UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: NUR 225
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Health and Human Services
4. Academic Unit:
4
Nursing
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Upon completion of the course, the successful student:
Clinical Practice and Prevention
 Applies the principles underlying all nursing intervention procedures related to providing
safe and appropriate care to patients in different care settings.
 Examines the relationship of health assessment to health promotion while identifying
strategies to promote wellness.
Communication
 Demonstrates beginning professional communication skills in interactions with peers and
faculty in all situations.
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical Reasoning
 Integrates critical thinking to relate health assessment and physical examination findings
to the health status of individuals across the life span.
 Demonstrates the ability to determine the method and rationale for implementing safe and
appropriate patient centered care.
Leadership
 Identifies the opportunities for nurses to take a leadership role in creating environments
for health promotion.
 Organizes and coordinates self to demonstrate beginning nursing competencies,
accountability and successful transition into the role of the student nurse.
Professionalism and Professional Values
 Demonstrates an understanding of the principles of basic nursing care within the legal,
ethical, and regulatory framework of nursing practice.
Global Health
 Examines one’s own personal values, beliefs, and practices as compared to diverse
populations in a global society.
 Demonstrate flexibility and openness to continued learning about culture and diversity.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
Effective Fall 2012
NUR 225 and NUR 225L were created to eliminate redundancies, to improve student
comprehension of the holistic nature of health assessment and foundations of nursing, to
respond to student and faculty feedback about the disconnected nature of the previous
courses, and to improve consistency in teaching the nursing process, documentation, and
foundations of nursing practice. The content from NUR 205/205L and NUR 214/214L is being
integrated into these new courses.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: FUNDAMENTALS OF NURSING PRACTICE
(max 100 characters including spaces)
9. Short course title: FUNDAMENTALS NURSING PRACTC
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Study of foundational concepts of nursing practice including the cognitive and psychomotor
skill development needed to meet the basic human needs. Emphasis is placed on the
development of student as a caring competent nurse at a beginning level. Provides knowledge
of introductory skill development and health history and physical examinations skills
essential for holistic practice
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Nursing B.S.N.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
Effective Fall 2012
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Admission to the traditional
18. Prerequisites:
nursing program
If prerequisites, include the rationale for the prerequisites.
This course is limited to a select cohort of students.
Yes
No
Yes
No
19. Co requisites:
NUR 225L, NUR 330, NUR 371
If co requisites, include the rationale for the co requisites.
The co-requisites facilitate learning and application of key concepts relevant to the course
content.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Tracy VanSlyke, Kate Watkins,
Dawn Rivas
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
2/2/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2012
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
Date
Yes
Yes
No
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Approved as modified:
Effective Fall 2012
Yes
Yes
No
No
College:
College of the Health and Human Services
School of Nursing
Course Number:
Course Title:
Semester:
Credit Hours/Clock Hours:
NUR 225
Fundamentals of Nursing Practice
Fall or Spring
4 credits
Faculty:
Kate Watkins, MSN, RN, CPNP, CNE
Associate Clinical Professor
Office Address: NAU, School of Nursing
PO Box 15035
Flagstaff, Arizona 86011
Phone: 928-523-0297
Fax: 928-523-7171
Office Hours:
TBA
Course Prerequisite:
Admission to the traditional nursing program.
Co-requisites:
NUR 225L, NUR 330, NUR 371
Course Description
Study of foundational concepts of nursing practice including the cognitive and psychomotor skill
development needed to meet the basic human needs. Emphasis is placed on the development of
student as a caring competent nurse at a beginning level. Provides knowledge of introductory skill
development and health history and physical examinations skills essential for holistic practice
Student Learning Outcomes
Upon completion of the course, the successful student:
Clinical Practice and Prevention
 Applies the principles underlying all nursing intervention procedures related to providing safe and
appropriate care to patients in different care settings.
 Examines the relationship of health assessment to health promotion while identifying strategies to
promote wellness.
Communication
 Demonstrates beginning professional communication skills in interactions with peers and faculty in
all situations.
Effective Fall 2012
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical Reasoning
 Integrates critical thinking to relate health assessment and physical examination findings to the
health status of individuals across the life span.
 Demonstrates the ability to determine the method and rationale for implementing safe and
appropriate patient centered care.
Leadership
 Identifies the opportunities for nurses to take a leadership role in creating environments for
health promotion.
 Organizes and coordinates self to demonstrate beginning nursing competencies, accountability
and successful transition into the role of the student nurse.
Professionalism and Professional Values
 Demonstrates an understanding of the principles of basic nursing care within the legal, ethical,
and regulatory framework of nursing practice.
Global Health
 Examines one’s own personal values, beliefs, and practices as compared to diverse
populations in a global society.
 Demonstrate flexibility and openness to continued learning about culture and diversity.
Course structure/approach
NUR 225 will utilize a variety of approaches to meet the course objectives. Using the nursing process,
students will acquire and practice critical reasoning skills in the selection of nursing diagnoses and
planning of patient care. Students will demonstrate the principles of effective and accurate nursing
documentation. Instructional methods may include, but are not limited to the following: lecture,
asynchronous online content, audio-visual material, guided discussion, group work, role playing,
computer programs, decision making exercises, written tests and quizzes, and written assignments.
While the faculty will provide guidance and consultation, the student is responsible for identification of
learning needs, self-direction, seeking consultation and demonstration of course objectives.
Textbook and required materials
 Treas. (20XX) Basic Nursing. Publisher. 978-0-8036-2778-9
 Ackley, B.J. & Ladwig, G.B. (2011) Nursing Diagnosis Handbook: An evidenced-based
guideline to planning care. St. Louis: Mosby. 978-0-323-07150-5
 D’Amico, D. & Barbarito, C. (2012). Health and physical assessment in nursing (2nd Ed.).
Upper Saddle River: Pearson.
 Complete RN Online Case Studies (3yr Access Card) 2012 update. St. Louis: Elsevier
9781455727063
 A current drug guide that was purchased for NUR 371 Applied Pharmacology and
Pathophysiology.
Recommended:
 Any anatomy and physiology textbook.
Online Requirements
 Evolve Online: https://evolve.elsevier.com/
 Kaplan Resources: https://kaplanlwwtesting.kaplan.com/s_login.aspx
Course outline
Effective Fall 2012
Date
Topics / Skills
Readings /Assignments
Module 1: Safety, Assessment, and Documentation
Week 1
DUE: Syllabus Agreement
Week 2
QUIZ 1
Week 3
Week 4
Exam 1






Introduction & Welcome
Syllabus & Overview of course
The Nursing Process
Assessment
Documentation
Communication
Required:
 Syllabus
 Readings
 Course Content on BBLearn
Fundamentals of Nursing
Pain Assessment
Infection control
Patient Safety
 Body Mechanics
 Activity & Mobility
 Restraints
Physical Assessment
 Tools & Techniques
 Full vs. Focused
 Hospitalized patient
 Lifespan considerations
Required:
 Readings
 Course Content on BBLearn
Head-to-toe Assessment:
 Skin, Hair, Nails
 Lymph
 HEENT
 Cardio
 Respiratory
 Abdomen
 Musculoskeletal
 Neuro
Required:
 Readings
 Course Content on BBLearn
Required:
 Readings
 Course Content on BBLearn
Module 2 Fundamental of Patient Care & Comfort
Week 5
Quiz 2
Week 6
DUE Evolve Case Study
Week 7
QUIZ 3
Week 8
Skin Integrity
 Nutrition
 Fluid balance
 Elimination: Urinary
 Elimination: Bowel
Required:
 Readings
 Course Content on BBLearn
Oxygenation
Sleep
Cranial Nerves
Special Senses
Required:
 Readings
 Course Content on BBLearn
Hands On:
 Wound Care
 Pressure Ulcer Mgmt.
Required:
 Readings
 Course Content on BBLearn
Care Planning and Documentation
In Class/Group
Required:
 Readings
 Course Content on BBLearn
DUE Evolve Case Study
Module 3: Medication Administration & Safety
Effective Fall 2012
Week 9
Medication Administration
QUIZ 4
Guest Lecture
Hands On
Week 10
In Class/Group: Skin Integrity
Required:
 Readings
 Course Content on BBLearn
Required:
 Readings
 Course Content on BBLearn
Exam 2
Module 4: Putting it all Together
Week 11
In Class/Group: Mobility
 Readings
Week 12
QUIZ 5
In Class/Group: Oxygenation
 Readings
Week 13
DUE Evolve Case Study
In Class/Group: Pain
Mgmt/Psychosocial
 Readings
Week 14
FINAL (COMPREHENSIVE)
 FINAL EXAM
Week 15
KAPLAN EXAM
Assessment of Student Learning Outcomes
Quizzes
Case Studies (Evolve)
In Class/Group Assignments
Kaplan
Exams (Exam 1: 15%; Exam 2: 20%; Final 25%)
15%
10%
10%
5%
60%
Total
100%
Grading System (no rounding of points)
A = 93 +%
B = 84 – 92%
C = 78 – 83% (A grade of "C" or above is a passing grade in this course).
F = <78%
Course Policies
Retests/makeup tests
 In person exams: Make up tests for in-person exams may be arranged for valid reasons such
as illness or personal/family emergencies. ARRANGEMENTS TO TAKE A MAKE UP EXAM
MUST BE MADE WITH THE FACULTY WITHIN ONE WEEK OF THE EXAM. Make up tests
Effective Fall 2012


may be in any form (oral, written, essay) over the same objectives as the multiple choice
exam. There are no re-tests.
Online quizzes are offered only during scheduled weeks, but are open for the week. Alternate
scheduling of a quiz will be provided only in extraordinary circumstances and require
arrangements with faculty prior to scheduled quiz date. There are no re-tests.
Kaplan achievement exam must be taken at assigned time. Alternative arrangements for
testing schedule cannot be made with vendor.
Attendance Policy
Successful achievement of course outcomes is facilitated by regular class attendance and active
engagement in the learning process. Should an absence be unavoidable, the student shall notify the
instructor according to instructions provided in the course syllabus. Students are responsible for
completion of any missed work in accordance with course policies.
Withdrawal Policy
If a student is unable to attend the course or must drop the course for any reason, it will be the
responsibility of the student to withdraw from the course before the withdrawal deadline (see current
NAU Schedule of Classes for deadline).
Plagiarism, Cheating, and 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.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order
for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (http://www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the promotion
of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
Effective Fall 2012
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
Effective Fall 2012
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
The Impaired Student policy will be strictly adhered to; there will be no tolerance in for any evidence
of substance abuse.
Effective Fall 2012