Master’s Degree Program Syllabus
NURS 6140
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
MASTER’S DEGREE PROGRAM
NURS 6140: ADVANCED HEALTH ASSESSMENT ACROSS THE LIFESPAN
Fall 2012
COURSE NUMBER
NURS 6140
COURSE TITLE
Advanced Health Assessment Across the Lifespan
CREDIT HOURS
2 credits (Classroom credits:1.5; Clinical credits; 0.5)
CONTACT HOURS
Classroom: 22.5 hours; Practice 30 hours
COURSE PLACEMENT
Level I
Fall 2012
COURSE DAYS/TIME
Thursdays (9/6, 9/13, 9/20, 9/27, 10/4, 10/11, 10/18 &
10/25)
COURSE LOCATION
Whitby Hall Jeanne D’Arc Auditorium
COURSE FACULTY
Vicki Ericson, DNP, RN, ANP, FNP
Office: Whitby Hall 112
Office hours: by appointment
Phone: 651-690-6057
Cell: 612-229-5452
Email: vlericson@stkate.edu
Mary Lagaard, DNP, RN,CNP
Office: Whitby 435
Phone: 651-690-6126
Email: mwlagaard@stkate.edu
Angie Grabau, DNP, RN, PNP
Office: Whitby 431
Phone: 651-690-6596
Email: amgrabau@stkate.edu
Steven Roback, MA, RN, PNP
Office: Whitby 112
Phone: 651-690-6057
Email: sproback@stkate.edu
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Gretchen Moen, MS, RN, CNP
Office: Whitby 434
Phone: 651-690-6129
Email: gmmoen@stkate.edu
COURSE DESCRIPTION
This course introduces advanced practice physical assessment of patients across the lifespan with
particular focus on the use of the problem oriented health record format, health history and physical
examination techniques. Content focuses on screening, assessment skills and on population specific
assessment techniques.
Prerequisites: Admission to the Neonatal, Pediatric or Adult/Gerentologic NP program. Or Nurse
Educator Program
COURSE LEARNING OBJECTIVES/OUTCOMES
Upon completion of this course, the student will be able to:
1. Use a systematic framework to collect a complete health history in the context of various delivery
systems, reimbursement policies, nurse practitioner practice, and the economics of public and
private financing (Context and Environment; “Leadership and Collaboration:, NONPF CC 1, 5, 6;
Essentials 1, 10)
2. Integrate best practices with relevant inter-professional and developmental theories to guide
diagnostic reasoning and systematic data collection.
(Knowledge and Science; “Critical and Creative Thinking”, “Discipline-Based Competence;”
NONPF CC 1, 4, 8; Essentials I, IV)
3. Evaluate theories of aging, development, social, family and race related to patient assessment in
advanced practice role.
(Personal and Professional Development; “Leadership and Collaboration”, and “Purposeful
Lifelong Learning;” NONPF CC 2, 9; Essentials IX)
4. Organize data using appropriate electronic data systems to formulate a problem list based on
cumulative data integrating nursing and medical terminology and diagnostic taxonomies. (Quality
and Safety; “Effective Communication in a Variety of Modes;” NONPF CC 3, 7, 8; Essentials, II,
III)
5. Perform a complete health assessment appropriate for specialty population incorporating safety
measures, health history and exam technique and document findings in a clear succinct manner
using appropriate terminology.
(Relationship-Centered Care; “Discipline Based Competence;” NONPF CC 9; Essential IX)
6. Develop interviewing and communication skills that promote effective professional relationships.
(Teamwork; “Leadership and Collaboration,” “Effective Communication in a Variety of Modes;”
NONPF CC 2, 5, 7; Essentials II, VII)
Please note. Department of Nursing “curricular threads” are identified in italics; University
“Goals of a Liberal Arts Education” are identified in quotes, NONPF competencies in regular
font.
Please note. Course learning objectives/outcomes are related to academic and professional
standards in nursing. Please refer to Appendix A for these relationships. Assignments in this
course are designed to promote your achievement of the course learning objectives/outcomes
(please refer to “Course Assignments and Grading”).
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
TEACHING-LEARNING ACTIVITIES
Teaching-learning activities in NURS 6140 include (a) lectures, (b) audiovisual and PowerPoint
presentations, (c) demonstrations, (d) discussion, and (e) written assignments.
FACULTY EXPECTATIONS
As faculty members, our responsibility is to ensure that you receive the best possible education and learning
experiences. Therefore, students can expect from faculty members that we…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom we work and study while presenting a positive
attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Respond to e-mail messages and voice mail messages within 24-48 hours, except on weekends and
holidays.
 Treat the students with courtesy. Refrain from any behaviors that may distract others. Minimize
distraction and interruptions. This includes limiting private conversations, and keeping phones and
pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse
opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Come prepared for the class and having thought about how the day's teaching-learning will unfold.
STUDENT EXPECTATIONS
To create an optimal respectful learning environment for everyone, your faculty members expect you to…
 Appreciate the diversity of our campus and respect the rights of each member.
 Show human concern for each of those with whom you work and study while presenting a positive
attitude and professional demeanor.
 Be on time for class and return from scheduled breaks.
 Treat the faculty members and fellow students with courtesy. Refrain from any behaviors that may
distract others. Minimize distraction and interruptions. This includes limiting private conversations,
and keeping phones and pagers in a vibrate mode.
 Understand that this class is a dynamic one, where disagreements may occur. Respect diverse
opinions and listen politely when others are speaking.
 Give everyone a chance to contribute and value hearing all voices.
 Accept the challenge of doctorate level studying, thinking, and learning. Anticipate that the level and
quantity of work in this course may exceed your prior experiences.
 Come to class prepared, having read the assignment beforehand and having thought about how you
can participate in that day's discussion.
COURSE SCHEDULE AND TOPICAL OUTLINE
Our course outline may be revised to address particular needs that present during the teaching of the
course itself. Potential revisions will be discussed in class prior to making any changes. Class content
may also be modified during class sessions based upon learning needs and interests of course participants.
The topical outline for this course will address the following content areas:
Date
Topic
Readings & Assignments
9/6/2012
Introduction, Course
Overview
Readings: Seidel, et al: Chapters 1, 2, 3, 4, 5, 6 , 7
& 26
View video content on assigned chapters (follow the
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Date
Topic
Components of the
Health History/
interviewing in the
context of age,
developmental,
cultural/ethnic and
socioeconimic status.
Genogram
*Class attendance
required
9/13/2012
Assessment of
Female Genitalia
Readings & Assignments
instructions in your textbook for access to the online
content)
Complete the anatomy Review prior to class and
**PRINT AND BRING YOUR COMPLETED
REVIEW TO THE FIRST CLASS
In class activities:
Complete History (including genogram), on a
classmate.
Submit written history to the dropbox by 9/9/2012
Sometime during the first week of class you
should view the “Putting it all together-complete
physical exam’ video clip available online with the
7th edition of Seidel.
Readings: Seidel, et al Chapters
16 & 18.
View video content on Pelvic exam/female genitalia
exam.
Breast Exam
In class activities:
9/20/2012
*Class attendance
required
Lab practice
Skin
Seidel: Chapters 8, 9, 10, 11, 12
HEENT/ & Lymphatics
View video content on Skin and HEENT
In patients cross the
lifespan.
Lab Practice
*SOAP note #1 due 9/24/2012
9/27/2012
10/4/2012
Cardiac, Peripheral
vascular, Heart sounds
Thorax and Lungs
Readings: Seidel, chapters: 13-15 and 17, 19 & 20
.
View video content on cardiac, respiratory,
abdomen and male G/U
Abdomen and Rectum
And Male genitalia
Lab practice 10:00am -1:00pm & 3:30-5:00pm
*SOAP note #2 Due 10/1/2012
In patients across the
lifespan.
Assessment of
Seidel Chapters 21 & 22.
Neuromuscular system
View video content on neuromuscular exam.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Date
Topic
Readings & Assignments
Class will be divided into 2 groups #1@ 10:00am 1:00pm & #2 @3:30-5:00pm
(groups will be assigned on 9/27)
10/11/2012 Putting it all together
Complete PE practice/
Documentation Lab
Presenting a pt.
*Class attendance
required
Read Seidel, chapters 24 &25.
In Class Activities:
Class will be divided into 2 groups #1@ 10:00am 1:00pm & #2 @3:30-5:00pm
(groups will be assigned on 9/27)
*Complete History Write up on NH patient (or
family/friend) due10/15/2012.
Vide- taped Interview and Exam along with Self
Critique due on 10/21/2012
Evaluation of Peer video-taped interview and
exam due on 10/25.
10/18/2012 Final Clinical Exam*
To be scheduled individually (# 25 students)
10/25/2012 Final Clinical Exam*
To be scheduled individually (# 25 students)
*See Appendix F for grading rubric final clinical exam
COURSE ASSIGNMENTS AND GRADING
Assignments, assigned points, and due dates will be reviewed, revised, and/or developed by students and
faculty during our first class session.
Name of Assignment
Health history write up on classmate
Assignment #1
HEENT SOAP note (on a patient with a
diagnosis of allergic rhinitis and acute
otitis media)
Assignment #2
Heart/Respiratory SOAP note (on a
patient with a diagnosis of acute asthma
exacerbation and mitral valve prolapse)
Assignment #3
Health history write up on NH patient
Assignment #5
Self-Critique of video interview
Assignment #6
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Objectives
1-6
Points
%
S/U
Due Date
9/9/2012
1,2,3,4
10
8.5%
1,2,3,4
10
8.5%
1-6
10
8.5%
10/15/2012
1,2,3,4,5,6
10
8.5%
10/21/2012
9/24/2012
10/1/2012
Master’s Degree Program Syllabus
NURS 6140
Name of Assignment
Objectives
Points
Peer Interview Evaluations
2,3
20
(20 points) Assignment #7
Final Clinical exam*
1-6
60
Total
120
Please note. Assignments are designed to address specific course objectives.
%
16%
Due Date
10/ 25/2012
50%
100%
See Appendix A for Relationship of Course Objectives to Academic and Professional Standards
See Appendix B for St. Catherine University: Liberal Arts Themes, Goals, and Outcomes,
and NONPF Competencies
See Appendix C for Clinical Guidelines for Health Assessment Class
See Appendix D for Interview Evaluation guidelines (use for self critique)
See Appendix E for History and Physical guidelines
See Appendix F for SOAP note grading rubric
See Appendix G for H & P write up grading rubric
See Appendix H for grading rubric final clinical exam
See Appendix I Clinical Competencies Evaluation Form
See Appendix J Clinical Log
Assignments:
Students are responsible for completing all course assignments and learning activities. Course
assignments are due on the scheduled due date. Late assignments will not be accepted unless you notify
Vicki Ericson by e-mail (vlericson@stkate.edu) or voice mail (612-229-5452) prior to when the
assignment is due.
Final Clinical Exam—You will be observed performing a complete physical exam (no breast or G/U
exam) on either a classmate or someone you choose. You will be graded on your patient
interactions and appropriate exam techniques.
Grading Policy:
NURS 6140 must be taken for a grade and must be satisfactorily completed with a minimum grade of B
(87% of the total possible points). Each course assignment must be completed with a minimum grade of
C (78% of total possible points). Assignments may be resubmitted once if not completed satisfactorily the
first time (if evaluation of assignment is <78% possible points). Resbmitted assignments receive a
maximum of 78% of total possible points for that assignment. If you have questions about how to
complete a particular assignment, please contact Vicki Ericson.
Grading Scale:
The grading scale for NURS 6140 is determined as follows:
A 96% and over
B+ 90-92%
C+ 81-83%
A- 93-95%
B 87-89% Passing
C 78-80%
B- 84-86%
C- 75-77%
Incomplete Grades:
A grade of incomplete is given only when unusual circumstances deem it appropriate. Ordinarily, such
circumstances would involve matters that are not wholly within your control, such as illness. If you wish to
receive an incomplete grade you must complete a Petition for Incomplete Grade form (available online) no
later than the last day of the term in which course requirements are due. You must be making satisfactory
progress in the course and you must have completed 75% of the course at the time the petition is filed.
Incompletes are awarded at the faculty’s discretion. If granted, the normal deadline for completion of the
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
work is no more than 8 weeks after the last day of classes in the term in which the course is offered. The
course faculty may establish a due date after the normal deadline if you request it and special circumstances
warrant it. The faculty will submit an alternate grade that will automatically be recorded if you do not
complete the requirements for the course by the deadline. If you complete the course requirements in the
time allotted, the faculty must submit the final grade by the deadline. Extensions to the due date originally
agreed to by you and your course faculty must be approved by the academic dean.
COURSE POLICIES
Additional policies related to this course may be found in the Master’s Degree Program Student Policies
located in the online Nursing Student Handbook.
Academic Integrity:
Please refer to the “Academic Integrity Policy” in the Graduate Academic Catalog.
Accommodations:
St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of
diversity. The University’s goal is to create learning environments that are usable, equitable, inclusive,
and welcoming. If there are aspects of the instruction or design of this course that result in barriers to the
learning environment, accurate assessment, or your achievement, please contact me and the Resources for
Disabilities office as soon as possible. Access Consultants can be reached in the O’Neill Center at
651.690.6563 to discuss academic adjustments or accommodations.
Attendance:
The most significant learning activity is attendance and active participation in all class sessions. Taking
initiative in learning is a hallmark of advanced nursing practice. This requires preparation for all class
sessions, the belief that you have a unique and valuable perspective to offer to class discussions, and the
willingness to enter into to our class discussions. Therefore, attendance will be taken and active participation
and engagement in class discussions and learning activities will be noted.
Regular class attendance is expected and is defined by the format of the course. For online courses,
attendance means following the communication requirements and due dates on the syllabus. For in-class
learning, attendance means that (a) you arrive at class on time and stay for the duration of the class; and (b)
whether present or not, you are responsible for in-class content. For hybrid courses, you must follow both
the online and in-class attendance requirements. Failure to attend, for any reason, may be taken into
account in the evaluation of your work. First day attendance (for in-class) or first week online
communication (for online learning) is required.
If you will be late or absent for a class session, please e-mail or call Vicki Ericson prior to class
(vlericson@stkate.edu or 651.690.6057). Failure to regularly attend class sessions will result in
implementation of the Performance Issue Algorithm/Guided Improvement Plan described in the Master’s
Degree Program Student Policies.
St. Catherine University is committed to the healthy well-being of our community; therefore, we support The
Centers for Disease Control and Prevention’s recommendations related to communicable diseases that could
be transferred during class activities. In the event that students are unable to attend classes due to selfisolation recommendations, they should notify their professors of their absence and arrange alternative
activities.
Course Communication:
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Please check your St. Kate’s e-mail and D2L regularly for messages and updates related to the course--at
least every 2-3 days. E-mail messages and voice mail messages will be responded to within 24 hours, except
on weekends and holidays. You are encouraged to discuss optimal means of communication with course
faculty. In the event of severe weather on a planned class day or learning event, please monitor e-mail and
D2L closely for alternative assignments or plans. Grades will be posted in the online gradebook on our D2L
course site.
Evaluation:
Evaluation is an essential component of this course. Informal and formal evaluations will be conducted
during the course and evaluative data will be used by faculty to improve the course and ensure that
learning is being facilitated through teaching-learning activities and course assignments. Online course
and faculty evaluations are completed at the end of this course. Information about how to complete these
online evaluations will be sent by a staff member in the Department of Nursing, usually before the final
class session. Final course evaluations are confidential; only aggregated data are reported to faculty.
Inclusivity:1
Nurses are called to promote human dignity. In order to be aware of the ever changing environment in
nursing and health care, an open dialogue must be able to occur in a non-threatening environment in
which students and faculty can engage in discussions that are taking place, challenge comments that are
made, and evaluate aspects of the structural environment that support injustice. Bringing attention to
expressions of cultural bias is a way to model against stereotyping. At any time, a moment of
consideration can be called. This can and should be called by anyone, student or faculty, in order to
facilitate needed conversation around sensitive issues. These moments are times for all of us to learn how
to become more sensitive in our language and actions. Such dialogues may pertain to stereotypes related
to “race,” sex, religion, gender identity, sexual preference, weight, economic status, and anything that can
impact the dignity of persons, including equitable treatment of patients and students. These moments of
consideration should be freely addressed in the classroom and are an essential aspect of learning in this
course.
PROFESSIONAL STANDARDS, WRITING AND TECHNOLOGY REQUIREMENTS
Faculty in the Department of Nursing use professional nursing standards in the development,
implementation, and evaluation of curricula as well as to promote and evaluate student learning.
In the Nurse Practitioner Concentration of the Master’s Degree Program, professional standards include:
 Code of Ethics for Nurses with Interpretive Statements (ANA, 2001)
 Code of Ethics for Registered Nurses (Canadian Nurses Association, 2008 [Canadian])
 International Council of Nurses Code of Ethics for Nurses (ICN, 2006 [All])
 Core Competencies for Interprofessional Collaborative Practice (Interprofessional Education
Collaborative Expert Panel, 2011)
 The Essentials of Master’s Education in Nursing (AACN, 2011)
 NLNAC Accreditation Standards and Criteria: Master’s Degree Programs (NLNAC, 2012)
 National Task Force Criteria for Nurse Practitioner Programs (NTF, 2012)
 Nurse Practitioner Core Competencies (NONPF, 2012)
 Nursing: Scope and Standards of Practice, 2nd Edition (ANA, 2010)
 Nursing’s Social Policy Statement: The Essence of the Profession (ANA, 2010)
 Quality and Safety Education for Nurses: Graduate Competencies (QSEN, 2011)
Writing and Technology Requirements:
1
This statement is based on a statement written by NURS 6790 student, Maria Kludt (Spring 2009).
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
The ability to write, use technology, and communicate effectively is essential in advanced nursing roles.
Professional nursing standards and competencies for advanced nursing practice specifically address these
skills. Courses in the Master’s Degree Program in Nursing are designed to provide opportunities for you
to learn and develop writing abilities and skills in using technology.
In NURS 6140, written assignments will be evaluated by faculty for (a) the logical flow of ideas and
organization of content; (b) spelling, grammar, and punctuation; and (c) the use of American
Psychological Association style (APA, 2010). If specific concerns are identified, you will be encouraged
to seek assistance with your professional writing skills, including the use of APA style.
CONGRUENCE WITH THE ST. CATHERINE UNIVERSITY MISSION
NURS 6140, advances the “Goals of a Liberal Arts Education” at St. Catherine University by challenging
you to commit yourself to learning a new skill set, drawing on your current level of knowledge. Each of
the “Goals of a Liberal Arts Education” is related to one or more of the course objectives and consistent
with the teaching and learning activities used in this course.
TEXTBOOKS AND COURSE MATERIALS
Required Texts for this course include:
Seidel, Ball, Dains, Benedict (2010). Mosby’s guide to physical examination (7thed.) St. Louis,
MO: Mosby/Elsevier.
LEARNING RESOURCES
E-mail and D2L will be used for communication among faculty and class participants and for distribution of
class materials. Please go to our D2L course site for course announcements and course learning resources,
including course documents, websites related to course content, and other helpful information.
The following equipment will be needed during the course:
Stethoscope
Peds option only: Otoscope
Please let Vicki Ericson know if you have any questions about our course syllabus.
Thank you
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix A
Relationship of Course Objectives to Academic and Professional Standards
Integrating
Concepts
Context and
Environment
(CE)
Related
Course Objectives
1.
Knowledge and 2.
Science
(KS)
Personal and
Professional
Development
(PD)
3.
Quality and
Safety
(QS)
4.
Use a systematic
framework to
collect a complete
health history in the
context of various
delivery systems,
reimbursement
policies, nurse
practitioner
practice, and the
economics of public
and private
financing.
Integrate best
practices with
relevant interprofessional and
developmental
theories to guide
diagnostic reasoning
and systematic data
collection.
Evaluate theories of
aging, development,
social, family and
race related to
patient assessment
in advanced practice
role.
Organize data using
appropriate
electronic data
collection systems
to formulate a
Liberal Arts
Goals
Master’s
Essentials
Ethics and Social Justice Essential I: Background for Practice
from Sciences and Humanities
Diversity and Global
Perspectives
Essential V: Informatics and
Healthcare Technologies
Effective
Communication in a
Essential VI: Health Policy and
Variety of Modes
Advocacy
QSEN
(IOMa)
Interprofessional
Competencies
Informatics
Values/Ethics
(Informatics)
Interprofessional
Communication
Technology and
Information
Literacy
Competencies
Essential VIII: Clinical Prevention
and Population Health for Improving
Health
Policy
Competencies
Critical and Creative
Thinking
Essential I: Background for Practice
from Sciences and Humanities
Evidence-Based
Practice
Discipline-Based
Competence
Essential IV: Translating and
Integrating Scholarship into Practice
(Evidence-Based
Practice)
Leadership and
Collaboration
Essential IX: Master’s-Level Nursing
Practice
ALL
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Scientific
Foundation
Competencies
Practice Inquiry
Competencies
Roles/
Responsibilities
Purposeful Lifelong
Learning
Effective
Communication in a
Variety of Modes
Nurse
Practitioner
Competencies
Scientific
Foundation
Competencies
Ethics
Competencies
Leadership
Competencies
Independent
Practice
Competencies
Essential II: Organizational and
Systems Leadership
Essential III: Quality Improvement
and Safety
Quality
Improvement
Safety
(Quality
Roles/
Responsibilities
Quality
Competencies
Health Delivery
System
Master’s Degree Program Syllabus
NURS 6140
Integrating
Concepts
RelationshipCentered Care
(RC)
Teamwork
(TW)
Related
Course Objectives
5.
6.
problem list based
on cumulative data
integrating nursing
and medical
terminology and
diagnostic
taxonomies.
Perform a health
assessment
appropriate for
specialty population
incorporating safety
measures, health
history and exam
technique and
document findings
in a clear succinct
manner using
appropriate
terminology.
Develop
interviewing and
communication
skills that promote
effective
professional
relationships.
Liberal Arts
Goals
Master’s
Essentials
QSEN
(IOMa)
Interprofessional
Competencies
Improvement)
Nurse
Practitioner
Competencies
Competencies
Ethics
Competencies
Discipline-Based
Competence
Essential IX: Master’s-Level Nursing
Practice
Patient-Centered ALL
Care
Independent
Practice
Competencies
(PatientCentered Care)
Leadership and
Collaboration
Essential II: Organizational and
Systems Leadership
Teamwork and
Collaboration
Interprofessional
Communication
Leadership
Competencies
Effective
Communication in a
Variety of Modes
Essential VII: Interprofessional
Collaboration for Improving Patient
and Population Health Outcomes
(Interdisciplinary
Teams)
Teams/Teamwork
Technology and
Information
Literacy
Competencies
Health Delivery
System
Competencies
Please note. aLiberal Arts Goals are defined in the table on the following page. bQSEN competencies are related to the IOM competencies described in Health
Professions Education: A Bridge to Quality (2003) and identified in parentheses.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix B
St. Catherine University: Liberal Arts Themes, Goals, and Outcomes
Leadership and
Collaboration:
The ability to lead and
influence for ethical and
responsible action and for
systemic change; the ability to
work well with others,
especially in joint intellectual
effort.
Ethics and Social Justice:
The ability to apply ethical
standards to judge individual
and collective actions; the
development of attitudes and
behaviors that reflect integrity,
honesty, compassion, and
justice in one’s personal and
professional life.
Diversity and Global
Perspectives: The ability to
understand and analyze the
impact of diversity and
systems of power and
privilege on the individual and
society; the ability to decipher
and honor multiple and global
perspectives in creating
mutual understanding; the
ability to imagine and take
action towards justice.
Liberal Arts Themes, Goals, and Outcomes
Students will demonstrate leadership and collaboration by their ability to:
a) act from a strong self-concept;
b) transform information into knowledge and knowledge into judgment and action;
c) make timely and relevant decisions based on sound reasoning;
d) discern consequences, including ethical consequences, of decisions and actions;
e) articulate a positive sense of direction and evoke hope;
f) work well in teams and work groups of diverse composition, building consensus and integrating
conflict resolution strategies.
Students will demonstrate a commitment to ethics and social justice by:
a) understanding principles of ethics and social justice from multiple perspectives;
b) understanding Catholic Social Teaching and the Catholic commitment to social justice;
c) applying ethical and justice frameworks to contemporary issues;
d) exhibiting personal and academic integrity;
e) practicing social responsibility through community engagement, citizenship and advocacy.
Students will demonstrate a commitment to diversity and global perspectives by their ability to:
a) understand the experiences and contributions of women across history and cultures;
b) recognize the historic and current relationships within and among cultural communities, locally,
nationally, and globally;
c) identify and critically analyze the intersections and impact of race/ethnicity, gender, social class,
religion, sexual orientation, age, ability and other differences on identity, experience, and systems of
power and privilege;
d) understand how economic, social, religious and political systems interact and how those systems vary
across societies;
e) understand the interrelationships between nature and humans and develop eco-centric perspectives;
f) increase critical cultural competencies and cultural responsiveness through engaging with multiple
communities;
g) take action to dismantle systems of oppression and build a more just world.
Students will demonstrate critical and creative inquiry by their ability to:
Critical and Creative
a) locate appropriate information from a variety of sources and evaluate its relevance and reliability;
Inquiry:
The ability to gather, analyze
b) organize, describe, interpret, and integrate both qualitative and quantitative information;
and critically evaluate
c) shape ideas and discern meaning from experience, observation, imagination, and passion;
information to develop
d) analyze complex issues and arguments in various intellectual contexts (scientific, aesthetic,
reasonable arguments, sound
philosophical, etc.) and evaluate the validity and soundness of such arguments;
judgments, and effective
e) develop and evaluate action plans for solving significant social and intellectual problems;
solutions. This ability is
f) demonstrate breadth of knowledge of the major accomplishments of human endeavors and of the
founded on a broad knowledge
distinct methods of exploring truths (in the natural sciences, social sciences, and the arts and
of the achievements of human
humanities); *
creativity and of the variety of g) identify and interpret similarities and differences among various disciplinary approaches and examine
disciplinary approaches for
the relationships among them.
exploring truths.
* Breadth of knowledge applies to all degrees except the graduate degrees, where the focus is on in-depth
development of disciplinary skills.
Students will demonstrate discipline-based competence by their ability to:
Discipline-Based
Competence**: The ability to a) use in-depth knowledge and engage key ideas in at least one field of study;
demonstrate in-depth
b) exercise disciplinary methods and skills, and carry out research or learn independently in that field;
knowledge, values and skills
c) develop disciplinary perspective and identity, including an understanding of the route to acquiring
in at least one major field of
knowledge in that discipline;
study and to relate disciplinary d) identify and analyze similarities and differences between the student’s major field and other
approaches to those of other
disciplinary approaches.
fields.
**Discipline-Based Competence applies to all degree programs except the Associate of Arts Degree
Program.
Effective Communication in Students will demonstrate effective communication by the ability to:
a Variety of Modes: The
a) read, view, and listen with understanding and critical discernment;
ability to read, write, speak
b) organize, evaluate, and communicate ideas effectively through writing and public speaking to various
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
and listen effectively; the
ability to present information
in a clear and engaging
manner.
Purposeful Life-long
Learning: The ability to
continue personal and
professional development
based on ongoing selfassessment, feedback from
others, and new learning.
Liberal Arts Themes, Goals, and Outcomes
audiences;
c) prepare and present information visually and through the use of technology;
d) find expression in fine, literary, and performing arts;
e) develop and put into practice interpersonal, group, and cross-cultural communication skills and
listening skills;
f) show competency in a second language (applies only to bachelor’s degree).
Students will demonstrate a commitment to purposeful life-long learning by:
a) assuming responsibility for their own learning;
b) engaging in and reflecting on opportunities that prepare for life after college;
c) practicing a variety of methods of learning, including reading and research, observing and listening,
self assessment and feedback, work and life experience;
d) developing knowledge and strategies for maintaining a balance of body, mind and spirit;
e) reflecting on and developing a meaningful, purposeful, and spiritual life.
Nurse Practitioner Core Competencies
Scientific Foundation Competencies
1. Critically analyzes data and evidence for improving advanced nursing practice.
2. Integrates knowledge from the humanities and sciences within the context of nursing science.
3. Translates research and other forms of knowledge to improve practice processes and
outcomes.
4. Develops new practice approaches based on the integration of research, theory, and practice
knowledge
Leadership Competencies
1. Assumes complex and advanced leadership roles to initiate and guide change.
2. Provides leadership to foster collaboration with multiple stakeholders (e.g. patients,
community, integrated health care teams, and policy makers) to improve health care.
3. Demonstrates leadership that uses critical and reflective thinking.
4. Advocates for improved access, quality and cost effective health care.
5. Advances practice through the development and implementation of innovations incorporating
principles of change.
6. Communicates practice knowledge effectively both orally and in writing.
7. Participates in professional organizations and activities that influence advanced practice
nursing and/or health outcomes of a population focus.
Quality Competencies
1. Uses best available evidence to continuously improve quality of clinical practice.
2. Evaluates the relationships among access, cost, quality, and safety and their influence on
health care.
3. Evaluates how organizational structure, care processes, financing, marketing and policy
decisions impact the quality of health care.
4. Applies skills in peer review to promote a culture of excellence.
5. Anticipates variations in practice and is proactive in implementing interventions to ensure
quality.
Practice Inquiry Competencies
1. Provides leadership in the translation of new knowledge into practice.
2. Generates knowledge from clinical practice to improve practice and patient outcomes.
3. Applies clinical investigative skills to improve health outcomes.
4. Leads practice inquiry, individually or in partnership with others.
Master’s Degree Program
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3/17/2016
Master’s Degree Program Syllabus
NURS 6140
5. Disseminates evidence from inquiry to diverse audiences using multiple modalities.
6. Analyzes clinical guidelines for individualized application into practice.
Technology and Information Literacy Competencies
1. Integrates appropriate technologies for knowledge management to improve health care.
2. Translates technical and scientific health information appropriate for various users’ needs.
2a). Assesses the patient’s and caregiver’s educational needs to provide effective,
personalized health care.
2b). Coaches the patient and caregiver for positive behavioral change.
3. Demonstrates information literacy skills in complex decision making.
4. Contributes to the design of clinical information systems that promote safe, quality and cost
effective care.
5. Uses technology systems that capture data on variables for the evaluation of nursing care.
Policy Competencies
1. Demonstrates an understanding of the interdependence of policy and practice.
2. Advocates for ethical policies that promote access, equity, quality, and cost.
3. Analyzes ethical, legal, and social factors influencing policy development.
4. Contributes in the development of health policy.
5. Analyzes the implications of health policy across disciplines.
6. Evaluates the impact of globalization on health care policy development.
Health Delivery System Competencies
1. Applies knowledge of organizational practices and complex systems to improve health care
delivery.
2. Effects health care change using broad based skills including negotiating, consensusbuilding, and partnering.
3. Minimizes risk to patients and providers at the individual and systems level.
4. Facilitates the development of health care systems that address the needs of culturally diverse
populations, providers, and other stakeholders.
5. Evaluates the impact of health care delivery on patients, providers, other stakeholders, and
the environment.
6. Analyzes organizational structure, functions and resources to improve the delivery of care.
7. Collaborates in planning for transitions across the continuum of care.
Ethics Competencies
1. Integrates ethical principles in decision making.
2. Evaluates the ethical consequences of decisions.
3. Applies ethically sound solutions to complex issues related to individuals, populations and
systems of care.
Independent Practice Competencies
1. Functions as a licensed independent practitioner.
2. Demonstrates the highest level of accountability for professional practice.
3. Practices independently managing previously diagnosed and undiagnosed patients.
3a). Provides the full spectrum of health care services to include health promotion, disease
prevention, health protection, anticipatory guidance, counseling, disease management,
palliative, and end of life care.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
3b). Uses advanced health assessment skills to differentiate between normal, variations of
normal and abnormal findings.
3c). Employs screening and diagnostic strategies in the development of diagnoses
3d). Prescribes medications within scope of practice
3e). Manages the health/illness status of patients and families over time.
4. Provides patient-centered care recognizing cultural diversity and the patient or designee as a
full partner in decision-making.
4a). Works to establish a relationship with the patient characterized by mutual respect,
empathy, and collaboration.
4b). Creates a climate of patient-centered care to include confidentiality, privacy, comfort,
emotional support, mutual trust, and respect.
4c). Incorporates the patient’s cultural and spiritual preferences, values, and beliefs into
health care.
4d). Preserves the patient’s control over decision making by negotiating a mutually
acceptable plan of care.
Reference
National Organization of Nurse Practitioner Faculties. (2012). Nurse practitioner core
competencies. Retrieved from
http://www.nonpf.com/associations/10789/files/NPCoreCompetenciesFinal2012.pdf
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix C
Clinical Guidelines for Health Assessment Class
Each student will participate in 30 hours of clinical experiences. Students will work with
clinical faculty and community providers to observe and practice, history taking and aspects of
the physical exam. All patient encounters should be documented in the clinical log.
Patient Interview Evaluation
Patient/provider communication and good patient provider relationships have a significant
impact on patient satisfaction and patient health outcomes. Difficulties in the effective delivery
of health care can arise from problems in communication between patient and provider rather
than from any failing in the technical aspects of care. Observing other providers can help to
refine one’s own “style” of patient interactions.


You will be required to observe a health care provider or one of your classmates (via
video) interacting with a patient and to then critique the encounter using the Patient
Interview Evaluation form (Appendix A in syllabus).
Please include a paragraph discussing the important components of the visit; role of the
provider, unique practice issues, the reason for the visit, important exam and test
findings, clinical decision making, diagnosis and plan. Be prepared to discuss your
interview evaluation in class on the assigned date
Grading: 20 points for complete documentation evaluation of video using the Patient Interview
Evaluation Form.
*Clinical Experience for NURS 6140
The clinical assignment of 30 hours must be satisfactorily completed in order to pass 6140 and 6130
courses. Students are required to have preceptors complete the Clinical Competencies Evaluation
Form for each clinical rotation (Appendix H)
Clinical experience will be 60 hours in a patient care setting mutually arranged with faculty and students.
Board certified nurse practitioners, physicians assistants or physicians will serve as preceptors and
provide the following:
1.
2.
3.
4.
5.
6.
7.
8.
Provide patients and space for Nurse Practitioner student’s clinical practice.
Confirm, correct, or add to the student’s findings in the history and physical exam.
Retain medical responsibility for patients seen by the student.
Discuss diagnostic and management plans for specific (selected) patient problems with student.
Schedule conferences with the student to review progress and problems.
Call the faculty advisor with questions or problems not resolved with student.
Discuss progress of student with faculty during clinical site visits by faculty.
Participate in student’s selection and focus of projects for class assignments.
Final evaluation and assignment of student grades will remain the responsibility of the faculty. Clinical
assignments include the clinical log, initial site visit, clinical evaluation site visit, clinical write-up.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Students will formally write up select interactions in the form of a history and physical examination or
SOAP note, schedule a clinical site visit with their preceptor and clinical faculty to mutually identify
strengths and weaknesses, and develop a plan for improvement. The clinical log will be kept and will
serve as a self-audit tool as to the people and diversity of patient encounters. Students will also have
experience presenting cases to their peers at clinical conferences.
The case presentation provides:
An opportunity for students to gain experience in organizing and presenting clinical data to a group.
An opportunity for students to receive feedback from peers and faculty regarding skill in data
collection, synthesis and organization, presentation style, assessment and management plans.
An opportunity to critically appraise a peer’s case presentation.
Clinical Activities:
Clinical Notes (Put in Drop box or mail to your faculty advisor)
See syllabus for assignments and due dates.
Clinical Competencies Evaluation Form. Should be completed by the preceptor prior to faculty
site visit and again at the end of the clinical rotation.
Clinical Log: The student will maintain a clinical log of patients seen on the clinical log sheet. This
log should include the pts age, gender, and problem, as well as indicate what exams, procedures or other
interesting components of the visit as well as the assessment and plan. The student indicates total time
spent in the clinical setting for each clinical experience. Number of minutes spent with each patient, in
consultation does not need to be tracked. Clinical logs must be maintained throughout the semester.
Timely clinical documentation is a reflection of professional accountability. The clinical log is not
graded. Completion of the clinical log is a course requirement. Student are required to submit to faculty
and the nursing office the total hours spent in the clinical environment during the semester. Please fax or
deliver in person a COPY of your log after each clinical session.
Clinical Evaluation Site Visit: Faculty will conduct a visit to evaluate the student’s ability to :
1. Collect a comprehensive health history
2. Perform a complete physical examination safely
3. Develop appropriate problem list
4. Demonstrate knowledge of health maintenance
5. Provide patient education relative to health promotion and disease prevention
6. Jointly identify with student and preceptor areas of strength and weakness in the clinical setting.
7. Evaluate the student’s problem solving ability based on the following criteria:
a. Interaction with patient
b. History and physical exam
c. Problem list with rationale of priorities, and emphasis on health maintenance
issues
d. Organized oral presentation of significant/pertinent subjective and objective
data for priority problems
e. Formulation of plans relative to priority problems
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix D
Patient Interview Evaluation Guidelines
Student:___________________________________________________Date_______
Patient age:___________Gender:__________ Setting:_______________________
Evaluate the following criteria indicating whether the item was performed well, missing, or not
performed well. Include enough detail to justify your responses. Grade_______/ 10 points
Please include a paragraph discussing the important components of the visit; role of the provider,
unique practice issues, reason for the visit, important exam and test findings, clinical decision
making, diagnosis and plan. (1 point)
Getting Started
(.5 point)
Introduction
Purpose of interview made clear
Confidentiality
Interview Style (1 point)
Positioning: eye-level, patient comfort
Open to focused questions
Restates to encourage elaboration
Summary statements
Use of silence
Empathy
Notetaking/Computer
Maintains focus of interview
Sensitive to pt. age/development/education
Closing (of interview/encounter) (.5 point)
Master’s Degree Program
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3/17/2016
Master’s Degree Program Syllabus
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Summary and conclusion
Content of the Interview (1 point)
Organization
Completeness
Present Problem
(1 point)
Chief Complaint (Concern)
History of Present Illness
(Pertinent ROS, PMH, FH, SH, etc.)
Dimensions of a Symptom
(1 point)
Onset
Location
Duration
Character
Aggrevating/Associated Factors
Timing
Severity
Past Medical History
(1 point)
Organization
Completeness
Family History
(1 point)
Organization
Completeness
Master’s Degree Program
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Master’s Degree Program Syllabus
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Social History
(1 point)
What aspects of the social history were addressed?
(habits, economics, living situation, relationships,
safety, etc.)
Overall Evaluation (1 point)
Strengths: (what went well)
Weaknesses: (what would you do differently & why)
Additional Reactions or Comments
Master’s Degree Program
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3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix E
GUIDELINES FOR COMPLETE HISTORY WRITE UP
For this assignment you will obtain a complete health history from a patient in your
clinical setting, or in one of your other clinical experiences, or if you are obtaining a
health history from a child, a non-family member, i.e. neighbor would be acceptable.
In order to pass you must include all the required components of the history outlined in
the guidelines (or provide an explanation why an item was not included). You may be
required to resubmit this assignment.
I.
Identifying Data (narrative)
A.
B.
C.
D.
E.
F.
Sex
Age
Ethnic background
Significant relationship status
Occupation
Geographic location
II.
Source and Reliability
III.
Chief complaint/concern or client’s request for care. Brief statement of patient’s
symptom and duration
IV.
History of Present Illness (narrative)
A. Includes seven variables:
1. Chronology
2. Body location
3. Quality
4. Quantity
5. Setting
6. Aggravating or alleviating factors
7. Associated manifestations
B. Includes pertinent family history, past history, and negatives of related systems
V.
Past Medical History
A. Childhood illnesses (dates, complications)
B. Immunizations
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
C. Adult illnesses (list in chronological order with dates, type of illness, and any
complications. Include hospitalizations, operations, injuries and psychiatric illness)
D. Medications
1. Prescription
2. Home remedies
3. Over-the counter
E. Allergies
1. Environmental
2. Ingestion
3. Drug
F. Transfusions
G. Habits
1. Sleep
2. Exercise
3. Caffeine (coffee, tea, cola, other beverages)
4. Tobacco
5. Environmental
6. Alcohol & Drug
7. Safety—seat belts, helmets, guns, CO and smoke detectors working.
H. Screening Tests
VI.
Nutritional History
A. Past 24 hour intake (amt. fruit/veg/protein/fats)
B. Past nutritional problems
VII.
Family History (genogram)
A. Health status of nuclear family
B. Illnesses of environmental, genetic, or familial nature in blood relatives
C. Ages and positions of extended family
VIII.
Psychosocial History (narrative) (include meaning and degree of satisfaction)
A. Developmental data
1. Summary of development to date
2. Current developmental function – stages, tasks
Master’s Degree Program
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Master’s Degree Program Syllabus
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B. Relationships with family
1. Role in family
2. Relationships with parents, children and spouse, and significant others
3. Relationships with extended family
4. Family developmental stage and tasks being accomplished
C. Present living arrangements
D. Sexual adjustment
1. Lifestyle
2. Satisfaction
3. Effect of illness
E. Occupational history
1. Past and present employment
2. Hazards
3. Satisfaction
F. Economic Resources
1. Sources
2. Perception of limitations
3. Effect of illness
G. Daily profile
1. Rest/activity
2. Social activities
3. Travel
4. Hobbies/recreation
H. Coping mechanisms
I. Significance of religions
J. Support systems
K. Impact of illness
1. Attitude
2. Limitations
3. Patterns of health care
4. Values and goals
IX.
Review of Systems (see Seidel et al. for specific symptoms)
General
Skin, Hair, Nails
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Master’s Degree Program Syllabus
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Head
Eyes
Ears
Nose and sinuses
Mouth and throat
Neck
Breasts
Respiratory
Cardiac
Gastrointestinal
Urinary
Genito-reproductive
Musculoskeletal
Peripheral vascular
Neurological
Psychiatric
Endocrine
Hematologic
Master’s Degree Program
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APPENDIX F
Grading Rubric for SOAP Note
____
Subjective Data (3 point)
Organizes data pertinent to problem addressed
Uses patient words as appropriate
____
Objective Data (3 points)
Organizes data pertinent to problem addressed
Uses correct medical terminology
Incorporates lab, x-ray data when appropriate
____
Assessment (1 point)
States assessment concisely
Presents clear rationale for assessment
____
Plan (3 points)
Formulates plan specific to priorities identified
Safety of plan: meds, allergies, consequences of plan
Identifies areas where information lacking
Identifies how to obtain information safely
Identifies patient goals
Includes diagnostic plans with rationale
Includes therapeutic plan indicating need
For consultation
Includes complete plan for patient education
Includes principles of primary prevention in
Health maintenance
Total: ______/10 points
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
APPENDIX G
Grading Rubric
Complete History
I. History (10 points)
Critical Requirements
Uses a systematic process to obtain
history.
Family hx includes grandparents,
parents, siblings, children.
Subjective data appropriately
Documented only in history section
Objective data documented only in
exam section.
Recording
 Conciseness
 Completeness
 Terminology
 Organization of data
Biographical Data
 Age, sex, race, religion,
reliability
Chief Complaint
 States reason for seeking
health care in client’s own
words
History of Present Illness
 Records in sequential
narrative, uses appropriate
terminology
 Utilizes 7 variables
 Includes negative and
positive review of pertinent
 Systems
 medications
Past Medical History
 Medical illnesses-childhood,
adult
 Hospitalizations and
surgeries
 Allergies
 Immunizations
Comments
(1 points)
(1 points)
(1 points)
(2 points)
(1 points)
Master’s Degree Program
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Master’s Degree Program Syllabus
NURS 6140
 Blood
 Health Habits
 Medications
Family History
 Diagrams family
 Constellation
 Family Illnesses
Psychosocial History/Patient Profile
 Life style
 Mental status
 Reaction to stress
 Summary
 Quality of data
Riview of Systems
 Identifies onset, duration,
relief & treatment
 Notes pertinent negatives
 General
 Skin
 HEENT
 Breasts
 Respiratory
 Cardiovascular
 Genitourinary
 GYN
 Musculoskeletal
 Endocrine
 Neurological
 Emotional
(1 point)
(1 points)
(2 points)
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
APPENDIX H
Grading Rubric for Final Clinical Exam
Final Exam: Clinical Test-out. Below are 9 categories (I-IX) Each colored box represents an
exam or parts of an exam. AS you can see, some are less involved than others. Students will be
asked to complete one or two categories for their clinical test out exam. I have included a brief
description of what is expected in each category. * Note Everyone will be graded on category I.
I. EVERYONE WILL BE EXPECTED TO COMPLETE
Provide privacy
Wash Hands
Obtain proper lighting
Adequate patient instructions
down)
(don’t talk TOO much, as it slows you
Ensure visualization of each body part as it is examined
Overall organization & flow
Timeliness of exam
Vital Signs
(verbalize VS findings obtained by attendant previously)

II. SKIN/HAIR/NAILS/HEAD/FACE
Skin:
Hands & nails
( excess palm lines? Nail fungus, pitting, clubbing, splitting?)
Color and pigmentation
Texture/Turgor
(dry? dermatitis? tenting?)
Lesions
(ie nevi, eczema, birthmarks)
Head/Face:
Inspect & Palpate head & scalp
Inspect face/ symmetry/ motion
(CN VII = smile/frown, puff cheeks, move eyelids against resistance)
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Palpate TMJ (tender? click?)
III. EYES/EARS/NOSE/THROAT/MOUTH/CERVICAL LYMPH NODES
Eyes: (report Snellen visual acuity as obtained by attendant previously)
Inspect external eye
(lids, sclera, conjunctiva, iris, pupil, cornea)
Visual fields
(confrontation = wiggle fingers to check peripheral vision)
EOM’s
(CN III, IV, VI – check with wide H for symmetry and nystagmus)
Pupillary Accomodation
(focus on finger [constrict] and distant object [dilate])
Cover-Uncover/ Alignment (as eye uncovered, watch for movement of esotropia
or exotropia)
Pupil response to light
(direct and consensual)
Corneal light reflex (check balance of EOMs by noting reflection of light on pupils)
Opthalmascope – note red reflex (light reflecting off retina, to R/O cataract)
Ears:
Inspect & palpate external ear, mastoid
(tender? lesions?)
Inspect canals
(clear? edema? moisture? excessive cerumen?)
Inspect tympanic membranes
(boney landmarks? cone of light? fluid? color?)
Test hearing:
Finger rub or Voice at 3 ft
Weber (tuning fork on top of head to evaluate for lateralization of sound)
Rinne (fork on mastoids – time to ensure Air Conduction>Bone Conduction 2:1)
Nose / Sinus:
Palpate or Percuss frontal and maxillary sinuses
(assess tenderness)
Test patency of nostrils
(pt occludes one nare at a time and inhales)
Inspect nasal mucosa, turbinates, septum
(with otoscope and speculum)
Mouth and Throat:
Inspect buccal musosa, dentition, gingivae, palate, floor of mouth
(use tongue blade to move cheeks. Observe for lesions, edema, erythema)
Inspect posterior pharynx, tonsils, uvula (grade tonsils 0-4, note exudate, lesions)
Evaluate gag reflex (CN IX, X)
(present if pt can swallow. NO need to gag!)
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
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Inspect tongue movement (CN XII)
(symmetrical? Full ROM?)
Cervical lymph nodes
Inspect for symmetry, lumps & pulsations
Palpate lymph nodes:
Preauricular
Postauricular
Occipital
Tonsillar
Submandibular
Submental
Superficial (anterior) cervical
Deep cervical
Posterior cervical
Supraclavicular
Infraclavicular

IV. THYROID/NECK/TRACHEA
Palpate trachea
(midline?)
Palpate thyroid
(here or from behind pt later)
Palpate carotid pulses
Neck ROM , muscle strength, shoulder shrug, chin resistance
V. CHEST AND LUNGS
Posterior inspection of thorax, skin, A/P diameter
Respiratory expansion
(symmetric?)
Palpate for tactile fremitus, tenderness, masses
Percuss posterior lung fields
(x6 areas, evaluate side to side for
resonance)
Percuss for costovertebral angle tenderness (ie “CVAT” to
bilateral flanks)
Auscultate posterior & lateral breath sounds
(x6-8 areas, side to
side)
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Move to Front of Patient
Lungs cont’d:
Auscultate anterior lungs
(4-6 areas)
Cardiac:
Inspect and palpate for cardiac pulsations, thrills, heaves.
Palpate apical impulse (or Point of Maximal Impulse)
(PMI
location estimates
myocardial size -- should be in 5th intercostal space, midclavicular line)
Auscultate heart sounds with diaphragm and then bell
5 areas – Aortic, pulmonic, Erbs point, tricuspid, and mitral
valves
Assess for S1, S2, murmurs, rubs, and gallops
Auscultate carotid arteries for presence or absence of bruits
Repeat auscultation in all 5 areas with pt. supine using diaphragm &
bell)
Inspect neck vessels
(evaluate for jugular venous distention)
VI. ABDOMINAL EXAM
Inspect contour, symmetry, skin characteristics (ie scars), umbilicus,
pulsations
Auscultate: 4 quadrants
(for bowel sounds)
Auscultate for aortic, renal, and iliac bruits
Percuss: all 4 quadrants
(note tympany of gastric bubble and
intestines,
dullness of organs, stool, or full bladder)
Percuss liver span at right MCL
(nml 6-12 cm)
Percuss spleen
(posterior to L MAL. Determine size.
Also percuss lowest intercostal space in L AAL for tympany with
both inspiration
and expiration of breath.)
Palpate: all 4 quadrants lightly
(using one hand, and assessing for
tenderness)
Palpate all 4 quadrants deeply
(use lower “feeling” hand, with
pressure of top
“pushing” hand to assess for masses.)
Palpate lower liver border
(press hand against lower L
costal margin.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Assess liver as pt takes deep breath)
Abdominal Exam (con’t)
Palpate for spleen (normal not to feel),
aorta (just L of midline in epigastric area),
and kidneys (rarely felt)
Describe palpation technique for inguinal nodes and femoral pulses.
VII. EXTREMITIES
Lower extremities:
Inspect symmetry, skin, hair distribution
Palpate popliteal, posterior tibial and dorsalis pedis pulses
Palpate skin temperature, assess for pretibial edema
ROM and muscle strength:
Hips, knees, ankles, feet/toes
(grade strength to hips and knees on +5/5 scale)
Patient Sits Up
Upper Extremities:
Inspect symmetry, skin, hair distribution
Palpate pulses (radial, brachial) and epitrochlear nodes
ROM & muscle strength: shoulder, elbows, wrists, hands/fingers
(grade strength to shoulders, elbows and grip on +5/5 scale)
VIII. NEURO &MUSCULOSKELETAL EXAM
DTR’s: upper & lower extremitiesbiceps, triceps, brachioradialis, patellar, Achilles
Babinski
Finger to finger or finger to nose (tests proprioception / cerebellar
function)
Heel to shin
(tests cerebellar function)
Touch
(cotton wisp x3 on face – tests sensory function)
Pain
(sharp x3 and dull x3 on extremities)
Vibration (both great toes, one bony prominence on each hand)
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Patient Moves to Standing
Neuro con’t & Musculoskeletal
Gait- normal walking, on heels, on toes
Tandem walking
(heel to toe)
Romberg sign
(pt with eyes closed maintains balance before and
after light push)
Inspect and palpate spine
ROM of spine
Touch toes (check for flexibility and scoliosis asymmetry, humps,
etc)
Shallow knee bend or “duck walk” (notes strength of hips, knees,
ankles)
IX. Male GU:
TSE: Describe comprehensive testicular exam- (do not actually examine for
purposes of this course)
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix I
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
MASTER’S DEGREE PROGRAM
ADULT/GERIATRIC
NURSE PRACTITIONER PROGRAM
CLINICAL COMPETENCY EVALUATION
Student _____________________________________________
Preceptor________________________________________________
Clinical Site (name)________________________________________
COURSE OBJECTIVES (First Clinical Rotation)
Upon completion of this course, you will be able to:
1. Incorporate the concepts of epidemiology, growth and development, family
development, stress and coping into the health protection/promotion framework.
2. Critique approaches/programs for promoting healthy lifestyles.
3. Communicate effectively with clients and professional colleagues to facilitate data
collection and identification of health needs.
4. Perform screening and health assessments using a systematic process.
5. Develop educational plans and counseling strategies for individuals, families, and
aggregates.
6. Demonstrate a problem-solving approach to promote the health of individuals,
families, and communities.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
In the first clinical rotation emphasis is placed on health promotion, communication,
patient relationship and critical thinking.
Student Name__________________
CLINCAL COMPETENCY EVALUATION
First Clinical Rotation
More
Understands Demonstrates
Education Concepts
Competence
Needed
The student is knowledgeable of the
recommended screening, counseling and
preventive medications/therapeutics in
client-specific populations
The student provides counseling/education
to client specific populations regarding
strategies to prevent illness and promote
health.
The student demonstrates an understanding
of the concepts of social justice, and how
race, socioeconomic status and education
influence health.
The student obtains a concise, detailed
patient history. (includes 8 attributes of a
symptom, pertinent past medical history,
family history and social history, current
meds and allergies).
The student performs appropriate physical
exam demonstrating sound techniques.
The student demonstrate communication
skills that facilitate effective interpersonal
relationships
Student communicates with preceptors in a
systematic concise manner regarding
patient findings.
The student demonstrates professionalism
through honest communication,
punctuality.
The student works to develop
diagnoses/assessments of the presenting
problem(s), through the development of a
wide list of differential diagnoses.
The student formulates a plan of care that is
based on current research evidence.
Comments:
Preceptor Signature:____________________________________________Date_____
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
MASTER’S DEGREE PROGRAM
ADULT/GERIATRIC
NURSE PRACTITIONER PROGRAM
CLINICAL COMPETENCY EVALUATION
Student _____________________________________________
Preceptor________________________________________________
Clinical Site (name)________________________________________
COURSE OBJECTIVES (Intermediate Clinical Rotation)
1.
Analyzes clinical problems using the epidemiological approach as it relates to
secondary prevention.
2.
Demonstrates knowledge of pathophysiology of minor/acute alterations in
health commonly encountered in the advanced nursing practice/primary care.
3.
Demonstrates comprehensive case management for clients with minor/acute
alterations in health commonly encountered in advanced nursing practice/primary care.
4.
Utilizes selected theory and strategies to educate clients and their families/significant
others.
5.
Analyzes the contribution of research to advanced nursing practice as it relates to
increasingly complex alterations in health.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
CLINICAL COMPETENCY EVALUATION
The intermediate clinical rotations build on the objectives of the first rotation to include
identification of various alterations in health and the formulation of strategies aimed at
improving the health of patients with acute/chronic health conditions.
Student Name:___________________________
In addition to the competencies from the first rotation, the student in the second clinical rotation:
Intermediate Clinical Rotation
More
Understands Demonstrates
Education Concepts
Competence
Needed
The student analyzes patient data (current and past),
incorporates pertinent physical exam activities and
utilizes appropriate diagnostics to identify and treat
asymptomatic, at risk patients.
The student formulates secondary prevention
strategies grounded in current evidence based
recommendations.
The student articulates an understanding of the
pathophysiologic basis for common acute and
chronic health conditions.
The student demonstrates an understanding of the
pathophysiologic basis for common acute and
chronic health problems by appropriately providing
anticipatory guidance for health maintenance,
prevention and promotion, as it relates to selected
acute/chronic health conditions.
The student formulates a plan of care (that
appropriately includes family/SO) based on selected
theories, and applies the best strategies for
optimizing individual patient health.
The student actively seeks out current research data
to guide practice.
Comments:
Preceptor Signature:_________________________________________Date:___________
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix I
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
MASTER’S DEGREE PROGRAM
ADULT/GERIATRIC
NURSE PRACTITIONER PROGRAM
CLINICAL COMPETENCY EVALUATION
Student _____________________________________________
Preceptor________________________________________________
Clinical Site (name)________________________________________
COURSE OBJECTIVES (final semester)
Upon completion of this course, you will be able to:
1. Synthesizes epidemiological data for relevance to advanced nursing practice/primary
care
2. Demonstrates knowledge of pathophysiology of commonly encountered
chronic/complex alterations in health.
3. Demonstrates comprehensive, collaborative management of clients with multifaceted
alterations in health.
4. Compares and contrasts alternative approaches to therapy within the scope of
advanced nursing practice.
5. Integrates an ethical perspective into the advanced nursing practice role.
6. Analyzes legal and professional practice standards as they apply to specific primary
care practices.
7. Identifies areas requiring additional research including research regarding the
delivery of advanced nursing practice/primary health care.
8. Evaluates the importance of contextual factors in the provision of advanced nursing
practice/primary health care.
9. Evaluates the implications of selected health care policies for advanced practice
nurses, client populations, and the health care system.
10. Develops and analyzes strategies for implementing change in health policy and health
care delivery.
11. Analyzes selected quality evaluation methods in relation to advanced nursing practice
and primary care settings.
12. Applies case management processes to clinical practice and outcomes, health care
systems coordination and integration, fiscal management and reimbursement
patterns.
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
The final clinical rotation builds on the objectives of the second rotation and includes patient care
in the context of health care policy, third party reimbursement, legal/ethical considerations,
professional practice standards and risk management. Patient care of complex chronic health
conditions incorporating an inter-professional case management processes.
CLINICAL
COMPETENCY EVALUATION
Final Clinical Rotation
Student Name___________________
More
Understands Demonstrates
Education Concepts
Competence
Needed
The student appropriately formulates
patient diagnosis(es), plan of care, followup and educational strategies for individual
patients with complex chronic health
conditions.
The student demonstrates knowledge of
health care system policies and complies
with requirements for coding and
reimbursement.
The student practices within the legal scope
of NP practice and in accordance with
professional standards.
The student identifies appropriate care
initiatives/strategies for tertiary prevention
of chronic disease (meeting disease specific
parameters, avoid/minimize hospital or ER,
advanced directives, palliative care, etc.)
The student demonstrates appropriate
referrals to and consultation with,
specialists for patients with complex
chronic health conditions.
Comments:
Preceptor Signature:_____________________________________Date:___________
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016
Master’s Degree Program Syllabus
NURS 6140
Appendix J
ST. CATHERINE UNIVERSITY
DEPARTMENT OF NURSING
MASTER’S DEGREE PROGRAM
ADULT/GERIATRIC
NURSE PRACTITIONER PROGRAM
CLINICAL LOG
Student Name_________________________________________Date_____________
Preceptor Name and Title___________________________Clinical Site___________
Advisor’s Name______________________________________________________
Pt.
Initials
Date
Age
Sex Reason for Visit/Procedures done,
M/F teaching plan,
Diagnosis
CPT/ ICD code
And any other interesting findings
1
2
3
4
5
Preceptor Signature:______________________________________Date________________
Number of clinical hours worked for this date___________ Please fax form to 651-690-6941
*IMPPORTANT (keep a copy of your clinical log for your files
Master’s Degree Program
Department of Nursing: St. Catherine University
3/17/2016