UCC/UGC/YCC
Proposal for Course Change
FAST TRACK
(Select if this will be a fast track item. Refer to UCC or UGC Fast Track Policy for eligibility)
1. Effective BEGINNING of what term and year?:
Fall 2012
See effective dates calendar.
2. College:
Health and Human
Services
4. Current course subject and number:
3. Academic Unit:
Nursing
NUR 205
5. Current title, description and units. Cut and
(www4.nau.edu/aio/AcademicCatalog/academiccatalogs.htm)
Bold the proposed changes in this column to
differentiate from what is not changing, and
Bold with strikethrough what is being
deleted.
NUR 205 TRANSITION INTO NURSING
(5)
Emphasis on development of student as a
caring competent nurse at beginning
level. Focuses on introduction to profession,
skill development, and situational transition to
nursing student role. 3 hrs. lecture, 6 hours
lab. Letter grade only. Course fee required.
Prerequisite: Admission to Nursing program
and Co requisite: NUR 214, NUR 215 and BIO
320
NUR 205 TRANSITION INTO NURSING
(5) (3)
Emphasis on development of student as a
caring competent nurse at beginning
level. Focuses on introduction to profession,
skill development, and situational transition to
nursing student role. 3 hrs. lecture, 6 hours
lab. Letter grade only. Course fee required.
Prerequisite: Admission to Nursing program
and Co requisite: NUR 205L, 214, 214L, and
NUR 215; BIO 320
paste, in its entirety, from the current on-line
academic catalog*.
*if there has been a previously approved UCC/UGC/YCC
change since the last catalog year, please copy the
approved text from the proposal form into this field.
6. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)?
Yes
No
If yes, describe the impact and attach written responses from the affected academic units
prior to college curricular submission.
Nursing BSN. There is an accompanying plan change proposal.
7. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Revised 06/22/2011
Yes
No
8. Does this course include combined lecture and lab components?
Yes
If yes, note the units specific to each component in the course description above.
No
9. Is there a course fee?
No
Yes
10. Justification for course change.
The embedded lab is being separated from the lecture, per the direction of university
administration.
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
If the changes included in this proposal are significant, attach copies of original and
proposed syllabi
CURRENT
Current course subject and number
PROPOSED
Proposed course subject and number
Current number of units
5
Current short course title
Proposed number of units
3
Proposed short course title (max 30 characters)
Current long course title
Proposed long course title (max 100 characters)
Current grading option
letter grade
pass/fail
or both
Current repeat for additional units
Proposed grading option
letter grade
pass/fail
or both
Proposed repeat for additional units
Current max number of units
Proposed max number of units
Current prerequisite
Proposed prerequisite
Current co-requisite
NUR 214, NUR 215 and BIO 320
Proposed co-requisite
NUR 205L, 214, 214L and 215; BIO 320
Current co-convene with
Proposed co-convene with
Current cross list with
Proposed cross list with
Answer 11-15 for UCC/YCC only:
11. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply. Liberal Studies
Diversity
Both
12. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply. Liberal Studies
Diversity
Both
Revised 06/22/2011
Yes
No
Yes
No
13. Is this course listed in the Course Equivalency Guide?
Yes
No
14. Is the course a Common Course as defined by your Articulation Task Force? Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
No
Yes
Scott Galland
Reviewed by Curriculum Process Associate
2/21/2012
Date
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC/YCC Approval
Approved as submitted:
Revised 06/22/2011
Date
Yes
No
Approved as modified: Yes
No
PROPOSED SYLLABUS
Northern Arizona University
College of Health and Human Services
School of Nursing
NUR 205
Syllabus
Transition into Nursing
Credits: 3 credits/ 45 clock hours
Semester: Fall & Spring
Course Prerequisites: Admission to Nursing Program
Co-requisites: NUR 205 L, NUR 214, NUR 214L, NUR 215, BIO 320
Catalogue Description: Emphasis on development of student as a caring competent nurse at
beginning level. Focuses on introduction to profession, skill development, and situational transition
to nursing student role.
Course Description: An introductory course that explores various foundational topics for the novice
to begin the practice of professional nursing. With online course support, this class consists of weekly
lectures and a required concurrent clinical laboratory/clinical practicum.
Instructor:
Lynn Allchin, PhD, CHPN, CNE, RN
3895 N Business Center Dr. Suite 120
Northern Arizona University School of Nursing
Tucson, AZ 85705
(520) 879-7952
Office Hours: TBA
Student Learning Outcomes:
The successful student:
Clinical Practice and Prevention
1. Applies the principles underlying all nursing intervention procedures related to providing safe
and appropriate care to patients in different care settings.
2. Assumes accountability for applying principles of primary, secondary, and tertiary
prevention—including infection prevention--in all settings.
Communication
3. Demonstrates beginning professional communication skills in interactions with peers and
faculty in all situations.
4. Demonstrates appropriate, respectful, and accurate written and verbal communication.
Revised 06/22/2011
Critical Reasoning
5. Incorporates knowledge from the behavioral, biological, and natural sciences to patient
assessment and the planning and evaluation of safe and appropriate nursing care.
6. Develops practice skills based on current knowledge, theory, and research.
7. Demonstrates the ability to determine the method and rationale for implementing safe and
appropriate patient-centered nursing care.
Leadership
8. Demonstrates beginning skills in management of time, materials, and self.
9. Organizes and coordinates self to demonstrate beginning clinical competencies,
accountability, and successful transition into the role of student nurse.
Professionalism and Professional Values
10. Demonstrates an understanding of the principles of basic nursing care within the legal, ethical,
and regulatory framework of nursing practice.
11. Plans nursing care with sensitivity to individual patient needs across a variety of settings.
12. Demonstrates awareness, caring, and respect for the uniqueness of patients and others.
13. Demonstrates flexibility and openness to continued learning about culture and diversity.
Course Structure and Approach: This course addresses topics that are foundational to the practice
and role of the profession, such as critical thinking and the nursing process, research-based nursing
care, communication, caring, nursing theory, culture, select nursing skills and procedures professional
issues (e.g., ethics, legal implications), and professional nursing roles. A required concurrent lab,
offers the opportunity to develop selected skills and prepare for introductory clinical practice.
Approaches to learning that are employed include lecture, reading, use of audio-visuals, online
resources, self-study, guided discussion, group work, case studies, concept maps, written
assignments, and associated lab experiences.
Textbook and required materials:
American Psychological Association. (2010). Publication manual (6th ed.). Washington, DC: Author.
Chabner, D. E. (2009). Medical terminology: A short course (w/CD) (5th ed.). St. Louis, MO: Saunders.
Elsevier Online Course for Evolve Case Studies: 2 year access. (ISBN-13: 9781416060062)
Gulanick, M., & Myers, J. L. (2010). Nursing care plans (7th ed.). St. Louis, MO: Mosby.
Herdman, T. H. (Ed.). (2009). NANDA International nursing diagnoses: Definitions & classification
(2009-2011). West Sussex, United Kingdom: Wiley-Blackwell.
Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing enhanced multi media package (with
NEW revised/updated CD) (7th ed.). St. Louis, MO: Mosby. (ISBN: 978-0-323-080835)
Taylor, C., Lillis, C., LeMone, P., & Lynn, P. (2007). Taylor’s video guide to clinical nursing skills: Student
set on CD-ROM (2nd ed.). Hagerstown, MD: Lippincott Williams & Wilkins. (ISBN
9781608311491)
Venes, D. (Ed.). (2009) Taber’s cyclopedic medical dictionary (21sted.). Philadelphia, PA: F. A. Davis.
Supplemental materials/e-resources:
E-reserves are located in BBLearn course materials, as well as additional links to resources such as
Kaplan and Evolve.
Revised 06/22/2011
Course outline:
Date
Week 1
Topics
Overview/Orientation
Week 2


Activities/Assignments
Class Discussion
Syllabus Acknowledgment due
How to use online resources
Video
Nursing research & evidence-based
Using library resources
practice (EBP)
Lab activities r/t hygiene and
Foundations of clinical practice: hygiene safety



and safety
Maslow/priorities patient care needs
Activity and mobility
Skin integrity/wound care
Week 5


Critical thinking in Nursing
Nursing Process
Week 6


Urinary Elimination
Fluid balance
Week 7



Fluid Balance
Bowel elimination
Nutrition
Week 8






Ethics & values
legal issues & regulation
confidentiality/HIPPA
Pain management
Medication administration
Oxygenation




Sleep
Health care delivery system
Health and wellness promotion
Complementary and alternative
therapies
Global health
Week 3
Week 4
Week 9
Week 10
Week 11
Week 12
Week 13

Week 14
Week 15
(reading week)
Week 16
(final exams)
Revised 06/22/2011
Review for end-of course exams
Kaplan standardized exam for
fundamentals
Comprehensive final exam
Case study #1 due
Lab activities r/t mobility
Wound care quiz (online)
Case study #2
Lab activities r/t skin care and
wound care
Concept mapping and care plan
exercises
Lab activities r/t documentation of
care
Exam #1—in class
Catheterization quiz (online)
Lab activities r/t catheterization &
elimination
Bowel elimination quiz (online)
Case study #3
Lab activities r/t bowel elimination
and nutrition
Ethics case studies
HIPPA quiz (in class)
Lab activities: clinical orientation
Medication quiz (online)
Dosage calculation quiz (in class)
Case study #4
Lab activities r/t oxygen delivery
Exam #2—in class
Case study #5
Student presentations
Clinical pass-off in lab
Kaplan standardized exam for
fundamentals
Comprehensive final exam—in
class
Assessment of Student Learning:
Multiple measures of student learning and mastery are assessed over the semester. In order to pass
NURSING 205, the student must achieve the following:
1. A combined average of 78%, or higher, on all major exams (Exam #1, Exam #2, and Final
Exam). Any student who does not achieve a 78%, or higher, exam average will receive an F for
the course.
2. An overall course average of at least 78% in NUR 205
Grading system: The course grade will be calculated as follows:
Assessment
Online topic quizzes
Course exams (2 at 20% each)
Medication dosage calculation quiz
Online case studies
Group presentation
Kaplan exam (if mastery score met)
Cumulative final exam
Total
Percentage of grade
10
40
5
5
10
5
25
100
Final Course Grade: Upon completion of all course requirements, the student may calculate the Final
Course Grade as follows:
A = 93-100%
B = 84-92%
C = 78-83%
F = below 78%
Course policies:
Retests/makeup tests: It is expected that tests will be taken at the time scheduled. Illness or other reasons
to delay testing should be brought up with the instructor prior to the exam. Rescheduling of an exam may be
arranged for valid reasons such as illness or personal/family emergencies. The instructor must be contacted
prior to the scheduled exam and arrangements to take a make up exam must be made with the faculty within
one week of the exam. Failure to do so will result in ZERO points for that exam. Make up tests may be in any
form (oral, written, essay) over the same objectives as the scheduled exam. Quizzes MAY NOT be made up.
NO retests will be offered.
Attendance: Under NAU policy, students are expected to attend every session of classes in which they are
enrolled. The format of the Lecture class is interactive and includes student participation and discussion. By
not attending, students are deprived of that experience and deprive others of their input.
Plagiarism, cheating, academic dishonesty:
Please refer to Appendix G of the NAU Student Handbook
(http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf) for
definitions, policies, penalties, and procedures related to various forms of academic dishonesty.
Revised 06/22/2011
University policies: Please review the following policies available on the Northern Arizona University
Policy Statement website http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Institutional Review Board Policy
4. Academic Contact Hour Policy
5. Sensitive Course Materials Policy
Revised 06/22/2011