkins.
ISBN 13 978-0-7817-5969-4 or most current edition
 Pagana, D. & Pagana, T. (2006) Mosby’s Manual of diagnostic and laboratory tests, (3rd ed.), St. Louis: Mosby.
ISBN 13 978-0-323-03903-1 or most current edition
 The 2013 Mosby’s nursing drug reference. ISBN 9780323086424 or most current edition

Lippincott DocuCare. Electronic Student Charting Format. Six-Month Access ISBN: 9781451182477
RECOMMENDED:
 WWW.ATITESTING.COM Students are to bring earphones with them to each Clinical
 Lippincott NCLEX RN 4000 CD disc. ISBN for the NCLEX RN 4000 CD Disc:780781777902 T
 Lippincott, Williams, & Wilkins NCLEX-RN 10,000 - Powered by PrepU (2011). 2-Year subscription: ISBN:
978-1-4511-1601-4
Course Coordinator:
Terri Dutton, RN, MSN, Assistant Professor
Course Instructors:
Terri Dutton, RN, MSN, Assistant Professor
Clinical Instructor(s):
Terri Dutton, RN, MSN, Assistant Professor
Linda Moore, RN, MSN, PhD, Associate Professor
Wendy Wright RN, MSN, Assistant Professor
Skills Lab Instructor(s):
Terri Dutton, RN, MSN, Assistant Professor
Linda Moore, RN, MSN, PhD, Associate Professor
Wendy Wright RN, MSN, Assistant Professor
Office Hours:
Terri Dutton, RN, MSN, Assistant Professor
Office: Rm. 215
Office Phone: (210) 486- 5806
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Cell Phone: (210) 204-7872
(please be considerate and call during regular business hours 8-5)
email: duttont@wbu.edu
Email will be answered within 48 hours
** Federal regulations mandate that we contact students at their University issued e-mail address. Please set up your
@wayland.wbu.edu email account by following the instructions located at:
http://www.wbu.edu/academics/online_programs/resources/student_email_access.pdf
Course Objectives:
At the end of the course, the student will be able to:
1. Define the role of the professional registered nurse in the care of the client.
2. Identify the historical perspectives of nursing, the health care system today, and the role of nursing as a profession
and a practice.
3. Understand caring throughout the lifespan including an understanding of cultural diversity.
4. Understand the four steps in a systematic process which include assessment, planning, implementation, and
evaluation.
5. Understand the Professional Standards of Nursing Practice.
6. Understand the laws that govern confidentiality in the health care setting.
7. Identify the complementary and alternative therapies available for patients.
8. Identify and understand the legal and ethical parameters as they apply to nursing in collaboration with the client
and the interdisciplinary health care team.
9. Understand the characteristics, concepts, and processes related to transmission of common communicable
diseases including risk factors and preventive health practices.
10. Understand the theory behind the performance of nursing skills necessary to provide competent care in the clinical
setting.
Class Schedule:
See course outline/calendar and blackboard for all class, skills lab and clinical schedules.
EVALUATION AND GRADING: A point/percentage system will determine the grade in this course.
A
90-100
B
80-89
C
75-79
D
70-74
F
69 and below
75 or greater is the required pass grade
Final grade will be rounded to the nearest 0.10 decimal place. 0.5 and above rounds to the NEXT whole
number. For example: If your grade is 89.49 the grade will be rounded to 89.4 which equals a ‘B’. 89.50 will
be rounded to 89.5 which rounds to 90 which equals an “A”.
Last day to withdraw with a “W”:
Last day to withdraw for the term with WP or WF:
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ATI Real Live Clinical Scenarios/5
*Five Pre-Clinical assignments and one Simulation assignment DUE BY 2359 the day BEFORE
CLINICAL in dropbox (2 per weekend) The assigned Clinical Instructor will be responsible for
reviewing all prework for clinical and simulation.
Two Concept Maps DUE BY 2359 on the Monday after Clinical Weekends One and Two. One
concept map for each weekend on one patient. (Must be submitted to BlackBoard dropbox) The
assigned Clinical Instructor will be responsible for reviewing concept maps.
*Docucare – clinical charting: DUE BY 2359 the day of CLINICAL. DocuCare (Electronic
Charting) Activities based on a select client where you are assigned within your clinical site will
be required. (Specifics of the Charting will be discussed on the first Clinical Day). The assigned
Clinical Instructor will be responsible for reviewing student’s DocuCare Charting.
*Clinical medication cards 45 TOTAL (refer to list provided on BlackBoard) 15 cards are due at
the beginning of each clinical weekend at clinical site *See instructions below for medication
cards Clinical Instructor will be responsible for reviewing student’s medication cards.
Five Tests
(9% each)
Each test will be proctored during clinical weekends
Met/Unmet
Met/Unmet
Met/Unmet
Met/Unmet
Met/Unmet
45%
ATI: Practice Test A with Focused Review – Retest score ATI’s must be completed with your
ATI Transcript submitted to blackboard dropbox)
ATI: Practice Test B with Focused Review – Retest score (All ATI’s must be completed with
your ATI Transcript submitted to blackboard dropbox)
ATI CBF Tutorial Practice Test # 1 Score (Must be completed with ATI Transcript and submitted
to drop box).
ATI CBF Tutorial Practice Test # 2 Score (Must be completed with ATI Transcript submitted to
in drop box).
CBF Tutorial Final Test Score (Must be completed with ATI Transcript submitted to drop box).
Comprehensive Course Final Exam
Course Exam will be proctored

1%
1%
1%
1%
1%
15%
Question Items may come from textbook & study guide content, skills lab day handouts,
NCLEX RN 4000–all subcategories under Fundamentals, and/or ATI Questions
Practice/Tutorial Items
Discussion Board (See grading Rubric below)
5%
Dosage Calculation Quizzes (x5)
10%
ATI Proctored Final Exam
(100% for level 3; 80% for level 2; 60% for level 1; 40% for below level 1) **ATI Proctored
20%
Exams are subject to DATE/TIME CHANGE**
Total
100%
* All contents and schedules for this course are subject to change during the term. The Instructor will inform
students of changes as soon as possible. Worksheets, quizzes, or other learning tools may be used at the
instructor’s discretion.
*STUDENTS MUST HAVE A “MET” ON ALL CLINICAL REQUIREMENTS TO PASS CLINICAL*
*Students are required to complete Focused Reviews on All ATI Practice Tests
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*All written work is to be submitted on the announced due date(s) and time (s) unless the student has made
previous arrangements with the faculty member. Failure to notify will result in a grade of zero and an unmet
clinical assignment.
Policy Regarding Due Dates for Written Assignments: Written work will be submitted on the announced
due date, time & location unless prior arrangements were made with the faculty. Failure to notify faculty will
result in a grade of ZERO/UNMET for that assignment. Students are responsible for contacting the course
faculty if there is any difficulty in understanding the course/clinical materials or completing the course/clinical
assignments. Up to 10% shall be deducted for late assignments, and reduced by 10% each day. Late or
incomplete clinical assignments result in an UNMET and may result in clinical failure.
Discussion Posting Grading Rubric:
INTERPRETATION
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Weekly Discussion
Grade
Excellent
(A)
100
GRADING CRITERIA
The comment is accurate, original, and relevant and teaches us
something new. Comment is well written. These comments add
substantial learning presence to the course and stimulate additional
thought about the issue under discussion. Referencing your
postings is a requirement.
Student must log on a minimum of three times a week and Post
responses to the Main Discussion Questions. Additionally, Student
must respond to a minimum of two student postings a week.
Initial Postings must be posted by Wednesday 2359 CST of each
assigned week. Unless specified as per the Student Calendar
The comment lacks at least one of the above qualities, but is above
average in quality. These comments make significant contribution
to our understanding of the issue being discussed. Referencing
your postings is a requirement.
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Minimum
(C)
75
Student must log on a minimum of three times a week and Post
responses to the Main Discussion Questions. Additionally, Student
must respond to a minimum of one student postings a week.
Initial Postings must be posted by Wednesday 2359 CST of each
assigned week. Unless specified as per the Student Calendar
The comment lacks 2 or 3 of the required qualities. Comments
which are based upon personal opinion or personal experience
often fall within this category.
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Substandard
(F)
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Student must log on a minimum of three times a week and Post
responses to the Main Discussion Questions. Additionally, Student
must post to a minimum of one student postings a week.
Initial Postings must be posted by Wednesday 2359 CST of each
assigned week. Unless specified as per the Student Calendar
0
Unacceptable
(F)
0
Student fails to participate in the course discussion.
*The numeric number listed is the weekly grade that will be assigned for the weekly Discussion Postings.
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EIGHT CHARACTERISTICS OF A QUALITY ONLINE DISCUSSION POSTING:
1. SUBSTANTIAL: Messages should relate to the subject matter and provide information, opinions or questions about
that subject matter. They may relate the subject matter to something personal, but they should remain academic in their
focus.
2. CONCISE: Studies have shown that messages that are several screens long do not get many replies. To write an
effective message, attempt to use a single screen if possible. Try to get the point and focus of your message across so that
it is clear what you are saying.
3. PROVOCATIVE: The discussion board is an interactive medium. The more interaction there is between students the
better. A good message is one that prompts others to reply or object. A focused and pointed message that produces replies
from other learners in that class in moving the discussion forward is having an impact on the learning environment.
4. HERMENEUTICAL: The discussion board is a place where ideas are interpreted and language is explored. To be
hermeneutical is to interpret. A good message should explore, explain, or expand on a concept or connection. The
message should not simply state something, but rather expand upon an idea.
5. TIMELY: A good message appears in the context of similar messages in the message log. If you get on irregularly,
your message will appear late and out of context with what is currently happening on the board. Log on regularly and
reply to messages in a timely fashion.
6. LOGICAL: A good message that is not a question should contain a logical argument. This means is should contain a
clearly stated conclusion of thesis supported by premises, reason, evidence or grounds of belief.
7. GRAMMATICAL: A good, clear, concise message should be well-written and free of typos and sentence fragments
and referenced appropriately using APA format.
8. Be Polite to others online. Again, please refer to the website: http://online.uwc.edu/technology/onletiquette.asp
BENCHMARKS OF A SUCCESSFUL ONLINE COURSE:
1. An online semester BEGINS the same week that an onsite semester begins. Student needs to access and post on the
first day of classes in session.
2. To obtain the maximum grade (100) - Every online student should log into the online course no less than three times
per week to read instructor and/or student postings, post main discussion post and post replies
Initial Postings must be posted by Wednesday 2359 CST of each assigned week). Refer to Student Calendar as a Guide.
3. At least 90% of the messages in a discussion board should be from learner to learner. It is required that students
comment and expand upon the ideas of their virtual classroom peers. This interaction and participation is a huge part of
what transpires in the virtual learning environment. Instructors are encouraged to engage themselves more as discussion
guides and monitors of discussions and less as lecturers in online classes.
TESTING
Test dates and content will be published in the course syllabi. In the event a faculty must change a test date, they will
notify the students as soon as possible. All content covered in class (reading assignments/power points/lecture) and skills
lab is subject to testing.
Exam blueprints may be provided by the instructor. The type of question will be categorized by general objective and
cognitive level according to the revised Bloom’s taxonomy: remember, understand, apply, analyze, evaluate and create.
For more information on Bloom’s revised taxonomy see: http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
The final exam will be a comprehensive exam. This exam will include content from all chapters covered during
the semester. In conjunction with this exam.You will also be taking an ATI proctored exam.
Scoring is as follows:
Level III – 100%
Level II 80%
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Level I 60%
Below level I – 40%
Test Chapters will be published in the course syllabi for the students at the beginning of each term. Test dates
are found within the Student Calendar. Exam blueprints may be provided by the instructor prior to each exam.
The Online Students will continue to use Proctor Secure as the secure mode for testing or a Live Proctor at the
Clinical site. The Online Students will continue to use Proctor Secure as the secure mode for testing or Live
Proctor for make-up Exams. Students are required to follow the mandates as identified by Proctor Secure as
this is a security camera that videos the student during testing which is then sent to the Dean of Nursing if
questionable behaviors are videoed. Refer to the Student Calendar for testing dates. The Exams will only be
offered one time. Student is to follow the Student Calendar for the dates when the various Unit Exams and
Final Exam will be administered. If the Student does not log onto the Final Online Exam at date/time being
administered, the Student may place him/herself in a situation whereby he/she will have to arrange to make an
additional trip to San Antonio to take a paper-pencil make-up Final Exam which will have to be taken prior to
the current academic Quarter closing out. Again the Final Makeup Exam will not be the same Exam as the
Online Final and will be similar question profile as the Unit Makeup Exams (10 to 20 Questions in length and
will be questions that may require answers of: Listing, Short answer, Matching, Multiple Choice / Multiple
Selection. Due to multiple occurrences whereby Students in the past have not been taking exam(s) when the
exam(s) have been assigned, it was decided that the above was the best option to deter students from negating
academic responsibilities. Online Students are permitted to have only 1 make-up exam occurrence; thereafter,
the Exam Grade assigned will be 0 (ZERO) for missed online Exams (this also includes the Final Exam). It is
your responsibility to ensure your Remote Secure Proctor Device is functioning appropriately. It is also
your responsibility as an Adult Learner to view your Student Calendar as well as check your Blackboard
Course Announcements at least twice a day, once in the early morning and then prior to you going to bed
at night in case there have been changes.
ATI:
Complete ATI transcript must be uploaded for each assignment.
Wayland Baptist University has partnered with Assessment Technologies Institute (ATI) to aide students in
their nursing studies and prepares them to take the NCLEX. In order for you to become familiar with this site it
is required that you complete the tutorial available at the following link:
http://www.sa.wbu.edu/bsn/bsn_general.htm . Scroll to the bottom of the page and click on: Please click here
for WBU San Antonio- ATI student training Video links. Complete all for training video.
Earphones or Ear Buds need to be brought to each theory and clinical class if you are enrolled in the Face-toFace Course. Online Students - Earphones or Ear buds need to be part of your Nursing Uniform as you will use
these to perform ATI Focused Reviews during Post-Conference Clinical Times.
The student will take two ATI Practice Tests (A & B), following each test, the student will be required to
complete a Focused Review. The Focused Review time (see table below) must be completed within 1 week
based on the % score obtained on the first attempt. The student will then take a retest for the Practice Tests and
that score will be recorded in the grade center. Late submissions of the tests will result in a loss of 10% per day
or failure to complete the minimum required focused review time will result in 10% reduction of retest score.
For a %Score of 96-100:
For a %Score of 90-95:
For a %Score of 80-89:
For a %Score of 70-79:
For a % Score of 0-69:
Focused Review is optional
A minimum of 1 hour of Focused Review time is required
A minimum of 2 hours of Focused Review time is required
A minimum of 3 hours of Focused Review time is required
A minimum of 4 hours of Focused Review time is required
ATI Research has demonstrated that time spent in Focused Reviews has improved student test scores and
NCLEX-RN out-come results.
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Attendance:
 The student must attend classes for which he/she is enrolled.
 A student enrolled at Wayland Baptist University should make every effort to attend all class meetings.
All absences must be explained to the satisfaction of the faculty.
 When a student reaches a number of absences considered by the faculty to be excessive for this course
content, the faculty will so advise the student and file an Unsatisfactory Progress Report at the San
Antonio Campus.
 The faculty will count three tardies as one absence.
 If an faculty fails to appear or fails to send notification of late arrival within the first fifteen minutes of a
class period, the student may leave without incurring an absence.
 A student who misses twenty percent (25%) or more of the regularly scheduled class meetings will
receive a grade of “F” for that class.
It is in your best interest to engage in the ATI Practice Tests and Focused reviews. This will prepare you for the
proctored exam that will be administered at the end of the semester.
Time spent in focused reviews demonstrated improved test and NCLEX-RN scores
MEDICATION CALCULATION HELP:
Logging into ATI, the Student will click onto the Tutorial Section and will scroll down until finding: Dosage
Calculation 2.0. You will want to complete the Dosage Calculation 2.0 first. You will note that there are 3
different selections: Dimensional Analysis; Desired over Have; and Ratio and Proportion. The Student is
allowed to select the module here that he/she is comfortable with in performing calculations.
Once the Student has selected - then insure that you successfully complete (with Post-Test Grades of 100 for
each module)
ALL COMPONENTS THAT FALL UNDER:
 Safe Dosage (COMPLETE ALL)
 Medication Administration (COMPLETE ALL)
 Oral Medications (COMPLETE ALL)
 Injectable Medications (COMPLETE ALL)
The student will also want to review and successfully complete the Module “Pharmacology Made Easy.”
Again you will want to successfully complete (with Post-Test Grades of 100 for each module)
ALL COMPONENTS THAT FALL UNDER:
 Introduction to pharmacology (COMPLETE ALL)
Blackboard
Please become familiar with blackboard. Blackboard can be found using the following link: http://www.sa.wbu.edu/
Scroll to the bottom of the page and click blackboard. It is highly recommended that you check blackboard on a daily
basis for announcements and assignments. You will also find the class syllabus, power point presentations, clinical
handbook, skills lab manual, additional class materials and resources.
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Class Attendance
1. The student must attend the class (es) for which he/she is enrolled.
2. A student enrolled at Wayland Baptist University should make every effort to attend all class meetings (your
weekly discussion posts count as your weekly attendance). All absences must be explained to the satisfaction of
the instructor. A student who misses twenty-five percent (25%) or more of the regularly scheduled class/clinical
meetings will receive a grade of “F” for that class.
3. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will so
advise the student and file a Report of Unsatisfactory Progress (ROUP) at the San Antonio Campus.
4. Three tardies count as one absence.
5. It is essential that you be on time for all classes, skill labs and clinical.
Attendance to clinical & simulation is critical; absences are not permitted and may result in clinical failure.
This is the opportunity for the student to learn and practice skills and then apply them later in patient care. If
you are going to be late or if there is an emergency and are going to miss clinical, you must call and speak to the
faculty directly prior to the scheduled clinical. You may not leave a message or have another student relay a
message for you. Students missing clinical are referred to course coordinator.
Skills Lab
Students will be required to attend one week of skills lab.
A schedule will be available and in the skills lab manual which will be posted on blackboard.
Students must prepare for each skills lab prior to attending by reading required assignments and viewing skills modules on
the ATI website, as listed in the skills manual. You must also bring appropriate supplies & equipment which include ear
buds, stethoscope, manual blood pressure cuff, pen light, clothing (head to toe assessment day), ink pens, pencils, simple
calculator and skills manual. You should always bring your passport to every skills lab. White uniform with proper
patches and name tags are required for lab.
See skills lab manual for more information related to skills lab.
Clinical: Times may vary depending on clinical site and clinical instructor.
The clinical portion of the course is on a pass/fail basis and must be passed to pass the course. All students will begin
preparing a nursing care plan on a client in the clinical setting. The level one clinical evaluation tool will be used to
determine the students pass or fail performance for this course.
Required clinical activities include:
I. Proof of current American Heart Association Healthcare Provider CPR certification and
immunizations required by facilities.
II. Satisfactory performance of clinical objectives;
III. Professional behavior, demeanor and attire. Your clinical demeanor and attire shall be
consistent with school and facility requirements. This part of professional requirements includes
punctuality to work, wearing name badge, professional attire, white opaque uniforms, school
patch, white shoes, white socks, undergarments not visible through uniform, no jewelry or
colored hair accessories, short and clean unpainted nails, no artificial nails, long hair secured,
and required professional gear or equipment. No smoking is permitted at clinical facilities;
IV. Nursing concept map and medication cards for patients and conditions studied. Every clinical
weekend 2 complete, analytical careplans with at least four nursing diagnoses is required to
pass clinical, each achieving the level of critical thinking required for this course. One care
plan on one patient is due each clinical day. Deadlines will be given each clinical weekend
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before you leave. Please note, if you fail to submit assignment on time, you will not be
allowed to submit your concept map for the week, which could result in failure.
V. Pre-clinical assignments for each clinical area may required prior to each clinical day, including
simulation. Failure to provide the completed pre-clinical assignments to blackboard drop box
assigned, results in inability to attend the clinical area and unexcused absence for that clinical
day. Note: ANY clinical absences for on-line students may result in clinical failure.
VI. Adherence to HIPAA to include, but not limited to the following:
HIPAA: HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT
HIPAA regulations require that individuals’ medical information be kept secure and private. As
healthcare workers, we are in constant contact with confidential patient information. Therefore, it is our
responsibility to meet this requirement of HIPAA. It is easy to forget how important patient privacy is,
unless you are a patient. Privacy is a basic patient right. Safeguarding that right is an ethical obligation
of our profession. Whether working in the hospital, ambulatory care clinic, long-term care facility, home
health agency, or rehabilitation center, everyone is responsible for patient confidentiality. This includes
everyone who comes in contact with the patient such as nurses, doctors, students, volunteers, patient
billing staff, and housekeeping staff alike.
Providing processes and guidelines that ensure administrative, physical, and technical security for
patients’ identity, physical or psychological condition, emotional status, or financial situation is vitally
important. Follow these guidelines:
1.
Patient information is shared with other healthcare workers on a “need to know” basis.
2.
Information is never released without written consent from the minor’s parent or guardian.
3.
Confidential information is never discussed in areas where others can overhear you (hallways,
elevators, informal social settings, etc.).
4.
Breeches of confidentiality are reported to the department director/manager and clinical instructor.
5.
Computerized records are kept confidential, just like any other medical record and are accessed on
a “need to know” basis as it directly relates to patient care delivery.
6.
Keep computer screens and open charts from view of public traffic.
7.
Log off when leaving the computer.
8.
Avoid sharing your password with anyone.
9.
Avoid using someone else’s user ID and password to access secured sites.
10. Never take photographs of any kind or make copies of any patient information.
See clinical handbook for more information related to clinical.
Classroom Attire:
Attire will be “Professional Casual”. Short shorts, visible cleavage, halter tops, muscle shirts, and revealing
attire is distracting and unacceptable. Non-compliance will result in dismissal for the day and counted toward
absence.
Professional Behavior/Dress Code:
Professional behavior, demeanor and attire. Your clinical demeanor and attire shall be consistent with school
and facility requirements. This part of professional requirements includes punctuality to work, wearing name
badge, professional attire, white opaque uniforms, school patch, white shoes, white socks, undergarments not
visible through uniform, no jewelry or colored hair accessories, short and clean unpainted nails, no artificial
nails, no visible tattoos, long hair must be pulled back, and required professional gear or equipment. No
smoking is permitted at clinical facilities;
Note: Agency dress code takes precedence over the department dress code.
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Policy on Academic Integrity
Standards of academic honesty are expected. Academic dishonesty includes, but is not limited to, cheating, plagiarism
and counterfeit work, unauthorized reuse of work, theft, and collusion. Tests: those caught cheating during testing will
receive a zero (0) for the test. In addition, the person who’s test is being copied will also receive a zero (0).
Student Responsibilities
Students are adult learners and responsible for self-directed study to complete this course. Check postings on blackboard
each week, learn to use blackboard postings provided by professors, as they are intended to increase your professional
nursing knowledge bank. Learn to become a resource broker, speak professionally and use citations, it is part of
professional nursing. Assignments, blogs, and presentation have due dates and points will be reduced if not punctual.
The profession of nursing requires punctuality in documentation and attendance. It also requires reliability as fellow staff
and administration rely on you to come to work prepared. Patients rely on you to know the current state of their health
and current professional standards. Citations and references are to be used and documented using the professional citation
of nursing, APA (5th edition) format.
Disability Statement:
Wayland Baptist University adheres to a policy of providing equal opportunity to students with disabilities.
Disability is defined by the University as any condition that falls under the purview of the Rehabilitation Act of
1973. Wayland will strive to achieve optimum opportunity for participation in the University experience for all
students, regardless of their circumstance. The University encourages any student who has a disability, as
defined by the Rehabilitation Act of 1973, to inform the University of any Special Requirements or needs by
reporting these to the Dean of Students or the Vice President for Academic and Student Services. The
University will strive to meet these needs in accordance with applicable federal guidelines and Christian ethical
considerations.
Student Conduct:
(This is a statement of conduct standards. It is enforced in conjunction with the Discipline Policy and
Substance Abuse Policy found elsewhere in this handbook.) Wayland proudly adheres to high standards of
intellectual, moral, ethical, and spiritual values. Convinced that self-discipline is more desirable than outside
force and that the truly educated person must pursue what is right under all circumstances, Wayland entrusts
each student with the solemn obligation of preserving these standards. However, in the light of revelation,
reason, and the custom of the Christian community from which Wayland has sprung, certain practices are
evaluated:
1. Personal integrity in keeping with New Testament standards is expected of all students.
2. Respect for the property, knowledge, and rights of other people must prevail.
3. The use or possession of alcoholic beverages and/or illegal drugs is forbidden.
4. Gambling, hazing, and the on-campus possession of firearms or deadly weapons are prohibited. BB Guns and
Paint Ball Guns are also prohibited.
5. The use of tobacco by students is discouraged, though permitted in certain designated areas of the campus (at
least 50 feet from the Alamo University Center Building). In consideration of the rights of others and the
requirements of safety, such areas are designated.
6. Follow online etiquette rules whether you are an online student or a face-to-face student. Refer to this
website: http://online.uwc.edu/technology/onletiquette.asp
The authority of the University is exercised over all student groups or organizations bearing the name of the
university, or any student enterprises to the extent necessary to safeguard the good name and well-being of
Wayland. Specifically, each student is expected to conduct himself in such a manner as to uphold, not detract
from, the good name of Wayland Baptist University. If one feels that he/she cannot subscribe to the moral and
social practices of the University, he/she will find greater acceptance elsewhere.
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Standards of Professional Nursing Practice (BON 213.27, 217.11, 217.12)
Please refer to the Board of Nursing at www.BON.state.tx.us for any additional information regarding the Texas
Nurse Practice Act.
 Knows rationale for side effects of medications and treatments, and correctly administers same. 217.00
(1)(c).
 Documents nursing care accurately and completely, including signs and symptoms, nursing care rendered,
medication administration. Contacts health care team concerning significant events in patient health.
217.11 (1) (d).
 Implements a safe environment for patients and/or others. 217.11 (1) (b).
 Respects client confidentiality. 217.11 (1)(e).
 Accepts assignments commensurate with educational level, preparation, experience and knowledge.
217.11(1)(t).
 Obtains instruction and supervision as necessary when implementing nursing procedures and practices.
217.11(1)(h).
 Notifies the appropriate supervisor when leaving an assignment. 217.11 (1) (I).
 Recognizes and maintains professional boundaries of the nurse/patient relationship. 217.11 (1)(J).
 Clarifies orders, treatments, that the nurse has reason to believe are inaccurate, non-effective or
contraindicated. 217.11 (1)(N).
 Able to distinguish right from wrong. 213.27 (b)(2)(A).
 Able to think and act rationally 213.27(b)(2)(B).
 Able to keep promises and honor obligations 213.27(b)(2)(C).
 Accountable for own behavior 213.27(b)(2)(D).
 Able to promptly and fully self-disclose facts, circumstances, events, errors and omissions when these
disclosures will enhance health status of patients or protect patients from unnecessary risk or harm.
213.27(b)(2)(G).
Securexam Remote Proctor System Guidelines for Online Exams
As recommended by Softwaresecure
Objective:
This policy outlines proctoring and examination security expectations for students when online examinations
are given in a course.
Standards:
Examinations are important mechanisms for evaluation of student learning. The College of Nursing
programs adhere to standards of academic integrity as articulated by the College of Nursing Honor Code and
Wayland Baptist University Student Conduct Code. Cheating on examinations is contrary to both academic
integrity standards and to ethical standards and constitutes reason for academic withdrawal and/or expulsion
from the College or University. Review the Student Conduct Policy in the student handbook, available online
at http://www.sa.wbu.edu/
Some courses in the College of Nursing use the Securexam Remote Proctor System. Securexam Remote Proctor
contains a web‐camera, microphone and fingerprint reader. These devices identify the student and capture video
and audio throughout the exam and upload it to SSI’s secure servers. This video will be used for the purpose of
establishing if any suspicious activity occurred during the test. The video feed provides a 360 degree view of
12
the exam environment and all video records are subject to review by faculty.
The Remote Proctor system must be purchased through the WBU bookstore. The fee includes all charges for
use of the Remote Proctor system for (1) year from date of purchase. Renewal service fees are charged every
year after initial purchase.
Process:
The Remote Proctor system will be used with online examinations as instructed by course faculty members.
Students are required to take online examinations using a Windows or Mac based computer that meets the
minimum requirements as outlined in the instructions on the Software Secure installation page
(http://www.remoteproctor.com/install).
o Students are required to register their devices and establish identity following the procedures
outlined in the Remote Proctor instructions.
o Students are responsible for self‐testing the functionality of their units well in advance of all Remote
Proctored exams in their courses, so that any troubleshooting that is required can be accomplished. A
practice quiz for this purpose can be found in the course.
Test Environment Requirements:
The online testing environment should mimic the ‘in class’ testing environment, and must conform to the
following:
fully lighted room for the examination
o No other people in the room
o No pets in the room
o No communicating with others by any means (with the exception of contact
with the faculty member in an emergency)
o No leaving the room
o Clean desk or table with nothing except computer and remote proctor
system on the desktop or tabletop including removal of all books, papers,
notebooks or other materials, unless specifically permitted in written guidelines for a
particular examination
o No writing visible on desk or on walls
o No music, videos, or TV playing
o No use of headphones
o No use of cell phone for any reason other than to contact support or your
instructor
o All other computer monitors must be powered off
o
o
o
o
o
the Remote Proctor device correctly situated:
Within an arm’s reach at all times during an exam
On the opposite side of the keyboard as the computer mouse (if using one)
Parallel to the keyboard (not behind the screen, etc.)
Nothing covering the base or prism
Lighting must be “daylight” quality and overhead is preferred if at all
possible. If overhead is not possible, the source should not be behind the
student.
13
All exam videos can/will be reviewed by the course faculty and the Program director. If a red or yellow
violation is detected, you will receive a zero on your exam or assignment.
Contact information for Product Technical Support: Technical support is available by phone
24/7 for students from Software Secure at 1‐866‐811‐0719 or by clicking the following link for the online:
http://clientportal.softwaresecure.com/support/ where students will be able to either (1) search the Knowledge
Base (KB) to find the answer to their question; or, (2) open a web‐ticket which will be promptly answered by
Software Secure Technical Support.
14
Course Objectives/ Assignments/ Learning Activities
Chapter Objectives
Reading/Learning
Assignments
After completing this chapter, student be able to:
1. Describe the role of religion in the development of
nursing.
2. Identify the factors that led to the change of nursing
from a vocation of men and women to a predominantly
female profession.
3. Explain the role of the military in the development of
the nursing profession.
4. Define nursing in your own words.
5. Discuss the transitions nursing education has undergone
in the last century.
6. Differentiate among the various forms of nursing
education.
7. Explain how nursing practice is regulated.
8. Give four examples of influential nursing organizations.
9. Name and recognize the four "purposes" of nursing
care.
10. Delineate the forces and trends that are affecting
contemporary nursing practice.
Chapter 1:
Evolution of Nursing
Thought and Action
After completing this chapter, the student should be able to:
1. Give one definition and one example of critical
thinking.
2. List at least six critical-thinking skills.
3. Review seven attitudes of the critical thinker.
4. Explain ways in which nurses use critical thinking.
5. List the six overlapping and interdependent phases of
the nursing process.
6. Describe what the nurse is doing in each phase of the
nursing process.
7. Explain how critical thinking is used in the nursing
process.
Read:
Vol. 1:
pp. 3-24
Vol. 2:
pp. 9-12
Review:
Ch. 1,Vol.2:
-Main Points
-Knowledge Maps
Learning
Activities
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
-Florence
Nightingale
Movie
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 2:
Classroom
Critical Thinking and Lecture
Discussion
the Nursing Process
Read:
Vol. 1:
pp. 25-37
Vol. 2:
pp. 13-18
Review:
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 2
15
8. Explain what is meant in nursing by the concept of
caring.
9. Discuss and give examples of the difference between
practical/procedural knowledge and theoretical
knowledge.
10. Name the main concepts of the full-spectrum nursing
model.
11. Explain how nursing knowledge, the nursing process,
and critical thinking work together in full-spectrum
nursing.
After completing this chapter, the student should be able to:
1. Define nursing assessment, including the four features
common to all definitions.
2. Explain how assessment is related to each of the other
steps of the nursing process.
3. State the ANA position on delegating assessment.
4. Name three requirements of the Joint Commission
regarding patient assessment.
5. Use assessment skills to gather data during nursing
assessment.
6. Define initial, ongoing, comprehensive, and focused
assessment.
7. Explain the importance of discharge planning
assessment.
8. List five special needs assessments, and state when or
why you would use them.
9. Identify the following types of data: subjective,
objective, primary source, secondary source.
10. Identify at least four components of a nursing health
history, and state the purpose of each.
11. Describe the differences between directive and
nondirective interviewing.
12. Compare and contrast open-ended and closed questions,
including definitions, uses, advantages, and
disadvantages.
13. Discuss how to prepare for and conduct an interview.
14. Describe three circumstances in which you should
validate data.
15. Describe two frameworks for organizing data.
16. State four guidelines for documenting data.
17. Compose three questions to ask yourself when you are
evaluating the quality of your assessments.
After completing this chapter, the student should be able to:
1. Define the following terms: diagnosis, nursing
diagnosis, diagnostic reasoning, diagnostic label,
defining characteristics, related factors, risk factors,
health problem.
2. Explain how nursing diagnosis is related to the rest of
the nursing process.
3. Relate the history of nursing diagnosis since the 1950s,
Ch. 2,Vol.2:
-Main Points
- Knowledge maps
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 3:
Nursing ProcessAssessment
Read:
Vol. 1:
pp. 38-53
Vol. 2:
pp. 19-30
Review:
Ch. 3,Vol.2:
-Main Points
- Knowledge maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 2,3
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 4:
Nursing ProcessDiagnosis
Read:
Vol. 1:
pp. 54- 79
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
including the role of the American Nurses Association
and NANDA.
4. Differentiate between nursing diagnoses, medical
diagnoses, and collaborative problems.
5. Explain the differences between actual, risk, possible,
syndrome, and wellness nursing diagnoses.
6. Describe a process for determining a nursing diagnosis.
7. Explain why an etiology is always an inference.
8. Describe at least two frameworks for prioritizing
nursing diagnoses.
9. Describe errors of theoretical and self-knowledge that
may occur in diagnostic reasoning.
10. Use standardized nursing language to write nursing
diagnoses.
11. Write nursing diagnosis statements and collaborative
problem statements in correct format.
12. Explain the relationship between nursing diagnoses and
goals/interventions.
13. State at least five criteria for judging the quality of a
diagnostic statement.
14. Discuss issues associated with the NANDA diagnostic
labels and with standardized language in general.
Upon completing this chapter, the student should be able to:
1. Describe formal, informal, initial, ongoing, and
discharge planning.
2. Identify patients who need a comprehensive, formal
discharge plan.
3. Explain the importance of a written plan of care.
4. Describe the information contained in a comprehensive
nursing care plan, regardless of format or approach.
5. Compare critical pathways to integrated plans of care
(IPOCs) and other standardized care-planning
documents.
6. Discuss the advantages and disadvantages of
computerized care planning.
7. Describe a process for writing an individualized care
plan, making use of available standardized careplanning documents.
8. Define the following terms: goal, outcome, expected
outcome, nursing-sensitive outcome.
9. Differentiate between short-term and long-term goals.
10. List and give examples of the components of a goal
statement.
11. Explain how a goal is derived from a nursing diagnosis.
12. Differentiate between essential and nonessential goals.
13. Write appropriate goals for actual, risk, and possible
nursing diagnoses.
14. Use standardized terminology to state patient goals.
15. Write realistic, specific, concrete, and observable goals
that do not conflict with the medical plan of care and are
stated in terms of patient response/behaviors.
Vol. 2:
pp. 31- 42
16
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 3
- Practice writing
nursing diagnosis
Skills Lab
Clinical
Review:
Ch. 4,Vol.2:
-Main Points
- Knowledge maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 5:
Nursing ProcessPlanning Outcome
Read:
Vol. l:
pp. 80-100
Vol. 2:
pp. 43-50
Review:
Ch. 5,Vol.2:
-Main Points
- Knowledge maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 3
-Practice writing
goals
Skills Lab
Clinical
17
After completing this chapter, the student should be able to:
1. Define the term nursing intervention.
2. Compare and contrast independent, dependent, and
interdependent (collaborative) nursing interventions.
3. Explain how theories and research influence the choice
of nursing interventions.
4. Explain how nursing interventions are determined by
problem status (i.e., actual or potential problem).
5. Describe a process for generating nursing interventions
for a client.
6. Explain how to use a standardized vocabulary for
nursing interventions and activities.
7. Give one example of a standardized wellness (health
promotion) intervention and one individualized nursing
order for performing that intervention.
8. Give one example of a standardized spirituality
intervention and one individualized nursing order for
performing that intervention.
9. Write complete, detailed nursing orders (interventions),
in correct format for patients.
10. Give examples of some questions for reflecting
critically about nursing orders you have written.
Upon completing this chapter, the student should be able to:
1. Define implementation.
2. State the three broad phases of the implementation
process.
3. Explain how to prepare the nurse, the patient, and
supplies or equipment before implementing nursing
orders (interventions).
4. Describe nursing activities that occur in the
implementation phase of the nursing process.
5. Define the terms delegation and supervision.
6. Identify and describe the "five rights" of delegation.
7. Describe the three types of evaluation.
8. Explain how standards and criteria are used in
evaluation.
9. Explain how structure, process, and outcomes
evaluation are related.
10. Distinguish among ongoing, intermittent, and terminal
evaluation.
11. Describe a process for evaluating client health status
(outcomes).
12. Describe a process for evaluating the effectiveness of
the nursing care plan.
13. List variables that may influence the effectiveness of a
nursing intervention; state which ones the nurse can and
cannot control.
14. Discuss the importance of nurses' involvement in
evaluating the quality of care in an organization.
Chapter 6:
Nursing ProcessPlanning
Interventions
Read:
Vol. 1:
pp. 101-115
Vol. 2:
pp. 51-56
Review:
Ch. 6,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
-Virtual Hospital:
Lesson 3
Skills lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 7:
Nursing ProcessImplementation and
Evaluation
Read:
Vol. 1:
pp. 116-133
Vol. 2:
pp. 57-68
Review:
Ch. 7,Vol.2:
-Main Points
-Knowledge Maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 3
Skills lab
Clinical
18
After completing this chapter, the student will be able to:
1. Explain the purposes of documentation.
2. Compare the differences between electronic and written
documentation.
3. Identify a variety of charting formats and their purposes.
4. Use paper and electronic documentation in the clinical
setting.
5. Describe guidelines for documentation.
6. Identify approved abbreviations to use in charting.
7. Discuss the key elements of giving an oral patient
report.
8. Follow documentation guidelines to accurately record
patient health status, nursing interventions, and patient
outcomes
9. Discuss the key elements of giving an oral patient
report.
10. Explain the process for verifying or questioning a
medical prescription.
11. Critique samples of charting.
After completing this chapter, the student should be able to:
1. Define communication.
2. Identify the three basic levels of communication.
3. Discuss the elements of the communication process.
4. List the characteristics of verbal and nonverbal
communication.
5. Analyze factors that influence the communication
process.
6. Describe the elements of collaborative professional
communication.
7. Explain how relationships and roles influence
communication.
8. Describe the role of communication in each of the four
phases of the therapeutic relationship.
9. Compare and contrast techniques that enhance
communication to techniques that hinder
communication.
10. Communicate with clients whose culture or language is
different from yours.
11. Write a nursing care plan for a client experiencing
impaired communication.
After completing this chapter, the student should be able to:
1. State at least one nursing diagnosis that might be used to
describe a problem for each of the four vital signs:
temperature, pulse, respirations, and blood pressure.
2. Describe the process of thermoregulation in the body.
3. Describe the process for taking oral, rectal, axillary,
tympanic membrane, and temporal temperatures.
4. Convert between the Fahrenheit and centigrade
Chapter 16:
Documenting and
Reporting
Read:
Vol. 1:
pp. 291-315
Vol. 2:
pp. 177-191
Review:
Ch. 16,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 6
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style Review
Question
Chapter 18:
Classroom
Communicating and Lecture
Discussion
the Therapeutic
Relationship
Read:
Vol. 1:
pp. 351-369
Vol. 2:
pp. 220-229
Review:
Ch. 18,Vol.2:
-Main Points
-Knowledge Maps
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 4
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 17:
Classroom
Measuring Vital Signs Lecture
Discussion
Read:
Vol. 1:
Suggested
pp. 316-350
Exercises:
-Critical thinking
Vol. 2:
-Evidence- Based
19
temperature scales.
5. For different patient situations, choose the best way to
take the temperature, including site and equipment.
6. Discuss the concept of a "normal" temperature.
7. Explain the physiological mechanisms of fever.
8. Describe at least four nursing interventions for the
patient with a fever.
9. Describe at least six nursing interventions for the patient
with temperature alterations.
10. Describe methods for obtaining peripheral and apical
pulses.
pp. 192-219
Review:
Ch. 17,Vol.2:
-Main Points
-Knowledge Maps
Practice
- Virtual Hospital:
Lesson 9
Skills Lab
Clinical
Electronic Study
Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
11. Given a client's age and pulse rate, rhythm, quality, and
equality, differentiate between normal findings and
those that should be referred to the primary healthcare
provider.
12. Explain how respirations are regulated in the body.
13. Given a client's age and respiratory rate, depth, and
rhythm; chest movement; and associated clinical signs,
differentiate between normal findings and those that
should be referred to the primary healthcare provider.
14. Define arterial oxygen saturation, hypoxia,
hyperventilation, and hypoventilation.
15. Discuss at least five nursing interventions for the client
with impaired respiratory status.
16. Describe the physiology of blood pressure, including
references to systolic, diastolic, pulse pressure, and
mean arterial pressure.
17. State the normal blood pressure range for the average
adult.
18. Explain why it is important to interpret a client's blood
pressure pattern rather than relying on a single reading.
19. Describe the process of obtaining a brachial blood
pressure reading.
20. Discuss the importance of cuff size when obtaining a
blood pressure reading.
21. Define hypotension, hypertension, essential
hypertension, and secondary hypertension.
22. Identify at least three nursing interventions for the client
with hypertension.
After completing this chapter, the student should be able to:
1. Identify the purposes and components of a physical
examination.
2. Discuss the differences among a comprehensive,
focused, and ongoing physical examination.
3. Describe how to prepare for a physical examination.
4. Demonstrate the skills used in physical examination.
5. Explain adaptations that may be required when you
examine clients of various ages.
6. Identify the components of the general survey.
Chapter 19:
Health AssessmentPerforming a Physical
Assessment
Classroom
Lecture
Discussion
Read:
Vol. 1:
pp. 370-407
Vol. 2:
pp. 230-332
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
20
7. Conduct a modified physical exam on a client.
8. Discuss the expected findings of a physical
examination.
9. Document the findings of a physical assessment.
10. Perform a brief bedside modified physical assessment.
Skills Lab
Review:
Ch. 19,Vol.2:
-Main Points
-Knowledge Maps
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
After completing this chapter, the student should be able to:
1. Discuss the six links in the chain of infection.
2. Describe the stages of a typical infectious process.
3. Summarize the roles of the various barriers involved in
the body's primary defenses.
4. Describe four processes involved in secondary defense.
5. Compare and contrast humoral and cell-mediated
immunity.
6. Identify activities that promote immune function.
7. Discuss the factors that place an individual at increased
risk for infection.
8. Explain why it is important to be aware of emerging
infectious diseases.
9. Explain why multidrug-resistant pathogens are of
special concern in healthcare.
10. Identify standard precautions to prevent transmission of
infection through blood and body fluids.
11. Describe additional precautions that must be taken when
there is concern about contact, droplet, or airborne
disease transmission.
12. Compare and contrast methods of preventing infection
by breaking the chain of infection..
13. Discuss infection control measures in the home and
community.
14. Discuss the nurse's role in recognizing, preventing, and
helping to contain the spread of a biological epidemic.
After completing this chapter, the student should be able to:
1. List the three leading causes of accidental death in the
United States.
2. Identify factors that create safety risks.
3. Identify at least five safety hazards in the home
environment and interventions to prevent injury from
them.
4. Discuss the steps to follow when you suspect that a
client has ingested a poisonous substance.
5. Describe the choking rescue maneuver, and identify
instances when it is appropriate to use it.
6. Describe the four main physical hazards that are found
in the community and interventions to prevent injury
Chapter 20:
Promoting Asepsis
and Preventing
Infection
Read:
Vol. 1:
pp. 408-434
Vol. 2:
pp. 333-365
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
Skills Lab
Review:
Ch. 20,Vol.2:
-Main Points
-Knowledge Maps
Clinical
Electronic Study Guide
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 21:
Promoting Safety
Read:
Vol. 1:
pp. 435- 463
Vol. 2:
pp. 366-382
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
Skills Lab
Review:
Ch. 21,Vol.2:
Clinical
21
from them.
7. Describe and give examples of hazards that we
encounter in the healthcare agency.
8. Identify four interventions to prevent falls in the
healthcare agency.
9. Discuss when it is appropriate to use side rails in the
healthcare agency.
10. Properly apply restraints and discuss measures to
prevent injury to clients who are restrained.
11. Discuss at least one data-collection instrument that is
used to assess the client who is at risk for falls.
12. Formulate a nursing diagnosis in relation to preventing
injury in the environment.
13. Write an individualized goal for clients with a nursing
diagnosis of Risk for Falls.
After completing this chapter, the student should be able to:
1. Explain how personal hygiene relates to health and
well-being.
2. Identify factors influencing personal hygiene practices.
3. Discuss delegation of hygiene activities to nursing
assistive personnel (NAP).
4. Discuss the nurse's role in determining a client's selfcare ability.
5. Identify nursing diagnoses related to self-care ability
and hygiene practices.
6. Describe normal and abnormal assessment findings of
the skin, feet, nails, mouth, hair, eyes, ears, and nose.
7. State the importance and purpose of bathing.
8. Describe the following types of baths: complete, assist,
partial, towel, bag, shower, tub, and therapeutic.
9. Apply the nursing process to common hygiene-related
problems of the skin, feet, nails, mouth, hair, eyes, ears,
and nose.
10. Demonstrate nursing skills to promote patient hygiene,
such as bathing, foot care, and bed making.
11. Demonstrate care of the eyes, ears, and teeth, including
glasses, hearing aids, and dentures.
12. Discuss the relationship between a patient's overall
well-being and the immediate environment.
After completing this chapter, the student should be able to:
1. Present three factors contributing to the expanding role
of teaching in professional nursing.
2. Describe concepts of teaching and learning.
3. Name, define, and give one example of each of Bloom's
three domains of learning.
4. Discuss how each of the following factors can affect
learning: motivation, readiness, physical condition,
emotions, timing, active involvement, feedback,
repetition, environment, scheduling of the teaching
session, amount and complexity of the content,
communication, special needs (e.g., learning disability),
-Main Points
-Knowledge Maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 22:
Facilitating Hygiene
Read:
Vol. 1:
pp. 464-494
Vol. 2:
pp. 384-439
Review:
Ch. 22,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Mastery
-Evidence- Based
Practice
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 24:
Teaching Clients
Read:
Vol. 1:
pp. 548-571
Vol. 2:
pp. 535-542
Review:
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 5
22
developmental stage, culture, and literacy.
5. List at least six barriers to teaching and learning.
6. Describe some strategies for motivating learners.
7. Develop strategies for working with clients with cultural
or learning differences.
8. Describe the content of a learning assessment.
9. Discuss correct and incorrect uses of the nursing
diagnosis Deficient Knowledge.
10. Develop teaching plans for clients.
11. List four methods for evaluating the outcomes of
teaching and learning.
12. Document teaching content, methods, and patient
response to learning.
After completing this chapter, the student should be able to:
1. Define stress.
2. Explain the difference between adaptive and
maladaptive coping strategies.
3. Explain the relationship between stressors, responses,
and adaptation.
4. Describe physical changes occurring during the three
stages of Selye's general adaptation syndrome (GAS).
5. Explain how Selye's local adaptation syndrome (LAS) is
different from GAS.
6. Discuss the inflammatory response: What triggers it,
and what physiological changes occur?
7. Explain how anxiety, fear, and anger relate to stress.
8. Provide examples and definitions of specific ego
defense mechanisms.
9. Describe the effects of prolonged stress and
unsuccessful adaptation on the various body systems.
10. Briefly describe hypochondriasis, somatization,
somatoform pain disorder, and malingering.
11. Compare and contrast crisis and burnout.
12. State three ways in which you could assess for each of
the following: (a) stressors and risk factors, (b) coping
methods and adaptation, (c) physiological responses to
stress, (d) emotional and behavioral responses to
stresses, (e) cognitive responses to stress, and (f)
adequacy of support systems.
13. Describe several interventions or activities for
preventing and managing stress.
After completing this chapter, the student should be able to:
1. Identify the types, functions, metabolism, and major
food sources of (a) the energy nutrients, (b) vitamins,
(c) minerals, and (d) water.
2. Differentiate among the various sources of nutritional
information (e.g., USDA dietary guidelines, food guide
pyramids, DRIs, nutrition facts labels).
3. Calculate a client's basal metabolic rate.
4. Identify the primary nutritional considerations of
various developmental stages.
Ch. 24,Vol.2:
-Main Points
-Knowledge Maps
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 25:
Stress and Adaptation
Classroom
Lecture
Discussion
Read:
Vol. 1:
pp. 575-597
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 8
Vol. 2:
pp. 545-555
Review:
Ch. 25,Vol.2:
-Main Points
-Knowledge Maps
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 26:
Nutrition
Read:
Vol. 1:
pp. 598-643
Vol. 2:
pp. 556-602
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
23
5. Discuss how each of the following affects and is
affected by nutritional status: lifestyle choices,
vegetarianism, dieting for weight loss, culture and
religion, disease processes, functional limitations, and
special diets.
6. Describe tools and techniques for gathering subjective
data about nutritional status.
7. Compare the effectiveness of various anthropometric
measurements.
8. Calculate the body mass index for a client.
9. Explain the significance of body mass index.
10. List at least five physical assessment findings that
indicate nutritional imbalance.
11. Identify laboratory values that are indicators of
nutritional status.
12. Discuss the need for and advisability of vitamin and
mineral supplementation.
13. Describe nursing interventions for patients with special
needs: Impaired Swallowing, NPO, older adults, and
Nausea.
14. Describe techniques for assisting patients with meals.
15. Identify and discuss six nursing interventions for
Imbalanced Nutrition: Less Than Body Requirements
and six interventions for Imbalanced Nutrition: More
Than Body Requirements.
After completing this chapter, the student should be able to:
1. Describe the normal structure and function of the organs
in the urinary system.
2. Describe the processes of urine formation and
elimination.
3. Discuss factors that affect urinary elimination.
4. Describe the contents of a nursing assessment and
physical examination focused on urinary elimination.
5. Accurately measure urine output.
6. Describe procedures for collecting various types of
urine specimens.
7. List and describe diagnostic tests used in identification
of urinary elimination problems.
8. Discuss common elimination problems: urinary tract
infection, urinary retention, and urinary incontinence.
9. Identify nursing diagnoses associated with altered
urinary elimination.
10. Describe nursing interventions that promote normal
urination.
11. Provide care for clients experiencing urinary problems.
12. Discuss nursing care appropriate for clients who have a
urinary diversion.
After completing this chapter, the student should be able to:
1. Identify the basic structures and functions of the
gastrointestinal system.
2. Discuss factors that affect bowel elimination.
Lesson 16
Review:
Ch. 26,Vol.2:
-Main Points
-Knowledge Maps
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 27:
Urinary Elimination
Read:
Vol. 1:
pp. 646-676
Vol. 2:
pp. 603-647
Review:
Ch. 27,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 17
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 28:
Bowel Elimination
Classroom
Lecture
Discussion
24
3. Describe normal bowel elimination.
4. Differentiate among the various types of bowel
diversions.
5. Discuss common bowel elimination problems.
6. Identify appropriate nursing history questions to assess
bowel elimination problems.
7. Perform a physical examination focused on bowel
elimination.
8. List and describe diagnostic tests used to identify bowel
elimination problems.
9. State nursing diagnoses associated with altered bowel
elimination.
10. Describe nursing interventions that promote normal
bowel elimination.
11. Provide care for clients experiencing alterations in
bowel elimination.
12. Discuss nursing care associated with the use of bowel
diversions.
After completing this chapter, the student should be able to:
1. Identify the components of the sensory experience.
2. Compare and contrast sensory deprivation and sensory
overload.
3. List factors placing clients at risk for altered sensory
perception.
4. Discuss the hazards of sensory deficits in vision,
hearing, taste, smell, touch, and proprioception.
5. Identify factors that affect sensory stimulation.
6. Assess clients for signs and symptoms of altered
sensory perception.
7. State nursing diagnoses and outcomes appropriate for
clients with problems of sensory perception.
8. Describe nursing interventions to prevent sensory
deprivation and sensory overload.
9. Describe nursing interventions for clients with sensory
deficits.
10. Discuss strategies to enhance communication with
clients with sensory deficits.
After completing this chapter, the student should be able to:
1. Define pain.
2. Classify pain according to origin, cause, duration, and
quality.
3. Describe the physiological changes that occur with pain.
4. Discuss two physiological mechanisms involved in pain
modulation.
5. Discuss factors that influence pain.
6. Identify the effect of unrelieved pain on each of the
body systems.
7. Discuss non-pharmacologic pain-relief measures.
8. Describe pharmacologic measures, including non-opioid
analgesics, opioid analgesics, and adjuvant analgesics.
9. Describe chemical and surgical pain-relief measures.
Read:
Vol. 1:
pp. 667-705
Vol. 2:
pp. 648-686
Suggested
Exercises:
-Knowledge
checks
-Critical thinking
-Mastery
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 17
Review:
Ch. 28,Vol.2:
-Main Points
-Knowledge Maps
Electronic Study Guide: Skills Lab
-Mastery Exercises
- NCLEX Style
Clinical
Review Questions
Chapter 29:
Sensory Perception
Read:
Vol. 1:
pp. 706-724
Vol. 2:
pp. 687-700
Review:
Ch. 29,Vol.2:
-Main Points
-Knowledge Maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 30:
Pain Management
Read:
Vol. 1:
pp. 725-749
Vol. 2:
pp. 701-713
Review:
Ch. 30,Vol.2:
-Main Points
Classroom
Lecture Discussion
Suggested
Exercises:
-Knowledge
checks
-Critical thinking
-Mastery
-Evidence- Based
Practice
-Knowledge maps
-NCLEX Style
Review
Questions
Skills Lab
Clinical
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 15
Skills Lab
25
10. Explain why pain should be considered the fifth vital
sign.
11. Identify the steps involved in creating a painmanagement program for a client.
12. Write an individualized goal for a client with a nursing
diagnosis of Acute Pain.
13. Write an individualized goal for a client with a nursing
diagnosis of Chronic Pain.
14. Explain how to use a patient-controlled analgesia (PCA)
system.
15. Describe a method for evaluating a pain-management
program.
After completing this chapter, the student should be able to:
1. Discuss the physiology of movement.
2. Use proper body mechanics when providing patient
care.
3. Describe the five forms of exercise discussed in this
chapter.
4. Compare the effects of exercise and immobility on the
body.
5. Describe the physical activity recommended for health
promotion, cardiovascular fitness, and maintenance of
healthy weight.
6. Discuss factors that affect body alignment and activity.
7. Identify patients who are at risk for immobility concerns
or activity intolerance.
8. Develop a plan of care for patients with decreased
activity tolerance.
9. Implement care related to a patients mobility problems.
After completing this chapter, the student should be able to:
1. Explain why rest and sleep are important.
2. Describe the functions and physiology of sleep.
3. Explain circadian rhythms and how they relate to sleep.
4. Identify factors that influence rest and sleep.
5. Describe nursing implications for age-related
differences in the sleep cycle.
6. Identify at least five common sleep disorders.
7. Perform a comprehensive sleep assessment using
appropriate interview questions, a sleep diary, and a
sleep history.
8. Formulate nursing diagnoses that identify sleep
problems that may be treated through specific nursing
interventions.
9. Plan, implement, and evaluate nursing care related to
specific nursing diagnoses addressing sleep problems.
-Knowledge Maps
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 31:
Activity and Exercise
Read:
Vol. 1:
pp. 750-780
Vol. 2:
pp. 714-748
Review:
Ch. 31,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 11
Skills Lab
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 33:
Classroom
Lecture
Rest and Sleep
Discussion
Read:
Vol. 1:
Suggested
pp. 812-829
Exercises:
-Critical thinking
Vol. 2:
-Evidence- Based
pp. 761-770
Practice
- Virtual Hospital:
Review:
Lesson 14
Ch. 33,Vol.2:
-Main Points
Skills Lab
-Knowledge Maps
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
26
After completing this chapter, the student should be able to:
1. Discuss the factors that affect skin integrity.
2. Identify wounds based on accepted classification
schemes.
3. Describe the three phases of wound healing.
4. Distinguish primary intention healing, secondary
intention healing, and tertiary intention healing.
5. Describe three types of wound drainage.
6. Review the major complications of wound healing.
7. Explain the factors involved in the development of
pressure ulcers.
8. Use the Braden scale to assess risk for pressure ulcers.
9. Assess and categorize pressure ulcers based on the
pressure ulcer staging system.
10. Provide nursing care that limits the risk of pressure
ulcer development.
11. Differentiate the kinds of chronic wounds.
12. Accurately chart assessment of a wound.
13. Demonstrate appropriate technique for irrigating a
wound.
14. Describe care of a wound with a drain.
15. Differentiate the five forms of wound debridement.
16. Discuss the different kinds of tissue found in wounds.
17. Discuss when and how to use absorbent, alginate,
collagen, gauze dressings, transparent films,
hydrocolloids, hydrogels, foam, and antimicrobial
dressings.
18. Describe guidelines to follow when applying heat or
cold therapy.
19. Demonstrate bandage and binder application.
After completing this chapter, you should be able to:
1. Describe the structure and function of the respiratory
and cardiovascular systems.
2. Identify individual, environmental, and pathological
factors that influence oxygenation.
3. Assess oxygenation, breathing, circulation, and gas
exchange.
4. Interpret diagnostic testing related to oxygenation,
breathing, circulation, and gas exchange.
5. Develop nursing diagnoses related to oxygenation,
breathing, circulation, and gas exchange.
6. Plan outcomes and care for maintaining and improving
oxygenation.
7. Safely and correctly perform common nursing
procedures related to oxygenation, breathing, perfusion,
and gas exchange.
8. Evaluate adequacy of oxygenation, breathing, perfusion,
and gas exchange, and modify nursing activities
appropriately based on outcomes.
9. Describe a procedure for safe oxygen administration.
10. Describe measures for mobilizing airway secretions.
Chapter 34:
Skin Integrity and
Wound Healing
Read:
Vol. 1:
pp. 830-865
Vol. 2:
pp. 771-832
Review:
Ch. 34,Vol.2:
-Main Points
-Knowledge Maps
Classroom
Lecture
Discussion
Suggested
Exercises:
-Knowledge
checks
-Critical thinking
-Mastery
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 18, 19
Skills Lab
Electronic Study Guide: Clinical
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 35:
Oxygenation
Read:
Vol. 1:
pp. 866-889; 895-912
omit:
-Using artificial
Airways; Suctioning
airways; Caring for a
pt. requiring
mechanical ventilation;
and, Caring for pt. with
chest tubes
pp. 889-894
Vol. 2:
pp. 833-841; 847-853;
886-900
Omit:
- Procedures: 35-3;
Classroom
Lecture
Discussion
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 12
Skills Lab
Clinical
27
11. Implement measures for promoting optimal respiratory
function (e.g., positioning).
12. Provide measures to promote peripheral circulation.
13. Recognize medications used to enhance pulmonary and
cardiovascular function.
14. Use identified outcomes to evaluate care for patients
with oxygenation and circulation problems.
After completing this chapter, the student should be able to:
1. Identify the fluid compartments within the body.
2. Describe the location and function of the major
electrolytes of the body.
3. Differentiate between active and passive transport,
osmosis, diffusion, and filtration.
4. Describe the body mechanisms for maintaining fluid
and electrolyte balance.
5. Summarize the major fluid and electrolyte balance
disorders.
6. Describe respiratory and metabolic acidosis and
alkalosis.
7. Describe compensatory mechanisms for acid–base
imbalances.
8. Provide nursing interventions for clients with fluid,
electrolyte, and acid–base imbalances.
After reading Kristin Swanson’s Theory of Caring student will
be able to:
1. Discuss major assumptions about the four main
phenomena of concern to the nursing discipline:
nursing, person, health, and environment.
2. Discuss major concepts and definitions: caring,
knowing, being with, doing for, enabling, and
maintaining belief.
3. Apply theory using a case study.
4. Analyze theory by reflecting on your experiences in the
clinical setting.
35-4 through 35-13.
- Clinical Insight 35-5;
and 35-6
Review:
Ch.35,Vol.2:
-Main Points
-Knowledge Maps
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Chapter 36:
Classroom
Lecture
Fluids, Electrolytes
Discussion
and Acid-Base
Balance
Read:
Vol. 1:
pp. 913-949;
Vol. 2:
pp. 902; 926-927;
Clinical Insight:
36-2; 36-3; 36-6
pp. 941-953
Suggested
Exercises:
-Critical thinking
-Evidence- Based
Practice
- Virtual Hospital:
Lesson 13
Skills Lab
Review:
Ch. 36,Vol.2:
-Main Points
-Knowledge Maps
Clinical
Electronic Study Guide:
-Mastery Exercises
- NCLEX Style
Review Questions
Read/Review
Classroom
Articles related to
Lecture
Kristin Swanson’s
Discussion
Theory of Caringposted on Blackboard
28