NURS 100 Fundamentals of Nursing
Course Name:
Course Number:
Fundamentals of
Nursing
N100
Academic Program:
Campus:
Section A:
Instructor’s Name
Phone Number:
E-mail:
Office location:
Office hours:
Sharlynn Bekkedahl,MN,RN (Lead) ; Sigalit Marmorstein,MSN,FNP-C
I. Instructor’s Contact Information, Course Pre and Co-Requisites
(818)299-5500 ( Leave a message)
sbekkedahl@westcoastuniversity.edu
Rm. 120
Thursday 12:00pm-2:00pm
Course Prerequisites
Course Co requisites
ANAT 260, ANAT 270, PHYS 261, ENG 140, MATH 108, PSYC 260, PSYC 290,
SOCY 280, SPCH 142,CHEM 260, MICRO 140
NURS 101L and NURS 280
II. Mission and Outcomes
University Mission
At West Coast University, we embrace a student-centric learning
partnership that leads to professional success. We deliver transformational
education within a culture of integrity and personal accountability. We
design market-responsive programs through collaboration between faculty
and industry professionals. We continuously pursue more effective and
innovative ways through which students develop the competencies and
confidence required in a complex and changing world.
College of Nursing
Mission
College of Nursing Mission:
The mission of the College of Nursing is to provide evidence-based and
innovative nursing education to culturally diverse learners; preparing nurses
to provide quality and compassionate care that is responsive to the needs
of the community and the global society.
College of Nursing
Philosophy
The philosophy of the College of Nursing is the education of nurses who
become lifelong learners and critical thinkers. The philosophy reflects
beliefs that education is a continuous process, occurring in phases
throughout an individual’s lifetime
West Coast University Course Syllabus
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NURS 100 Fundamentals of Nursing
Program Learning
Outcomes
Term:
Class Meeting Dates:
Class Meeting Times:
Class Meeting Location:
Class Credit Hours
Class Credit Length
Class Required Texts,
Learning Resources
1. Synthesize knowledge derived from liberal arts and sciences with a
conceptual framework as a basis for professional nursing practice.
2. Utilize nursing process in health promotion, restoration, and disease
and illness prevention.
3. Apply evidence-based practice in providing therapeutic nursing
interventions for patients and families in a wide variety of health care,
and community setting.
4. Apply critical thinking skills in providing culturally sensitive and
developmentally appropriate nursing care to patients who are
experiencing simple and/or complex health problems in a variety of
settings.
5. Provide health care education to individuals, families, and aggregates.
6. Develop measurable goals that demonstrate the willingness to
become a life-long learner in building expertise as a member of the
nursing profession.
7. Utilize effective communication to interact with patients, families, and
the interdisciplinary health team.
8. Assume responsibility for the delegation and supervision of the
delivery of nursing care to subordinates based on the subordinate’s
legal scope of practice and ability.
9. Demonstrate application of the AACN 9 Essentials.
10. Be eligible to apply for the registered nursing licensing examination in
order to be employed as a registered nurse in a variety of health care
settings.
III. Course Information
7
Monday
7am-12pm
Rm. 212
3 semester credits/5 contact hours per week/45 hours per term
9 Weeks
Boyd, D., Hinds, M., Hyland, J., and Saccoman, E. (Eds.). (2008). Evolve reach
comprehensive review for the NCLEX-RN examination (2nd ed.). St.
Louis, MO: Mosby Elsevier.
Buchholz, S. (2008). Henke’s med-math: Dosage calculation, preparation,
and administration (6th ed.). Philadelphia: Lippincott Williams and
Wilkins.
California Board of Registered Nursing (2008). California Nursing Practice
Act with Regulations and Related Statutes. Charlottesville, VA: The
Michie Company.
Evolve Online Learning Center. Case Studies and Practice Tests
evolve.elsevier.com
West Coast University Course Syllabus
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NURS 100 Fundamentals of Nursing
Class Required Texts,
Learning Resources
(continued)
Moore, D.S. and Kennett, J.R. (2007). Nursing skills checklist. Boston, MA:
Pearson Custom Publishing.
Potter, P. A. and Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St.
Louis: Mosby Elsevier.
Smith S. F., Duell D. J., and Martin B. C. (2008). Clinical nursing skills: Basic to
advanced skills (7th ed.). Upper Saddle River, N.J. Pearson Prentice Hall
West Coast University RN Student Handbook.
Wissmann, J. (Ed.). (2008). Fundamentals for nursing version 6.1: Content
mastery series review module. Stilwell, KS: Assessment Technologies
Institute, LLC. www.atitesting.com
Wissmann, J. (Ed.). (2008). Pharmacology for nursing version 4.2: Content
mastery series review module. Stilwell, KS: Assessment Technologies
Institute, LLC. www.atitesting.com
Class Recommended
Texts, Learning
Resources
American Psychological Association. (2009). Publication manual of the
American Psychological Association (6th ed.). Washington, DC:
American Psychological Association.
Fischbach, F. (2008). Manual of laboratory and diagnostic tests (8th ed.).
Philadelphia: Lippincott Williams and Wilkins.
Lewis, S. L., Heitkemper, M. M., Dirksen, S. R., O’Brien, P. G., and Bucher, L.
(2007). Medical-surgical nursing: Assessment and management of
clinical problems (7th ed.). St. Louis, MO: Mosby Elsevier.
Tabloski, P.A. (2009). Gerontological nursing (2nd ed.). Upper Saddle River,
NJ: Pearson Prentice Hall.
Web-based resources for evidence-based nursing practice:
The Cochrane Review
http://www.cochrane.org/
Database of Abstracts of Review of Effectiveness (DARE)
http://www.crd.york.ac.uk/crdweb/
TRIP (Translating Research Into Practice)
http://www.tripdatabase.com/index.html
Bandolier
http://www.medicine.ox.ac.uk/bandolier/
Agency for Health Care Research and Quality
http://www.ahrq.gov/clinic/
West Coast University Course Syllabus
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NURS 100 Fundamentals of Nursing
Class Recommended
Texts, Learning
Resources (continued)
Web-based resources for evidence-based nursing practice (continued):
Institute for Clinical Systems Improvement (ICSI)
http://www.icsi.org/
National Guideline Clearinghouse
http://www.guideline.gov/
U.S. Preventive Services Task Force (USPSTF)
http://www.ahrq.gov/clinic/uspstfix.htm
U.S. National Library of Medicine, National Institutes of Health
http://www.nlm.nih.gov/nlmhome.html
Centers for Disease Control and Prevention (CDC)
http://www.cdc.gov/
National Institutes of Health
http://www.nih.gov/
U.S. Food and Drug Administration
http://www.fda.gov/
National Institute of Nursing Research (NINR at National Institutes of Health
(NIH)
http://www.ninr.nih.gov/
Martindale’s Virtual Nursing Center
http://www.martindalecenter.com/Nursing.html
Course Catalog
Description
This course offers the basic aspects of professional nursing and aspects of
nursing care. Included are: the nature of nursing, contemporary health care,
the nursing process, research process, principles of teaching and
communication, therapeutic care, role development and Gordon’s 11
Functional Health Patterns.
Course Learning
Outcomes
1. Describe the historical and contemporary factors influencing nursing
today.
2. Discuss contemporary health care.
3. Describe how culture, heritage, age, belief systems and ones
community and environment influence health beliefs and practices.
4. Define the nursing process and how to use it in nursing practice.
5. Discuss the nursing process in relation to Gordon’s 11 Functional
Health Patterns.
6. Recognize the integral aspects of nursing such as caring, comforting,
Communicating, teaching, delegating, managing and leading
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NURS 100 Fundamentals of Nursing
Course Learning
Outcomes (continued)
Teaching Strategies
Formative Assessment of
Student Learning:
 Will not count more
than 80% of final
grade
Summative Assessment
of Student Learning:
 Will not count more
than 30% of final
grade
Participation:
 Student Participation
will not account for
more than 10% of the
final grade.
7. Discuss the various aspects of the therapeutic skills involved with in
providing nursing care.
8. Analyze the integral components of client care, aspects of
psychosocial health and physiologic health.
9. Verbalize an understanding of the concept of evidenced based
nursing practice.
10. Discuss the theory involved with providing basic life support, fire
safety, infection control and other related emergencies.
This course is presented in lecture fashion (didactic) with the use of learning
exercises, group discussions, debates, group sharing of personal or clinical
experiences and an emphasis on case study applications (discovery
learning).
IV. Evaluation Methods, Grading
Formative Assessment
Assignment/Assessment Activity
Quizzes
Midterm
Individual Paper
Group Project Presentation
Participation
 Case Studies
 2 ATI Non-Proctored Exams First
Try (Wk. 4)
 2 ATI Non-Proctored Exams 100%
(Wk. 7)
Summative Assessment:
Final Exam (ATI or HESI)
Due Date
Weekly
Week 4
Week 5
Week 9
Weekly
Points
25
25
5
5
10
Week 8-9
30
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NURS 100 Fundamentals of Nursing
V. Policies and Procedures
West Coast
University Grading
Scale (reflective of
final course grade.
See associated
policy in Catalog)
West Coast
University
Attendance Policy
Grade
Points
A
4
WCU Numerical
Scale
for non program
specific courses
90-100
B
3
80-89
84-90
C
2
70-79
76-83
D
1
60-69
64-75
F
0
59 and below
63 and below
TC
N/A
Transfer Credit
Transfer Credit
W
N/A
Withdrawal
Withdrawal
I
N/A
Incomplete
CR
N/A
Credit
Incomplete
Credit granted for 75% or
higher on a challenge exam or
Credit awarded for NURS 199
Nursing and Dental Hygiene
Specific Numerical Score
91-100
Satisfactory attendance in courses is a requirement of the university and linked
with student success. The percentage of attendance is calculated on the basis of
the clock hours identified and varies by the type of course or major. For
example, 30% of a three credit lecture course is 13.5 hours. Absences in excess
of 30% of any course will result in a grade of “F” and the student will be required
to repeat the course. Nursing students may not be absent for more than 20% of
a NURS lab or clinical course identified as “L”. Dental hygiene students may not
be absent for more than 20% of any DHYG course whether theory or clinical.
If any student is absent from the University for more than 14 consecutive
calendar days, excluding holidays, and no contact has been made during that
period, the student will be withdrawn from the University.
Students must provide the Academic Dean or Dean of Nursing with written
documentation verifying the required military leave and length of time
requested.
Course Completion
Requirements
Students are expected to participate in class. Participation includes being
present in the class, participation in discussions, and active engagement in the
lecture/learning activities.
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NURS 100 Fundamentals of Nursing
Course Completion
Requirements
(continued)
Students must achieve a passing grade of C or better, submit all required
assignments, complete all required quizzes and examinations, and meet the
standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes
may include previously covered content and/or content to be covered during the
current day’s class session.
Unless designated as a group project by the instructor, all student papers and
assignments must be completed by the individual student and represent the
student’s own original work. Group projects are designated as such so that all
other assignments are individual assignments and are to be completed by the
student and NOT as a group assignment.
Each student is responsible for his or her own learning which includes all aspects
of the work required for a class. In order to maintain security and confidentiality,
student assignments must be submitted directly to the instructor via the
method(s) approved by the instructor. Do not fax papers to the campus. Do not
e-mail papers to instructors without written permission from the instructor.
West Coast
University Make-up
Work Policy
In order to meet course outcomes students may be required to make up all
assignments and work missed as a result of absences. The faculty may assign
additional make-up work to be completed for each absence. Hours of make-up
work cannot be accepted as hours of class attendance.
Students are required to be present when an examination is given. If
unexpectedly absent for a documented emergency situation (i.e. death in the
immediate family), it is the student’s responsibility to arrange for a make-up
date by contacting the faculty member within 48 hours of the original
assessment date. The make-up work must be completed within five (5) school
days of the originally assigned date. Students who do not take the exam on the
scheduled make-up date or who do not contact the instructor within 48 hours
will receive a zero score for that assessment activity. The highest score possible
on a nursing or dental hygiene make-up examination is passing grade (e.g., if a
student obtained a perfect score (100%) in the make-up examination, the grade
will still be recorded as a passing grade). Lack of preparation at the scheduled
exam time is not an acceptable excuse for not taking an examination or quiz.
Classroom Policies



Students are expected to dress professionally during class time, as they will
in their future roles and positions.
No children are allowed in class or unattended on campus.
Personal use of cell phones, Blackberries or any other electronic devises in
the classroom during class time is not permitted. Unauthorized use may
lead to faculty member confiscation of the device for the remainder of the
class. Consistent breaches of this policy will be addressed by the
University as a student conduct issue.
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NURS 100 Fundamentals of Nursing
Classroom Policies
(continued)
Academic Integrity
Policy

Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action.
Such behavior inhibits other students' abilities to learn and the instructor’s
abilities to teach. A student responsible for disruptive behavior may be
required to leave class pending discussion and resolution of the problem.
Consistent breaches of this policy will be addressed as a student conduct
issue.
Academic honesty, integrity, and ethics are required of all members of the West
Coast University community. Students are expected to conduct themselves in a
manner reflecting the ideals, values, and educational aims of the University at all
times. Academic integrity and honorable behavior are essential parts of the
professionalism that will be required well beyond graduation from WCU. They
are the foundation for ethical behavior in the workplace.
A student who acts in an unethical or unprofessional manner on an assignment
will receive a grade of zero for that assignment. A second incident of unethical
or unprofessional behavior may result in administrative termination from the
university.
In its commitment to academic honesty and accurate assessment of student
work, West Coast University uses a plagiarism-detection web-service to help
prevent plagiarism. Consequently, instructors reserve the right to submit student
assignments to the website to check for similarities between student
submissions and the internet, various research databases, and the web-site’s
database of previous student submissions.
Students may be required to electronically submit their work to the instructor or
to the website, and by taking WCU courses, students agree that all assignments
are subject to plagiarism detection processes and Academic Honesty policies.
Assignments submitted to the website by the student or instructor will become
part of the service’s database and will be used for plagiarism prevention and
detection. Student papers, however, will remain the intellectual property of the
authors.
Any submitted papers that are not the student’s original work will be considered
plagiarism, in violation of the Academic Honor Code.
For clarification of
plagiarism, please refer to the WCU Catalog, Dean or Instructor.
Academic
Dishonesty
The University considers plagiarism and falsification of documents, including
documents submitted to the University for other than academic work, a serious
matter that may result in a failure in the class or dismissal from the program. All
student work is to be submitted to faculty and represent the student’s original
work. All students are required to follow the American Psychological Association
(APA) writing guidelines. All sources used as references must be properly
identified
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NURS 100 Fundamentals of Nursing
Academic
Dishonesty
(continued)
Students who violate university standards of academic integrity are subject to
disciplinary sanctions, including failure in the course and suspension from the
university. Since dishonesty in any form harms the individual, other students
and the university, policies on academic integrity will be strictly enforced.
Familiarize yourself with the Academic Integrity guidelines and the Academic
Honor Code in WCU catalog and program handbooks.
Testing and
Examination Policy
The university testing policy stipulates that no phones or other electronic
devices, food or drink, papers, hats or backpacks can be taken into the
examination area.
In specific courses the faculty may have additional
requirements. Talking during testing or sharing of information regarding the test
questions is not allowed. Please review the policy for the complete list of testing
requirements and the Academic Honor Code.
The final computerized examination is required to be taken to pass the course. It
will include cumulative questions on key concepts from course content
throughout the term including all readings and computer assisted materials.
Once the exam results are available, the students can only schedule a review of
their exam with their instructor. The student will be provided with a test copy
(not applicable to HESI, ATI exams), answer sheet, and a copy of his or her
Scranton, which must all be returned unchanged upon completion of review. No
written or oral notes can be taken when a student reviews his or her exam. The
school encourages students to review their test results as soon as the exam is
completed. HESI (or ATI) exam results are available for review on line through
the Elsevier (or ATI) website usually within 24 hours of completing the exam.
Students are encouraged to use this information to tailor their remediation in
areas of weakness as identified by subjects missed on the HESI or ATI exam. The
HESI and ATI testing policy require that you may not share any of the testing
information with anyone at any time. Please read it carefully as this is a legal
document you are signing and will be legally held accountable to uphold, when
taking these examinations. See Testing policy and Academic Honor Code in WCU
catalog and/or Nursing Student Handbook.
HESI will convert the raw score to a percent score for use in calculating the final
course grade. The raw score does not automatically convert to a percent score
as it depends on the number of easy verses difficult questions that were
answered correctly.
HESI will convert the raw score to a percent score for use in calculating the final
course grade. The raw score does not automatically convert to a percent score
as it depends on the number of easy verses difficult questions that were
answered correctly. This is like the NCLEX where questions that are more difficult
receive a higher weighting. The examination is a computerized tests based on
national nursing standards but specific to the objectives for the specific course
so the questions, content and method of testing is not arbitrary but based on
evidenced based research related to nursing practice and NCLEX type questions.
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NURS 100 Fundamentals of Nursing
Testing and
Examination Policy
(continued)
The instructor does not have access to HESI or ATI test questions. In order for
students to be successful, they need to use the various course related books,
review books, CD’s, DVD’s, on line sample tests and remediation offered from
the on line and faculty sources. The score of 850 is statistically associated with
passing the NCLEX 90% of the time on the first attempt. Therefore, we
encourage students to achieve as high a score as possible from the beginning in
order to be successful with each course and later in the program.
Students are given two (2) attempts to pass the final computerized examination
to achieve the mentioned passing raw score. This raw score will be converted to
a conversion score (aka % percent score) by HESI or ATI. This percent will be
used in calculating your final grade. If a second test is required the maximum
percent score one can achieve is 76%. Also, to pass the course the students must
maintain at least a 76% average overall on didactic examinations and nondidactic material (papers, presentations, etc.) according to the Evaluation
Method.
COURSE
NURS 100, 120, 200, 280
NURS 201, 202, 204, 205, 206, 207
NURS 203, 340
NURS 220
MINIMUM PASSING SCORE
750 raw score
800 raw score
850 raw score
900 raw score
Reasonable
Accommodations
Any student requesting accommodations based on a verified disability is required
to register with the Director of Student Services each semester. A letter or clinical
evaluation form from a learning specialist showing proof of a learning disability and
what accommodations are required to assist the student, is required to be on file
with the Director of Student Services. A letter of verification for approved
accommodations can be obtained from that office. Please be sure the letter is
delivered to your instructors at the beginning of each term so they may
appropriately assist you.
Changes to the
Course Schedule
Any changes to the course schedule as outlined in this syllabus will be thoroughly
discussed with students attending the class prior to implementation.
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NURS 100 Fundamentals of Nursing
Additional Program
or Accreditation
Requirements
AACN Essentials for Baccalaureate Education for Professional Nursing Practice
The purpose of this section of the syllabus is to guide the student in
understanding how the AACN 9 Essentials are incorporated into their education
and to provide guidance to them in developing their individual portfolios.
The Essentials that are met in NURS100 Fundamentals of Nursing include the
following:
Essential I, Liberal Education for Baccalaureate Generalist Nursing Practice
 Outcome 1 – Integrate theories and concepts from liberal education into
nursing practice.
o Nursing history and incorporation of how the arts have depicted
nursing throughout the centuries.
o Describe the historical and contemporary factors influencing
nursing today.
 Outcome 2-Synthesize theories and concepts from liberal education to
build an understanding of the human experience.
 Outcome 5-Apply knowledge of social and cultural factors to the care of
diverse populations.
o Describe how culture, heritage, age, belief systems and ones’
community and environment influence health beliefs and
outcomes.
o Apply nursing theories and theoretical frameworks as well as
other selected theories to nursing practice.
o Describe values of vulnerable populations and how these factors
influence health.
o Describe social and cultural influences in health, illness, and
caring patterns.
o Delineate cultural competency, cultural congruence, and cultural
assessment and its impact on nursing practice.
o Use cultural assessment to identify significant values, beliefs,
and practices critical to nursing care of individuals in life
transitions.
o Describe how reflection and journal writing promote critical
thinking and begin a reflective journal to document growth after
each nursing course.
o Reflective writing exercise to clarify personal values and apply
critical thinking skills to contemporary ethical dilemmas in
nursing practice.
o Identify the impact of values, ethics, and contemporary ethical
issues in nursing practice.
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NURS 100 Fundamentals of Nursing
Additional Program
or Accreditation
Requirements
(continued)
Essential II, Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
 Outcome 7 – Promote factors that create a culture of safety and caring
o Students are introduced to the integral aspects of nursing such
as: caring, comforting, communicating, teaching, delegating,
managing and leading.
o Demonstrate the various aspects of the therapeutic skills
involved in providing nursing care.
Essential III, Scholarship for Evidenced-based Practice
 Outcome 1 – Explain the interrelationships among theory, practice, and
research.
o Students are introduced to the concept of nursing research and
evidenced-based practice, nursing theories, nursing theoretical
frameworks, nursing conceptual models, and non-nursing
theories as applied and used to inform, expand and improve the
practice of professional nursing.
 Outcome 2-Demonstrate an understanding of the basic elements of the
research process and models for applying evidence to clinical practice.
o Introduction to the research process and evidenced-based
practice via internet search for practice guidelines from nursing
research
Essential IV: Information Management and Application of Patient Care
Technology
 Outcome 7-Recognize the role of information technology in improving
patient care outcomes and creating a safe care environment.
o Students will engage in exercises to retrieve and analyze
evidenced-based nursing practice guidelines as they impact
nursing practice.
o Students will conduct a web search for the American Nursing
Informatics Association and summarize and discuss how nursing
informatics will impact their nursing practice based on the Scope
and Standards of Practice for Nursing Informatics.
Essential V-Healthcare Policy, Finance, and Regulatory Environments
 Outcome 4-Examine legislative and regulatory processes relevant to the
provision of health care
o Identify methods for financing healthcare, advantages and
disadvantages of managed healthcare, the impact of populationbased managed care and disease prevention.
 Outcome 8-Discuss the implications of healthcare policy on issues of
access, equity, affordability, and social justice in healthcare delivery.
o Identify the characteristics of vulnerable populations and how
these factors influence client needs.
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NURS 100 Fundamentals of Nursing
Additional Program
or Accreditation
Requirements
(continued)
Essential VIII-Professionalism and Professional Values
 Outcome 3-Promote the image of nursing by modeling the values and
articulating the knowledge, skills, and attitudes of the nursing
profession.
o Discuss the significance of the Scope of Practice, Standards of
Performance, Code of Ethics for Nurses and the CA. Board of
Registered Nursing Nurse Practice Act and their impact on the
health and well-being of individuals, communities, and
populations.
 Outcome 4-Demonstrate professionalism, including attention to
appearance, demeanor, respect for self and others, and attention to
professional boundaries with patients and families as well as among
caregivers.
o Standards for professional behavior are delineated in assigned
readings, catalog and Nursing Handbooks.
 Outcome 6-Reflect on one’s own beliefs and values as they relate to
professional practice.
o Students participate in a reflective writing exercise to clarify
their own personal values as a means of understanding the role
of values, ethics, ethical issues and advocacy in nursing practice.
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College of Nursing
GROUP PRESENTATION GRADING CRITERIA
NAME: ____________________________________
DATE: __________
TOPIC: ____________________________________
COURSE NURS: _____________
START TIME ______/END TIME _______
CRITERIA
Possible points
I. Organization
A. States the purpose; presents accurate, current, and
pertinent information
B. Organizes the content; supports ideas;
incorporates examples
C. Summarizes the main ideas
D. Provides appropriate references and citations
II. Method of Delivery
A. Utilizes visual aids appropriately
B. Provides handout and/or outline
III. Performance
A. Demonstrates complexity of vocabulary and thought;
presents information without reading
B. Demonstrates awareness of listener’s needs;
allows opportunity for interaction
C. Uses tone, speed, and volume as tools
C. Professional appearance; appears comfortable
with audience
TOTAL POINTS AWARDED
Points awarded
40
10
5
5
5
5
10
10
5
5
100
COMMENTS:
STUDENT SIGNATURE: _____________________________________ DATE: _________
INSTRUCTOR SIGNATURE: _________________________________
DATE: _________
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NURS 100 Fundamentals of Nursing
Class Presentation and Paper Project
Present the concept of a nursing diagnosis in one area of nursing care and apply it to at least three
examples of nursing care.
Nursing Diagnosis
Deficient knowledge
Related Factors
Information deficit
Situational Low Esteem
Visible skin problems
Nursing Interventions
Teaching patient correct
information and how the nursing
would go about doing so in
relation to patient problem
Encourage client to identify
strengths. Convey confidence in
client’s ability to handle
situation. Assist client to identify
impact of peer group on feelings
of self worth.
These examples must be unique to each student and presenting this to the class should be done in a
formal manner using computer graphics, handouts and other tools necessary to help the class retain the
lesson for their future use.
The final paper must be submitted prior to the formal presentation for a group grade in week 8.
West Coast University Course Syllabus
Revision Date:
Revision Date: Month, Year (i.e. February, 2010)
Page
15
Page 15
July, 2010
NURS 100 Fundamentals of Nursing
Section B
Week/
Date
1
Class Objectives
Content Outline
1. Discuss the historical development of
nursing roles.
2. Describe educational programs for
professional Registered Nurse education,
roles and career opportunities for nurses.
3. Discuss the five primary characteristics of a
Profession.
4. Discuss the significance of the following
documents to the health and well-being of
individuals, communities, and populations,
the role of the professional nurse and the
professional nursing student:
5. Nursing: Scope and Standards of Practice,
ANA, 2004
6. Standards of Professional Performance
7. Code of Ethics for Nurses with Interpretive
Statements
8. CA. Board of Nursing (BRN) Nurse Practice
Act
9. Discuss the Nursing Process and the
Research Process as applied to nursing
practice
10. List sources of Standards of Care for nurses
11. Define legal implications associated with the
practice of professional nursing
12. Discuss the roles of values, ethics, and
contemporary ethical issues in nursing
practice.
13. Compare and contrast methods used for
financing healthcare.
Revision Date: Month, Year (i.e. February, 2010)
Specific Course Activity
The Nature of Nursing
Student Assignments
Potter and Perry (P&P)
Ch 1-5, 6, 8, 22, 23
History of Nursing
Nursing Education and Research
The Role of the Nurse
Selected theories used in
nursing practice; Gordon’s
Conceptual Framework
WCU RN Student
Handbook
Supplemental reading
Smith et al. Ch 1-7, 32,
34
ATI Content Mastery
Series Fundamentals 14
Legal Aspects of Nursing
Values, Ethics and Advocacy
Contemporary Health Care
Health Care Delivery Systems
Nursing in a Variety of Settings
Health Promotion
The Nursing Role in Health and
Illness
California Nurse
Practice Act 2010
EVOLVE website, Study
Skills, Fundamentals,
Case Studies
Web-based exercises:
1. Select “National
Guideline
Clearinghouse”
from web-based
resource list in
syllabus.
Nursing Informatics
Evidence-based practice
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Week/
Date
1
(cont)
Class Objectives
Content Outline
Specific Course Activity
14. Explain the advantages and disadvantages of
managed healthcare.n
15. Define the characteristics of “vulnerable
populations” and how these factors
influence client health;
16. Explain the impact of population-based
managed care and disease prevention;
17. Discuss types of settings that provide
healthcare services and the role of nurses in
different healthcare delivery systems;
18. Describe health promotion, wellness, and
illness prevention activities;
19. Describe 4 types of risk factors, risk factor
modification and changing health behaviors;
20. Describe internal and external variables that
impact illness and illness behaviors;
21. Discuss the impact of illness on client and
his/her family and community.
Student Assignments
Search for “Wound
Care.” Select “Univ. of
Iowa Gerontological
Nursing Interventions
Research”guideline.
Write a one paragraph
critique of the
implications for your
nursing practice.
Discuss findings in class
2. American Nursing
Informatics
Association
http://www.ania.org/
Go to website and
find the “Scope
and Standards of
Nursing
Informatics
Practice
(ANA,2001).
Summarize how
nursing informatics will
impact your nursing
career
Revision Date: Month, Year (i.e. February, 2010)
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NURS 100 Fundamentals of Nursing
Week/
Date
2
Class Objectives
Content Outline
1. Describe standards of critical thinking and how
they are applied in nursing practice;
2. Discuss how reflection and journal writing
promotes critical thinking;
3. Discuss how critical thinking is related to
clinical experience;
4. Discuss relationship of nursing process to
critical thinking;
5. Discuss steps in the nursing process;
differentiate between subjective and objective
data;
6. Discuss purpose of a client interview;
7. Describe components of a nursing history;
8. Describe relationship between data collection
and data analysis;
9. Discuss differences between a comprehensive,
problem-oriented, and focused assessment;
10. Explain the relationship between data
interpretation, validation, and clustering;
11. Describe how to use the NANDA-1
International Nursing Diagnosis format;
Discuss planning process: priority setting, goal
setting, selection of nursing diagnoses and
how this process promotes critical thinking in
nursing practice;
12. Describe 7 guidelines for writing outcome
statement;
13. Develop plan of care from a nursing
assessment;
14. Describe 7 guidelines for writing outcome
statement;
Revision Date: Month, Year (i.e. February, 2010)
Specific Course Activity
Student Assignments
The Nursing Process
P & P Ch 15-21
Critical Thinking and the Nursing
Process
Lecture







Assessing
Diagnosing
Planning
Implementing
Evaluating
Documenting
Reporting
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Critical thinking
exercises
Supplemental reading:
Smith et al. Ch 1-4
AT Content Mastery
Series: Review Ch. 1-3
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Week/
Date
2
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
15. Develop plan of care from a nursing
assessment;
16. Differentiate between nurse-initiated,
physician-initiated, and collaborative
interventions;
17. Discuss purpose of a written care plan;
18. Describe consultation process.
19. Discuss difference between protocols and
standing orders;
20. Discuss steps used to revise a plan of care;
21. Define 3 implementation skills;
20 Describe direct and indirect nursing
interventions.
21. Describe 5 elements of the evaluation process;
22. Describe how evaluation leads to
discontinuation, revision, or modification of a
plan of care.
23. Give examples of evaluation measures for
determining a client’s progress toward
outcomes;
24 Evaluate a set of nursing actions selected for a
client;
25 Explain the relationship between evaluation
and quality improvement (QI);
26. Discuss how outcomes management assists an
organization in improving the quality of care it
delivers.
27. Differentiate types of nursing care delivery
models;
28 Describe decentralized decision making;
29. Discuss ways in which a nurse manager
supports staff involvement.
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
2
(cont)
3
Class Objectives
Content Outline
30. Differentiate types of nursing care delivery
models;
31. Describe decentralized decision-making;
32. Discuss ways in which a nurse manager
supports staff involvement in decentralized
decision-making models;
33. Discuss ways to apply clinical care
coordination skills in nursing practice;
34. Discuss principles to follow in the delegation
of client care activities.
Vital Signs:
Explain the principles and mechanisms of
thermoregulation;
Describe nursing measures that promote heat loss
and heat conservation;
Discuss physiological changes that occur with
fever;
Explain the physiology of normal regulation of
blood pressure, pulse, respirations, oxygen
saturation; Describe factors that cause variations
in body temperature, pulse, oxygen saturation,
respirations, and blood pressure;
Describe cultural and ethnic variations in blood
pressure assessment;
Identify ranges of acceptable vital sign values for
an adult;
Describe variations in technique used to assess an
adult’s vital signs;
Describe the benefits and precautions in selfassessment of blood pressure;
Identify when to measure vital signs;
Identify appropriate delegation of vital sign
measurements.
Revision Date: Month, Year (i.e. February, 2010)
Specific Course Activity
Student Assignments
Demonstration of therapeutic
care by:
P & P Ch 32-35, 37-39,
48, 50, pp. 1278-1341
Assessing Health
 Vital Signs
 Physical Assessment
Complete the Elsevier
Evolve Case Studies
“Pain” and “Skin
Integrity”. Bring
one-page
documentation with a
100% score to class for
each Case Study.
Integral Components of Client
Care:
 Asepsis
 Safety
 Hygiene
 Diagnostic Testing
 Medications
 Pain Management
 Skin Integrity and Wound
Care
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Review for midterm
exam
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NURS 100 Fundamentals of Nursing
Week /
Date
3
(cont)
Class Objectives
Content Outline
Physical Assessment:
Discuss the purpose of physical assessment;
Define techniques used to prepare a client
psychologically and physically before and during
an examination;
Describe interview techniques used to enhance
communication during history-taking;
Discuss environmental preparations before an
examination;
Identify data to collect from the nursing history
before an examination;
Discuss normal physical findings in a young,
middle-aged, and older adult; Discuss how to
incorporate health teaching into an exam;
Describe how to use physical assessment skills
during routine nursing care;
Identify self-screening exams commonly
performed by clients;
Identify preventive screenings and the
appropriate age (s) for each screening to occur
among adult clients.
Identify common diagnostic testing procedures,
CBC, Urinalysis, Culture and Sensitivity, Chest XRay, normal and abnormal values in an adult
client.
Infection Prevention and Control:
Explain the relationship between the chain of
infection and transmission of infection;
Give an example for preventing infection for each
element of the infection chain;
Identify the body’s normal defenses against
infection;
Revision Date: Month, Year (i.e. February, 2010)
Specific Course Activity
Wound care
Drainage Systems for Wounds
Pressure Ulcer Risk Assessment,
Prevention, and Treatment
Dressings
Perioperative Nursing
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Student Assignments
Complete the Elsevier
Evolve Case Studies
“Perioperative Care”
Bring one-page
documentation with a
1000% score to class
for each Case Study.
Supplemental readings:
Smith et al.
Ch 5,10-13, 31
ATI Content Mastery
Series Fundamentals
Ch 5-7, 10-11
Page 21
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NURS 100 Fundamentals of Nursing
Week /
Date
3
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Discuss the events in the inflammatory process;
Identify clients most at risk for infection;
Compare the signs and symptoms of a localized
versus systemic infection;
Explain conditions that promote the transmission
of health care-associated infection;
Explain the difference between medical and
surgical asepsis;
Explain the rationale for standard precautions;
Explain how infection and control interventions
may differ in the home versus the hospital;
Explain procedures for each isolation category;
Explain the definition of occupational exposure
and the post-exposure process.
Medications
Identify the nurse’s role and responsibilities in
medication administration;
Describe the physiological mechanisms of
medication action: absorption, distribution,
metabolism, and excretion of medications;
Differentiate types of medication actions;
Discuss developmental factors that influence
pharmacokinetics;
Discuss factors that influence medication actions;
Discuss methods used to educate a client about
prescribed medications;
Compare and contrast the roles of prescriber,
pharmacist, and nurse in medication
administration;
Describe nursing actions to prevent medication
errors;
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
3
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Describe factors influencing routes of medication
administration;
Calculate prescribed medication doses
accurately;
Describe how the nurse assesses a client’s need
for and response to medications;
Describe the six rights of medication
administration in clinical settings.
Activity and Exercise
Describe the role of musculoskeletal and nervous
systems in the regulation of movement;
Discuss physiological and pathological influences
on body alignment and joint mobility;
Describe how exercise and activity benefit
physiological and psychological functioning;
Describe how exercise contributes to health
promotion;
Describe the benefits of implementing exercise
and activity;
Describe factors to consider when planning an
exercise program for clients across the lifespan
and for those with specific chronic illnesses;
Discuss how to assess clients for impaired
mobility and activity intolerance;
Describe interventions for maintaining activity
tolerance and mobility.
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
3
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Wound Care
Discuss risk factors for pressure ulcers;
Describe pressure ulcer staging system;
Discuss normal process of wound healing;
Describe differences of wounds healing by
primary and secondary intention;
Explain complications of wound healing;
Describe factors that impede and promote
wound healing;
Describe nursing interventions for acute and
chronic wound care;
Using case studies, develop nursing diagnoses,
interventions and evaluation criteria for clients
with impaired skin integrity.
Perioperative Nursing
Explain concept of perioperative nursing;
Differentiate surgical classifications and types of
anesthesia;
Discuss preoperative and postoperative
assessment of the surgical client;
Using a case study, design and pre and post
operative teaching plan;
Discuss nurses role in the preparation of a client
for surgery and the nurses role in the operating
room;
Explain differences and similarities of caring for
clients in ambulatory versus inpatient surgical
settings;
Discuss signs and symptoms of post operative
complications and prevention of complications.
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
4
5
Class Objectives
Content Outline
Specific Course Activity
Oxygenation
Oxygenation
Describe the structure and function of the
cardiopulmonary system
Differentiate between the physiological processes
of cardiac output, myocardial blood flow, and
coronary artery circulation
Describe the relationship of cardiac output,
preload, after load, contractility, and heart rate
List the physiological processes of ventilation,
perfusion, and exchange of respiratory gases
State the neural and chemical regulation of
respiration
Discuss the effect of a client’s level of health, age,
lifestyle, and environment on oxygenation
Identify the clinical outcomes occurring as a
result of disturbances in conduction, altered
cardiac output, impaired valvular function,
myocardial ischemia, and impaired tissue
perfusion
Identify the clinical outcomes occurring as a
result of hyperventilation, hypoventilation, and
hypoxemia
Describe the nursing care interventions to
promote oxygenation in the primary care, acute
care, and restorative and continuing care settings
Fluid, Electrolyte, and Acid-Base Balance
Describe the distribution, composition,
movement, and regulation of body fluids;
regulation and movement of major electrolytes;
processes involved in acid-base balance; common
disturbances in fluid, electrolyte, and acid-base
balances;
Revision Date: Month, Year (i.e. February, 2010)
Fluid, Electrolyte, and Acid-Base
balance
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Student Assignments
MIDTERM EXAM
5
Group Activity:
Preparation for
Individual/Group
Project and
Presentation
Complete the Elsevier
Evolve Case Studies
“Breathing Patterns”
Bring one-page
documentation with a
100% score to class for
each Case Study.
D
iscussion:
Individual Paper
Start of HESI/ATI
Review
Due by start of class
period: 1st ATI and
HESI Nonproctored
exams
P & P Ch 40-47, 49
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July, 2010
NURS 100 Fundamentals of Nursing
Week /
Date
5
(cont)
Class Objectives
Content Outline
Identify factors that affect normal fluid,
electrolyte, and acid-base imbalances
Discuss clinical assessment for determining fluid,
electrolyte, and acid-base imbalances
Describe laboratory studies performed for fluid,
electrolyte, and acid-base imbalances
List and discuss nursing interventions for clients
with fluid, electrolyte, and acid-base imbalances
Discuss purpose and procedure for initiating and
maintenance of intravenous therapy
Measure and record fluid intake and output
Demonstrate how to change intravenous
solutions, tubing and dressings and how to
discontinue an infusion;
Discuss the complications of intravenous
therapy; the procedure for initiating a blood
transfusion and interventions to manage a
transfusion reaction
Specific Course Activity
Sleep
Pain Management
Nutrition
Urinary Elimination
Bowel Elimination
Mobility and Immobility
Sensory Alterations
Student Assignments
Complete the Elsevier
Evolve Case Studies
“Fluid Balance” and
“Pain” Bring one-page
documentation with a
100% score to class for
each Case Study.
Due Week 6:
Critical thinking
exercises
Sleep
Explain the effect the 24-hour sleep-wake cycle
has on biological function
Discuss mechanisms that regulate sleep
Describe the stages of a normal sleep cycle
Explain the functions of sleep
Compare and contrast the sleep requirements of
different age-groups
Pain Management
Discuss the common misconceptions about pain;
Describe the physiology of pain;
Identify components of the pain experience;
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
5
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Explain how the physiology of pain relates to
selecting interventions for pain relief;
Describe the components of pain assessment;
Perform an assessment of a client experiencing
pain;
Explain how cultural factors influence the pain
experience;
Describe guidelines for selecting and
individualizing pain interventions;
Explain various pharmacological approaches to
treating pain;
Describe applications for use of nonpharmacological pain interventions;
Discuss nursing implications for administering
analgesics;
Identify barriers to effective pain management;
Evaluate a client’s response to pain
interventions.
Nutrition
Explain the importance of a balance between
energy intake and energy requirements
List the end products of carbohydrates, protein,
and fat metabolism
Explain the significance of saturated,
unsaturated, and polyunsaturated fats
Describe the food guide pyramid and the
healthy eating index.
Discuss their value in planning meals for good
nutrition;
List the current dietary guidelines for the
general population;
Revision Date: Month, Year (i.e. February, 2010)
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NURS 100 Fundamentals of Nursing
Week /
Date
55
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Explain the variance in nutritional requirements
throughout growth and development;
Discuss the major methods of nutritional
assessment;
Identify three major nutritional problems, and
describe clients at risk;
Establish a plan of care to meet the nutritional
needs of the client;
Describe the procedure for initiating and
maintaining tube feedings; methods to avoid
complications of tube feedings; methods for
avoiding complications of parenteral nutrition;
Discuss medical nutrition therapy in relation to
three medical conditions and diet counseling
and client teaching in relation to client
expectations
Urinary Elimination
Describe the process of urination;
Identify factors that commonly influence urinary
elimination;
Compare the contrast common alterations in
urinary elimination;
Obtain a nursing history for a client with urinary
elimination problems;
Identify nursing diagnoses appropriate for
clients with alterations in urinary elimination;
Obtain a nursing history for a client with urinary
elimination problems;
Identify nursing diagnoses appropriate for
clients with alterations in urinary elimination;
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
5
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Describe characteristics of normal and abnormal
urine;
Describe the nursing implications of common
diagnostic tests of the urinary system;
Discuss nursing measures to promote normal
micturition and reduce episodes of
incontinence;
Discuss nursing measures to reduce urinary tract
infection;
Identify two modalities of renal replacement
therapy
Bowel Elimination
Discuss the role of gastrointestinal organs in
digestion and elimination;
Describe three functions of the large intestine;
Explain the physiological aspects of normal
defecation;
Discuss psychological and physiological factors
that influence the elimination process;
Describe common physiological alterations in
elimination;
Assess a client’s elimination pattern;
List nursing diagnoses related to alterations in
elimination
Describe nursing implications for common
diagnostic examinations of the gastrointestinal
tract;
List nursing interventions that promote normal
elimination; include bowel training;
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
5
(cont)
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Discuss nursing care measures required for
clients with a bowel diversion
Utilize critical thinking in the provision of care to
clients with alterations in bowel elimination
Mobility and Immobility
Describe the functions of the musculoskeletal
and nervous system in the regulation of
movement;
Discuss physiological and pathological influences
on body alignment and joint mobility;
Identify changes in physiological and
psychosocial functioning associated with
mobility and immobility;
Assess for correct and impaired body alignment
and mobility;
Formulate appropriate nursing diagnoses for
impaired body alignment and mobility;
Develop individualized nursing care plans for
clients with impaired body alignment and
mobility;
Discuss the importance of no-lift policies for the
client and health care provider;
Describe equipment needed for safe client
handling and movement;
Compare and contrast active and passive rangeof motion exercises;
Evaluate the nursing plan for maintaining body
alignment and mobility
Revision Date: Month, Year (i.e. February, 2010)
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Week /
Date
5
(cont)
6
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Sensory Alteration
Differentiate among the process of reception,
perception, and reaction to sensory stimuli;
Discuss the relationship of sensory function to
an individual’s level of wellness;
Discuss common causes and effects of sensory
alterations;
Discuss common sensory changes that normally
occur with aging;
Identify factors to assess in determining a
client’s sensory status;
Identify nursing diagnoses relevant to client with
sensory alterations;
Develop a plan of care for clients with sensory
deficits;
List interventions for preventing sensory
deprivation and controlling sensory overload;
Describe conditions in the health care agency or
client’s home that you can adjust to promote
meaningful sensory stimulation;
Discuss ways to maintain a safe environment for
clients with sensory deficits;
Describe variables influencing how children
learn about and perceive their health status;
Plan culturally appropriate health promotion
activities for children of all backgrounds;
Discuss developmental tasks of the young adult,
the child-bearing family, and the middle-aged
adult;
Revision Date: Month, Year (i.e. February, 2010)
 Promoting Health from
Conception through
Adolescence
 Promoting Health in adults
and older Adults
 Providing therapeutic care
and comfort;
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P & P Ch 12-14, 24, 25
Complete the Elsevier
Evolve Case Studies
“Altered Nutrition” and
“Constipation”
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Week /
Date
6
(cont)
Class Objectives
Content Outline
Discuss developmental theories of young and
middle-aged adults;
Describe health concerns of young adult,
childbearing families, and the middle-aged adult.
Discuss demographic trends of older adults in
the U.S;
Identify types of community-based and
institutional health services available to older
adults;
Describe selected health concerns of older
adults;
Identify nursing interventions to promote health
of older adults;
Describe five levels of communication and their
use in nursing;
Describe the basic elements of the
communication process;
List nursing focus areas in the four phases of the
nurse-client helping relationship;
Identify significant features and desired
outcomes of nurse-health care team member
relationships;
Describe qualities, behaviors, and
communication techniques that affect
professional communication;
Describe effective communication techniques
for clients at various developmental levels;
Identify client health states that contribute to
impaired communication;
 Effective communication skills
 Applying simple Teaching
/Learning Principles
 Management principles in
patient care
Revision Date: Month, Year (i.e. February, 2010)
Specific Course Activity
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Revision Date:
Student Assignments
Bring one-page
documentation with a
100% score to class for
each Case Study.
Lecture
Critical thinking
exercises2nd on95%
Supplemental readings:
Smith et al. Ch 1-6
ATI Content Mastery
Series Review Ch 3
Page 32
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NURS 100 Fundamentals of Nursing
Week /
Date
6
(cont)
7
Class Objectives
Content Outline
Specific Course Activity
Student Assignments
Discuss nursing interventions for clients with
special communication needs.
Identify appropriate topics for a client’s health
education needs;
Describe similarities and differences between
teaching and learning;
Identify the role of the nurse in client education;
Identify the purpose of client education;
Describe domains of learning;
Identify basic learning principles;
Differentiate readiness and ability to learn;
Compare and contrast nursing and teaching
processes;
Write learning objectives for a teaching plan;
Discuss establishment of a learning
environment;
Describe how to incorporate patient teaching
while performing routine nursing care;
Identify methods used to evaluate teaching
effectiveness.
Describe social and cultural influences in health,
illness, and caring patterns;
Differentiate culturally congruent from culturally
competent care;
Describe steps in developing cultural
competence;
Identify the major components of a cultural
assessment;
Revision Date: Month, Year (i.e. February, 2010)






Documentation and
Informatics
Health Beliefs and Practices
Health, Wellness and Illness
Individual, family and
community health
Culture and heritage
Complementary and
Alternative Health Modalities
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Revision Date:
P&P Ch 9, 26-31, 36
Smith, et. Al: Ch 4, 14,
17, 27
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NURS 100 Fundamentals of Nursing
Week /
Date
7
8
9
Class Objectives
Content Outline
Use cultural assessment to identify significant
values, beliefs, and practices critical to nursing
care of individuals experiencing life transitions:
pregnancy, childbirth, newborn, postpartum
period, death, grief and loss;
Describe the application of nursing and other
research findings in providing culturally
congruent care.
Differentiate between complementary and
alternative therapies;
Describe the relaxation response and its effect
on somatic ailments;
Identify the principles and effectiveness of:
imagery, meditation, breath work, biofeedback,
therapeutic touch, chiropractic therapy,
acupuncture and safe and unsafe use of herbal
remedies.
Final ATI/HESI Fundamentals exam
2nd attempt ATI/HESI Fundamentals exam
Revision Date: Month, Year (i.e. February, 2010)
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Specific Course Activity
Self Concept
Sexuality
Spiritual Health
Loss, death, and grief
Stress and coping
Theory aspects of BLS for health
professionals and Fire Safety
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Revision Date:
Student Assignments
Complete ATI RN
Fundamentals
Unproctored Test.
Bring documentation
with a grade of 100%.
TI and HES
Due at beginning of
class: Final Individual /
Group
Group Presentations
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