AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
Department: Nursing
Credit Hours:
3 Hours (2 credit hours theory: 30 contact hrs;
1 credit hour lab: 45 contact hours)
Pre-requisites:
Course Title: Physical Assessment
Course Number: 0901206
Course Year Level: 1st
Faculty Member:
Day, Time:
E-mail :
Office Hours:
Course Website:
Office Phone:
Academic Year: 2015/ 2016
Semester:
Course Description
This course provides nursing students with the basic principles, and knowledge necessary to
perform a systematic appraisal of the adult’s health status and use critical thinking skills to
identify actual or potential alterations in health. The focus is on health assessment and health
promotion activities with healthy individuals As well as on the physical, developmental,
psychosocial, and cultural dimension of client's health. Emphasis will be placed on interviewing
skills in taking a health history and differentiating between normal and abnormal physical
findings. Diagnostic reasoning process will be applied related to adult health for recognition of
common health problems when conducting a head-to-toe physical examination.
General Learning Objectives
Upon completion of the course the student will be expected at a beginning level to:
1.
2.
3.
4.
5.
Perform systematic health assessments on individuals across the lifespan including health
history and physical examination skills.
Assess spiritual, social cultural and psychological components of individual clients.
Identify whether assessment findings are normal or abnormal.
Perform physical assessment skills of inspection, palpation, percussion and auscultation.
Collect data relevant to health promotion, risk reduction and disease prevention for
individual clients.
Issue Date: August 2015
Revision Date:
1
AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
6.
7.
Utilize assessment within the framework of the nursing process for initial and ongoing
assessments.
Document health assessment findings.
Specific Learning Objectives
Cognitive:
1. Define “health” and “health promotion”
2. Identify the determinants of health and their effect on an individual's health within the
context of the individual's family and community.
3. Identify factors that influence an individual's health choices in the context of the
individual's family and community.
4. Understand nurse's role in the health assessment.
5. Identify methods used in data collection during health assessment.
6. Identify ethical considerations necessary for protecting the individual's rights related to
data collection in health history and physical examination.
7. Establish interpersonal and caring relationships that promote client participation in the
assessment process.
8. Establish a safe and comfortable environment that protects client dignity.
9. Define diagnostic reasoning.
Psychomotor:
1. Discuss the role of the nurse in assessing the client's health from the holistic perspective.
2. Apply knowledge from the biological, behavioral, and nursing sciences in health
assessment
3. Incorporate health promotion strategies in history taking.
4. Determine the appropriate assessment techniques of physical examination according to the
examined body system.
5. Utilize critical thinking skills in the assessment of client’s health status to formulate
nursing diagnoses.
Issue Date: August 2015
Revision Date:
2
AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
6. Describe the legal rights, responsibilities, and constraints of nursing and the implications
for the student nurse.
7. Discuss cultural and developmental issues impacting health assessment.
8. Identify conditions and abnormalities which require advanced examination techniques.
Affective:
1. Establish a climate and relationship that enhances client contribution to the data
collection process.
2. Utilize communication and interview skills to guide the process of data collection and
physical examinations.
3. Utilize a holistic framework to conduct and write a narrative health history.
4. Differentiate between certain normal versus abnormal assessment data.
5. Demonstrate competency in diagnostic reasoning and documentation based on the
assessment findings. Assess health beliefs and practices in the context of cultural and
religious influences.
6. Demonstrate awareness of communication barriers.
Instructional Resources
1. Online Data Base.
2. Library Resources Textbook, CDs, Journals.
3. Audiovisual Materials.
Teaching & Learning Methods
Lecture, discussion, dialogue within and among small groups, internet streamed video, CDROMs, computer assisted instruction, audiovisual aids, lab practice with demonstration and return
demonstration, case studies, role playing
Issue Date: August 2015
Revision Date:
3
AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
Evaluation Scheme
Expected Date
Percentage
First Exam
20%
Second Exam
20%
Lab Exam
20%
Final Exam
40%
Course Contents
Week
Date
1
2
3
4
Issue Date: August 2015
Revision Date:
Topic
Duties / Tasks

Overview of the Health Assessment Process:
o Health, Health Promotion, and Nursing
o Nurse’s role in the health assessment.
o Collecting Subjective Data
 Interviewing
 Complete Health History
o Collecting Objective Data
 Approaching the Client
 Physical Assessment Techniques
o Analyzing Collected Data & Critical Thinking Process
o Diagnostic Reasoning Process
o Formulating Nursing Diagnosis
Skin, Hair, and Nail Assessment

Head & Neck Assessment
o The Head Assessment
o The Neck Assessment
4
AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
5
6
7
o Lymph Nodes of Head and Neck Assessment
o Eye Assessment
o Ear Assessment
o Mouth, Throat, Nose, and Sinus Assessment
Thoracic and Lung Assessment
Thoracic and Lung Assessment
Heart and Neck Vessel Assessment
8
Heart and Neck Vessel Assessment
9
Peripheral Vascular Assessment
10
Abdominal Assessment
.
11
Abdominal Assessment
12
Musculoskeletal Assessment
13
Musculoskeletal Assessment
14
Neurologic Assessment
15
Neurologic Assessment
16
Final Exam
Title
References, Textbook
Physical Examination and Health Assessment.
Author(s)
Jarvis
Publisher
Scunders, Philadelphia.
Year
2011
Edition
6th ed
Issue Date: August 2015
Revision Date:
5
AHU-FON-NUR- CS -ACD—002
Al Hussein Bin Talal University
Princess Aysheh Bint Al-Hussein College of Nursing and Health Sciences
Course Syllabus
Book Website
Recommended
Textbooks:
Bates B and Bickley l (2012 Guide to Physical Examination and History
Taking. (11 Ed.). Lippincott.
Student Responsibilities and Academic Conduct:
There are a number of expectations to achieving the goals of this course and successfully
passing the Adult Health Nursing I. They include:
A. Attendance: Your success in this class will depend on regular attendance and punctuality.
1. Attendance is expected at every class, for those who miss more than 15% of lecture
hours with or without acceptable excuse will be dismissed from the course.
2. If class is missed, students should get missed information from lecture from a
classmate. Instructors will not provide missed information.
3. In the case of a critical life event, homework, quizzes, and exams may be made up, at
the discretion of the faculty.
B. Reading:
1. Reading of textbook assignments should be done before the topic is presented in class
to ensure a basic understanding of the topic before lecture.
C. Active Participation in class discussions:
1. Active participation is important to successful learning. You will be encouraged to join in
on class discussions, share relevant experiences, and ask questions. Emphasis is placed on
practicing English in order to promote English fluency.
STUDENT CONDUCT
1. Meet the course teacher at the posted office hours or by appointment.
2. Avoid cheating, academic misconduct, fabrication, and plagiarism. Such behaviors will
lead to disciplinary action as described in the students’ handbook.
3. Cell phones are required to be turned off during class time.
4. Students are expected to participate in an orderly manner. Students whose behaviors
distract from the learning process will be asked to leave for the day and will count as an
absence. This includes talking during class time
Issue Date: August 2015
Revision Date:
6