EXISTING SYLLABUS
College of Health & Human Services
School of Nursing
Course Number:
NUR 205
Course Name:
Transition into Nursing
Credit Hours:
5 credits
Contact Hours:
3 Classroom (Lecture) hours weekly (3 credits/ 45 hours)
6 Skills lab and clinical practicum hours weekly (2 credits/ 90 hours)
Semester:
Fall & Spring
Course Instructor
Flagstaff
Tracy Van Slyke, RN, MSN
Northern Arizona University
School of Nursing
Box 15035
Office- Basement
Office # 928-523-8932 (prefer e-mail)
Primary E-mail Address: Please use mail function within Bb Learn for NUR 205
Alternate E-mail Address:
tracy.vanslyke@nau.edu
Office Hours :
Wednesday 11:00am- 12:30pm and by appointement
Course Instructor
AIP
Donna Price, RN MS CNM
Northern Arizona University
School of Nursing
Box 15035
Office #103
Office # 928-523-0319
Cell# 928-699-6866
Primary E-mail Address: Please use mail function within Bb Learn for NUR 205
Alternate E-mail Address:donna.price@nau.edu
Office Hours:
Wednesday 9am to 12 noon and by appointment
Page 1
Pre-requisites:
Admission to the program
Co-requisites:
BIO 320, NUR 214, NUR 215
Course Description:
Emphasis is on the development of the student as a caring competent nurse at a beginning
level, and focuses on introduction to the nursing profession, skill development, and situational
transitions to the student nursing roles. The Lecture and Skills lab and clinical practicum
portions of NUR 205 must be taken concurrently. 3 hours Lecture weekly, 6 hours Skills lab
and clinical practicum weekly. Letter grade only.
Student Learning Outcomes:
At the completion of NUR 205/NUR 205L, the successful student will be prepared to:
Didactic Portion
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.
 Assumes accountability for applying principles of primary, secondary, and tertiary
prevention—including infection prevention--in all settings.
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
 Incorporates knowledge from the behavioral, biological, and natural sciences to patient
assessment and the planning and evaluation of safe and appropriate nursing care.
 Develops practice skills based on current knowledge, theory, and research.
 Demonstrates the ability to determine the method and rationale for implementing safe
and appropriate patient-centered nursing care.
Leadership
 Demonstrates beginning skills in management of time, materials, and self.
 Organizes and coordinates self to demonstrate beginning clinical competencies,
accountability, and successful transition into the role of 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.
 Plans nursing care with sensitivity to individual patient needs across a variety of
settings.
 Demonstrates awareness, caring, and respect for the uniqueness of patients and
others.
 Demonstrates flexibility and openness to continued learning about culture and diversity.
Global Health
 Examines health literacy data and its impact on the practice of nursing.
Page 2

Examines a patient's social, biological, and cultural features and how
these influence the practice of nursing.
Clinical portion
Clinical Practice and Prevention
 Demonstrates beginning basic competence and application of knowledge in the
performance of basic nursing skills in laboratory and structured clinical settings.
 Applies principles of primary, secondary, and tertiary prevention--including infection
prevention—to adult patients in selected clinical settings.
Communication
 Demonstrates beginning professional communication skills in interactions with peers,
faculty, and patients in selected clinical situations.
 Establishes and maintain effective working relationships with peers, faculty, and other
members of the healthcare team.
 Demonstrates appropriate, respectful, and accurate written and verbal communication.
Critical reasoning
 Develops practice skills based on current knowledge, theory, and research.
 Demonstrates beginning skills in the organization of patient data, identification of
nursing diagnoses, and identification of priorities in the planning and delivery of care,
and evaluation of care.
 Incorporates knowledge from the behavioral, biological, and natural sciences to patient
assessment and the planning, implementation, and evaluation of safe, appropriate, and
patient-centered nursing care.
Leadership
 Seeks relevant direction from faculty in the implementation of basic patient-centered
nursing care.
 Demonstrates beginning skills in management of time, materials, and self.
 Organizes and coordinate self to demonstrate beginning clinical competencies,
accountability, and the successful transition into the role of student nurse.
Professionalism and Professional Values
 Demonstrates responsibility for own development, maintenance, and application of
current nursing knowledge.
 Adheres to ethical, legal, and professional responsibilities within the student role.
 Engages in self-reflection and professional dialogue with faculty about developing
professional practice.
Global Health
 Applies health literacy data within the clinical setting.
 Applies patient's social, biological, and cultural features to patient care.
Course Structure/Course Approach:
This course is divided into theory (3 credits) and Skills Lab and Clinical Practicum (2 credits)
segments.
The theory (Lecture/classroom) section of the course addresses critical thinking and the
nursing process, research-based nursing care, communication, caring, nursing theory, culture,
select nursing skills and procedures (e.g., infection control, safety, hygiene, activity & mobility,
skin integrity, wound care, pain management, vital signs, oxygenation, elimination),
professional issues (e.g., ethics, legal implications), and professional nursing roles.
Page 3
Clinical competencies emphasized in the Skills lab and clinical practicum segment of the
course focus on select nursing skills and procedures (e.g., infection control, safety, hygiene,
activity & mobility, skin integrity, wound care, pain management, vital signs, oxygen therapy,
documentation, nutrition, elimination). Nursing skills and procedures introduced and practiced
in the Skills Lab setting are applied in limited Clinical experiences in well-defined practice
settings. A separate course pack for NUR 205L (Skills lab and clinical practicum) outlines that
portion of the course.
NUR 205 will utilize a variety of approaches to support and enhance student learning and in
achieving the course objectives. These instructional methods include, but are not limited to:
lecture
audio-visuals
self-study
guided discussion
demonstrations
self-evaluations
clinical experiences
group work
quizzes
return demonstration
computer programs
examinations
case studies
written assignments
skills lab and clinical practicum
reading assignments
lecture handouts
reflective journals
Required Textbooks:
The latest edition of each textbook is required and is listed below as of December 2011.
 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
 Chabner, D. E. (2012). Medical terminology: A short course (w/CD) (6th ed.). St. Louis,
MO:
Saunders. 978-1-4377-3440-9
 Kee, J.L. (2010). Laboratory and Diagnostic Tests (8th Edition). Upper Saddle River,
NJ: Pearson. ISBN 978-0-13-507405-3
 Potter, P. A., Perry, A.G., Stockert, P.A. & Hall, A.M. (2013). Fundamentals of nursing
(8th ed.). St.Louis: Mosby/Elsevier. 978-0-323-07933-4
 Complete RN Online Case Studies (3yr Access Card) 2012 update. St. Louis: Elsevier
9781455727063
 Mosby's Nursing Skills Videos Access card. St. Louis: Elsevier 9780323056335
 A current drug guide that was purchased for NUR 331 Applied Pharmacology and
Pathophysiology.
Online Requirements:
 Evolve Online Case Studies: https://evolve.elsevier.com/
 Kaplan Testing and Kaplan Resources:
https://kaplanlwwtesting.kaplan.com/s_login.aspx
 Blackboard Learn assignments and readings: http://Bb Learn.nau.edu
Course Outline:
Page 4
Date/Topic
Week 1
Week of
8/27/12
Syllabus
& Overview
of NUR 205
Theoretical
Foundations
of Nursing
Practice
Caring in
Nursing
Practice
Cultural
Competence
Communicati
on
Professional
Nursing
Role: Patient
Education
Learning Outcomes
The student will be
prepared to:
1. Identify and define
the curricular
threads of the
NAU Nursing
Curriculum.
2. Review course
requirements,
expectations, and
policies.
3. Define caring.
4. Discuss the role
that caring plays in
building a nursepatient
relationship.
5. Compare and
contrast
theoretical
perspectives on
the concept of
caring.
6. Describe the
therapeutic benefit
of listening to
patients’ stories.
7. Explore the role of
the nurse in
patient education.
8. Identify basic
principles of
Reading & Assignments/Supplemental Resources

NUR 205 Syllabus and course pack (Please bring the
NUR 205 Syllabus to class with you today)

NAU Nursing Student Handbook, locate online prior to
class
How to Use On-Line Course Materials
 Bb Learn Course
 Evolve Resources
 Evolve Case Studies
Required Reading
Potter & Perry 8th Edition
 Ch 4: Theoretical Foundations of Nursing Practice
 Ch 7: Caring in Nursing Practice
 Ch 9: Culture and Ethnicity
 Ch 24: Communication
 Ch 25: Patient Education
Resources:
Power Point® in online course
Explore this Site on Health Literacy
http://www.nih.gov/clearcommunication/healthliteracy.htm
Medical Terminology Help
Des Moines University online Medical Terminology course
(free)
http://www.dmu.edu/medterms/
Page 5
Assessment of
Learning

Class
Discussion
 Nursing
Model
 Patient
Educatio
n
 Culture
Date/Topic
Learning Outcomes
The student will be
prepared to:
learning.
9. Describe
approaches to
incorporate
teaching with
routine nursing
care.
10. Discuss the
development of a
teaching plan.
11. Differentiate
between the terms
culture and
ethnicity.
12. Discuss the term
cultural
stereotyping, and
its relevance to
rendering
culturally
competent care.
13. Discuss types of
health care
practices that may
have significant
impact on
wellness, illness,
and healthseeking behaviors
on persons of
Reading & Assignments/Supplemental Resources
Page 6
Assessment of
Learning
Date/Topic
Learning Outcomes
The student will be
prepared to:
various cultural
backgrounds.
14. Describe impact of
culture in the
transition into
health profession.
15. Discuss health
beliefs and
practices
important to
healing in the
Navajo culture and
in other cultures,
and compare to
personal health
beliefs and
practices.
16. Define health and
related concepts.
17. Identify variables
influencing health
beliefs, practices
and illness
behavior.
Reading & Assignments/Supplemental Resources
Page 7
Assessment of
Learning
Date/Topic
Week 2
Week of
9/3/12
Nursing
Research
and
Evidencebased
Practice
(EBP)
Library
Information
& Resources
Infection
Prevention
and Control
(e.g., hand
hygiene,
gloving)
Safety (e.g.,
body
mechanics,
draw sheet,
cupping/
cradling a
limb)
Learning Outcomes
The student will be
prepared to:
1. Explain how
nursing research
improves nursing
practice.
2. Define evidencebased practice.
3. Locate current
published nursing
research that
applies to a
clinical topic.
4. Discuss the role
critical thinking
has when
providing hygiene
care to patients.
5. Discuss how
scientific rationale
influences the way
a patient’s hygiene
needs are met.
6. Explain the
relationship
between the chain
of infection and
transmission of
infection.
7. Discuss actions
that prevent the
transmission of
Reading & Assignments/Supplemental Resources
Required Reading:
Potter & Perry 8th edition
 Ch 5: Evidence-Based Practice
 Ch 28: Infection Prevention and Control
 Ch 27: Client Safety
 Ch 39: Hygiene
Assessment of
Learning
Assignment
due Week 2
Complete:
Infection
Control
Module &
Exam by
9/5/12 11:59
pm.
Resources:
Power Point® in online course
Complete:
Safety Exam
by 9/5/12 11:59
pm.
Browse these web site:
National Institute for Nursing Research (NINR)
http://www.ninr.nih.gov/
NINR Areas of Research Emphasis
http://www.ninr.nih.gov/NR/rdonlyres/F85C02CA-1EE3-40F7BDA4-3901F2284E96/0/
StrategicAreasofResearchEmphasis.pdf
NINR Mission and Strategic Plan
http://www.ninr.nih.gov/NR/rdonlyres/8BE21801-0C52-44C29EEA-142483657FB1/0/NINR_StratPlan_F2_508.pdf
Acknowledgm
ent of
Syllabus/Cour
se
Requirements
Form due
9/5/12

Page 8
Class
Discussion
Date/Topic
Hygiene
Week 3
Week of
9/10/12
Activity, &
Mobility
Issues
Basic Human
Needs
(Maslow)
Learning Outcomes
Reading & Assignments/Supplemental Resources
The student will be
prepared to:
health care–
associated
infection.
8. Explain the
difference
between medical
and surgical
asepsis.
9. Identify actions to
ensure patient
safety and discuss
scientific rationale.
1. Describe
Required Reading:
interventions for
maintaining
Potter & Perry 8th Edition
activity tolerance
 Ch 38: Activity & Exercise
and mobility.
 Ch 47: Mobility and Immobility
2. Identify changes in
physiological and
Resources:
psychosocial
Power Point® in online course
function
associated with
mobility and
immobility
3. Describe factors
that cause
variations in body
temperature,
pulse, oxygen
saturation,
Page 9
Assessment of
Learning

In-Class
Discussion
(EBP/Library
)

Exploring
NAU Library
site
#1 EVOLVE
ONLINE CASE
STUDY:
MOBILITYDUE:
Wednesday
9/12/12 by
11:59 PM

Class
Discussion
Date/Topic
Week 4
Week of
9/17/12
Skin Integrity
and
Wound Care
Learning Outcomes
The student will be
prepared to:
respirations, and
blood pressure.
4. Describe nursing
care interventions
to promote
oxygenation in the
primary care,
acute care, and
restorative and
continuing care
settings.
1. Discuss the risk
factors that
contribute to
pressure ulcer
formation.
2. Describe the
pressure ulcer
staging system.
3. Develop a nursing
care plan for a
patient with
impaired skin
integrity.
4. Discuss the
normal process of
wound healing
5. Describe the
differences of
wounds healing
Reading & Assignments/Supplemental Resources
Required Reading:
Potter & Perry 8th Edition
 Ch 48: Skin Integrity and Wound Care

NDNQI Pressure Ulcer Training Modules One, Two and
Three. Bring printout of each Module completion to class.
Register under OPTION 2: Proof of Completion, No
Contact Hours (this is FREE)
https://www.nursingquality.org/NDNQIPressureUlcerTraining/
Default.aspx
Resources:
Power Point® in online course
Assessment of
Learning
Complete
Wound Care
Exam by
9/19/12 11:59
pm.
# 2 EVOLVE
ONLINE CASE
STUDY:
SKIN/WOUND
CAREDUE:
Wednesday
9/19/12 by
11:59 PM

Page 10
Class
Discussion
Date/Topic
Week 5
Week of
9/24/12
Critical
Thinking in
Nursing
NURSING
PROCESS:
Assessment
Diagnosis
(NANDA)
Planning for
Nursing Care
Learning Outcomes
The student will be
prepared to:
by primary and
secondary
intention.
6. Describe
complications of
wound healing.
7. Explain the
factors that
impede or
promote wound
healing.
1. Identify significant
features and
therapeutic
outcomes of
nurse-patient
relationship.
2. Describe
characteristics of a
critical thinker.
3. Discuss critical
thinking skills used
in nursing
practice.
4. Discuss the
nurse’s
responsibility in
making clinical
decisions.
5. Define
Reading & Assignments/Supplemental Resources
Assessment of
Learning

Required Reading:
Potter & Perry 8th Edition
 Ch 15: Critical Thinking in Nursing Practice
 Ch 16: Nursing Assessment
 Ch 17: Nursing Diagnosis
 Ch 18: Planning Nursing Care
 Ch 19: Implementing Nursing Care
 Ch 20: Evaluation
 Ch 21: Managing Client Care, Delegation pp. 281-283
 Ch 26: Documentation and Informatics
Resources:
Power Point® in online course.
Page 11
Class
Discussion
 Concept
Mapping
and Care
Plan
Exercises
Date/Topic
(NOC)
Implementin
g Nursing
Care (NIC)
Evaluation
(NOC)
Concept
Mapping
Delegation
Documentati
on
Learning Outcomes
The student will be
prepared to:
components of the
assessment phase
of the nursing
process.
6. Explore the
relationship
between data
collection, data
analysis, and
critical thinking.
7. Differentiate
medical and
nursing
diagnoses.
8. Formulate a
nursing diagnosis
from a patient
assessment.
9. Discuss the
process of priority
setting and relate
it to clinical
judgment.
10. Examine the
process of
selecting nursing
interventions.
11. Describe use of
the Nursing
Interventions
Reading & Assignments/Supplemental Resources
Page 12
Assessment of
Learning
Date/Topic
Learning Outcomes
The student will be
prepared to:
Classification
project (NIC) &
Nursing Outcomes
Classification
project (NOC) in
developing a care
plan.
12. Develop a patientcentered
outcome/goal.
13. Describe the role
of the evaluation
stage of the
nursing process.
14. Describe how the
evaluation stage
of the nursing
process can lead
to revision or
modification of the
plan of care.
15. Develop a care
plan from a
nursing
assessment.
16. Discuss legal
guidelines for
documentation.
Reading & Assignments/Supplemental Resources
Page 13
Assessment of
Learning
Date/Topic
Week 6
Week of
10/1/12
Urinary
Elimination
Fluid
Balance
Week 7
Week of
Learning Outcomes
The student will be
prepared to:
1. Identify factors
that commonly
influence urinary
elimination.
2. Compare and
contrast common
alterations in
urinary
elimination.
3. Discuss nursing
measures to
promote normal
micturition and
reduce episodes
of incontinence.
4. Discuss nursing
measures to
reduce urinary
tract infection.
5. Identify clinical
assessments for
determining fluid
balance.
6. List and discuss
nursing
interventions for
both fluid volume
excess and deficit.
1. Describe
measuring/recordi
Reading & Assignments/Supplemental Resources
Assessment of
Learning
Materials from weeks 1, 2, 3, 4, & 5 in both Lectures and Skills
Lab and NDNQI Pressure Ulcer Training Modules.
EXAM #1
Bring pencil.
Required Reading:
Complete
Urinary
Catheterizatio
n Exam by
10/3/12 11:59
pm
Potter & Perry 8th Edition
 Ch 41:Fluid, Electrolyte, and Acid-Base Balance: pp
978-991(stop after Restriction of Fluids)

Ch 45: Urinary Elimination
Required Reading:
Complete
Bowel
Page 14
Date/Topic
10/8/12
Fluid
Balance
Intake &
Output
Elimination:
Bowel
Nutrition
Aspiration
Precautions
Learning Outcomes
The student will be
prepared to:
ng fluid intake &
output.
2. Describe the
distribution,
composition,
movement, and
regulation of body
fluids.
3. Describe common
disturbances in
fluid balances.
4. List and discuss
nursing
interventions for
patients with fluid
imbalances.
5. Discuss the role of
gastrointestinal
organs in
digestion and
elimination.
6. List nursing
interventions that
promote normal
bowel elimination.
7. Discuss nursing
care measures
required for
patients with a
bowel diversion.
Reading & Assignments/Supplemental Resources
Potter & Perry 8th Edition
 Ch 41: Fluid, Electrolyte, and Acid-Base Balance: pp
(pp. 882-889; 895-906; 914 915; 937-938)
 Ch 44: Nutrition
 Ch 46: Bowel Elimination
Resources:
Power Point® in online course
Assessment of
Learning
Elimination
Exam by
10/10/12 11:59
pm
# 3 EVOLVE
ONLINE CASE
STUDY:
CONSTIPATIO
N- DUE:
Thursday,
10/10/12 by
11:59 pm.

Page 15
Class
Discussion
Learning Outcomes
Date/Topic
The student will be
prepared to:
Week 8
1. Describe the basic
Week of
philosophies of
10/15/12
ethics and the
nursing
perspective in
Ethics &
ethics.
Values
2. Apply a method of
ethical analysis to
a clinical situation.
Legal
3. Identify personal
Implications
and professional
in Nursing
values and clarify
Practice
personal values.
4. Discuss informed
consent and
HIPAA and
advance
Confidentialit
directives.
y
5. Identify
contemporary
ethical issues and
nursing
implications.
6. Explore legal
concepts that
apply to nurses.
7. Describe legal
responsibilities/obl
igations of nurses.
8. Discuss role of
State Boards of
Reading & Assignments/Supplemental Resources
Required Reading:
Potter & Perry 8th Edition
 Ch 22: Ethics and Values
 Ch 23: Legal Implications in Nursing Practice
Resources:
Power Point® in online course
ANA Code of Ethics (p. 15 of syllabus)



Browse these web sites:
http://www.nih.gov/sigs/bioethics/
www.azbn.gov
Video:
Confidentiality: Who Needs to Know
Video:
Nursing, Ethics, and the Law
Page 16
Assessment of
Learning

Class
Discussion
 In Class
Case
Studies
Ethics

In Class
Activity
 (HIPAA
and
Confide
ntiality
Quiz,
and
Discussi
on)
Date/Topic
Week 9
Week of
10/22/12
Safe
Medication
Administrati
on
Learning Outcomes
The student will be
prepared to:
Nursing in
licensure and
regulation of
nursing practice.
9. Locate and review
standards of care
for nurses.
10. Define legal
aspects of nursepatient, nursephysician, nursenurse, and nurseemployer
relationships.
11. Examine
examples of legal
issues that arise in
nursing practice.
Reading & Assignments/Supplemental Resources
Required Reading:
Potter & Perry 8th Edition
 Ch 31: Medication Administration (pp 565-600, stop
after “administering medications by irrigation”)
Resources:
Power Point® in online course
Library
Resources
Page 17
Assessment of
Learning

Class
Discussion
Date/Topic
Week 10
Week of
10/29/12
Oxygenation
Pain
Management
Learning Outcomes
The student will be
prepared to:
1. Describe the
relationship of
cardiac output,
preload, afterload,
contractility, and
heart rate.
2. Discuss the effect
of a patient’s level
of health, age,
lifestyle, and
environment on
oxygenation.
3. Identify the clinical
outcomes
occurring as a
result of
disturbances in
conduction,
altered cardiac
output, impaired
valvular function,
myocardial
ischemia, and
impaired tissue
perfusion.
4. Describe nursing
care interventions
to promote
oxygenation in the
primary care,
Reading & Assignments/Supplemental Resources
Assessment of
Learning

Required Reading:
Potter & Perry 8th Edition
Chapter 40: Oxygenation (OMIT chest tubes)
 Ch 43: Pain Management
Class
Discussion
# 4 EVOLVE
ONLINE CASE
STUDY:
BREATHING
PATTERNSDUE:
Thursday
10/31/12 by
11:59 pm.
Resources:
Power Point® in online course
Video:
Chronic Pain In Geriatrics
Page 18
Date/Topic
Learning Outcomes
The student will be
prepared to:
acute care, and
restorative and
continuing care
settings.
5. Describe the
components of the
pain assessment.
6. Identify
components of the
pain experience.
7. Discuss common
misconceptions/m
yths about pain.
8. Explain how
cultural factors
influence the pain
experience.
9. Choose
appropriate
nursing diagnosis,
outcomes, and
interventions for a
patient with pain.
10. Evaluate a
patient’s response
to pain
interventions.
11. Describe
applications for
use of non-
Reading & Assignments/Supplemental Resources
Page 19
Assessment of
Learning
Date/Topic
Week 11
Week of
11/5/12
Week 12
Week of
11/19/12
Sleep
Health Care
Delivery
System
Health and
Wellness
Learning Outcomes
The student will be
prepared to:
pharmacological
pain interventions.
Reading & Assignments/Supplemental Resources
No lecture- Exam #2
Materials from weeks 7, 8, 9, & 10 in both Lectures and Skills
Lab.
1. Compare the
characteristics of
sleep and rest.
2. Identify factors
that normally
promote and
disrupt sleep.
3. Describe the
components of a
sleep history.
4. Select appropriate
nursing
diagnoses,
outcomes, and
interventions for
patients with sleep
alteration.
5. Identify nursing
interventions
designed to
promote normal
sleep cycles for
patients.
Required Reading:
Potter & Perry 8th Edition
 Ch 2: Health Care Delivery System
 Ch 6: Health and Wellness
 Ch 42: Sleep
Assessment of
Learning
EXAM #2
Bring pencil.
 Class
Discussion
# 5 EVOLVE
ONLINE CASE
STUDY: Sleep
Pattern- DUE:
Wednesday
11/14/12 by
11:59 pm.
Resources:
Power Point® in online course
 Review Healthy People 2020 at this site:
http://www.healthypeople.gov/2020/default.aspx
 CDC site:
http://www.cdc.gov
Page 20
Date/Topic
Week 13
Week of
Learning Outcomes
The student will be
prepared to:
6. Discuss the
nurse’s roles in
health and illness,
and in the health
care delivery
system.
7. Discuss elements
and influences in
modern health
care delivery
system.
8. Define health and
related concepts.
9. Identify variables
influencing health
beliefs, practices
and illness
behaviors.
10. Understand the
purpose of
Healthy People
2020.
11. Discuss the three
levels of
preventive care.
12. Describe impact of
illness on the
patient and family.
Reading Week.
No lecture.
Reading & Assignments/Supplemental Resources
Page 21
Assessment of
Learning
Date/Topic
Learning Outcomes
The student will be
prepared to:
Reading & Assignments/Supplemental Resources
Assessment of
Learning
11/19
Week 14
Week of
11/26/12
Complement
ary &
Alternative
Therapies
Global
Health
1. Define and
differentiate
between
alternative and
complementary
therapies.
2. Explore role of
complementary
therapies in
clinical nursing
practice.
3. Describe
purposes,
principles,
applications,
methods, and
risks of selected
therapies.
4. Identify social,
cultural, and
economic forces
that influence
patient preference
for non-allopathic
therapies.
5. Explore resources
Required Reading:
Potter & Perry 8th Edition
Chapter 32: Complementary and Alternative Therapies
Explore these web sites on Global Health
http://www.globalhealth.gov/
http://www.apha.org/programs/globalhealth/issues/
Page 22

Student
Global
Presentatio
ns
Week of
12/3/12
Learning Outcomes
The student will be
prepared to:
for additional
information on
selected
therapies, and
evaluate
usefulness and
reliability of
resources.
KAPLAN EXAM:
NUR 205
Fundamentals
KAPLAN Exam
READING
WEEK
DATE/PLACE/TIME
TBA
Week 16
Week of
12/10/12
FINAL EXAM
Date/Topic
Week 15
FINAL EXAM
WEEK
Final Exam
Schedule
TBA per
University
Schedule
Reading & Assignments/Supplemental Resources
Assessment of
Learning
KAPLAN EXAM
KAPLAN
EXAM
FINAL EXAM
FINAL EXAM
Comprehensive and
cumulative Final
Exam
(Includes content
from the entire
semester in NUR
205 and NUR 205L—
including student
Group
Presentations in
class)
Bring pencil.
Page 23
Date/Topic
Learning Outcomes
The student will be
prepared to:
Proctored Exam;
paper & pencil exam
in class; closed
book.
Reading & Assignments/Supplemental Resources
Page 24
Assessment of
Learning
Assessment of Student Learning Outcomes:
Course Evaluation: NUR 205 Course Grade will be based on grades earned on:
1.
2.
3.
4.
5.
6.
7.
Evaluation Measure
Quizzes
Examinations
(20% each)
Cumulative Final Examination
Online Case Studies
Group Presentation In-Class
KAPLAN Exam
(if Mastery is met)
Passing Clinical Competencies
(Skills lab and clinical practicum)
Number
6
2
Percent
10
40
1
5
1
1
25
5
15
5
Pass/Fail
In order to pass NURSING 205, the student must achieve the following:
1. A combined average of 78%, or higher, on all major exams (Exam #1, Exam #2,
and Final Exam). Any student who does not achieve a 78%, or higher, exam
average will receive an F for the course.
2. An overall course average of at least 78% in NUR 205, and a PASS in NUR
205L.
3. A grade of Pass in the Clinical Evaluation Tool used for the Clinical component of
the course (NUR 205L).
4. Completion of all required (NUR 205L) skills lab and clinical practicum
experiences, paperwork, documentation, evaluations, and any additional
assignments required by Clinical Faculty.
Final Course Grade: Upon completion of all course requirements, the student may
calculate the Final Course Grade as follows:
A = 93-100%
B = 84-92%
C = 78-83%
F = below 78%
and Pass in Skills lab and clinical practicum
and Pass in Skills lab and clinical practicum
and Pass in Skills lab and clinical practicum
cannot progress
A minimum grade of C is required for passing in all courses required in the Nursing
Program.
Clinical Health Requirements and Documentation:
Clinical Health Requirements and Documentation are to be completed and copies
submitted to the School of Nursing (SON) to the appropriate Department (e.g., Student
Services Department) by the deadline.
Page 25
COURSE POLICIES
Makeup tests and retests:
It is expected that tests will be taken at the time scheduled. Illness or other reasons to
delay testing should be brought up with the instructor prior to the exam. Rescheduling
of an exam may be arranged for valid reasons such as illness or personal/family
emergencies. The instructor must be contacted prior to the scheduled exam and
arrangements to take a make-up exam must be made with the faculty within one week
of the exam. Failure to do so will result in ZERO points for that exam. Make up tests
may be in any form (oral, written, essay) over the same objectives as the scheduled
exam. Quizzes MAY NOT be made up. NO retests will be offered.
Assignments:
ALL ASSIGNMENTS are to be submitted as scheduled. Late assignments will not be
accepted unless prior approval is obtained.
Students are expected to have read the assigned reading and come to class
prepared to discuss the topics, and to ask relevant questions concerning content.
The instructor may opt to give quizzes pertinent to the reading at any time during the
course.
Attendance:
Under NAU policy, students are expected to attend every session of classes in which
they are enrolled. The format of the Lecture class is interactive and includes student
participation and discussion. By not attending, students are deprived of that experience
and deprive others of their input. See the following handbooks: School of Nursing
Undergraduate Student Handbook and Northern Arizona University Student Handbook
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).
Academic integrity
There is no tolerance for cheating or plagiarism in this class. Any student participating in
acts of academic dishonesty will be subject to the procedures and consequences
outlined in NAU’s Student Handbook. Acts of academic dishonesty include but are not
limited to the following: copying the work of other students, using unauthorized crib
notes, plagiarism, stealing tests, or forging an instructor’s signature. Cheating on a test
or plagiarism of written work will result in an “F” or “0" points being awarded to that test
or paper.
All forms of student academic dishonesty, including cheating, fabrication, facilitating
academic dishonesty and plagiarism are prohibited and subject to disciplinary action.
Cheating means intentionally using or attempting to use unauthorized materials,
information or study aids in any academic exercise. Fabrication means intentional and
unauthorized falsification or invention of any information or citation in an academic
exercise. Plagiarism means intentionally or knowingly representing the words or ideas
of another, as one's own in any academic exercise. For further explanation of academic
Page 26
dishonesty refer to the School of Nursing Undergraduate Student Handbook and
Northern Arizona University Student Handbook.
Confidentiality Statement:
Students must maintain patient confidentiality at all times. No discussion regarding
patients is acceptable outside the Classroom or Clinical setting. In these areas, all
discussions related to patients must take place in a location where individuals who are
not involved in the specific patient's care cannot overhear the conversation. In Clinical
conferences and classroom references to actual patient experiences, refer to the patient
by their initials only. Patient records are not to be photocopied under ANY
circumstances. Failure to adhere to this policy can result in removal from the Clinical
experience.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination
and promote the safety of all individuals within the university. The goal of this policy is
to prevent the occurrence of discrimination on the basis of sex, race, color, age, national
origin, religion, sexual orientation, disability, or veteran status and to prevent sexual
harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://home.nau.edu/diversity/. If you have 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 (928-5233312).
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 (email)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
(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 NAU may be brought to the attention of DR or the Office of Affirmative Action
and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at
NAU—including a course project, report, or research paper—must be reviewed and
Page 27
approved by the Institutional Review Board (IRB) for the protection of human subjects in
research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen
working days before the monthly meeting. You should consult with your course
instructor early in the course to ascertain if your project needs to be reviewed by the
IRB and/or to secure information or appropriate forms and procedures for the IRB
review. Your instructor and department chair or college dean must sign the application
for approval by the IRB. The IRB categorizes projects into three levels depending on
the nature of the project: exempt from further review, expedited review, or full board
review. If the IRB certifies that a project is exempt from further review, you need not
resubmit the project for continuing IRB review as long as there are no modifications in
the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s
administrative office and each college dean’s office or on their website:
http://www.research.nau.edu/compliance/irb/index.aspx If you have questions, contact
the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or
523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As
members of the academic community, NAU’s administration, faculty, staff and students
are dedicated to promoting an atmosphere of honesty and are committed to maintaining
the academic integrity essential to the education process. Inherent in this commitment
is the belief that academic dishonesty in all forms violates the basic principles of
integrity and impedes learning. Students are therefore responsible for conducting
themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of
academic dishonesty. Faculty members then recommend penalties to the department
chair or college dean in keeping with the severity of the violation. The complete policy
on academic integrity is in Appendix G of NAU’s Student Handbook
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206,
Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class
time…at least 15 contact hours of recitation, Lecture, discussion, testing or evaluation,
seminar, or colloquium as well as a minimum of 30 hours of student homework is
required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should
expect, on average, to do a minimum of two additional hours of work per week (e.g.,
preparation, homework, studying).
Page 28
CLASSROOM MANAGEMENT STATEMENT
Membership in the academic community places a special obligation on all members to
preserve and 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.
It is the responsibility of each student to behave in a manner which does not interrupt or
disrupt the delivery of education by faculty members or receipt of education by students,
within or outside the classroom. The determination of whether such interruption or
disruption has occurred has to be made by the faculty member at the time the behavior
occurs. It becomes the responsibility of the individual faculty member to maintain and
enforce the standards of behavior acceptable to preserving an atmosphere for teaching
and learning in accordance with University regulations and the course syllabus.
At a minimum, students will be warned if their behavior is evaluated by the faculty
member as disruptive. Serious disruptions, as determined by the faculty member, may
result in immediate removal of the student from the instructional environment.
Significant and/or continued violations may result in an administrative withdrawal from
the class. Additional responses by the faculty member to disruptive behavior may
include a range of actions from discussing the disruptive behavior with the student to
referral to the appropriate academic unit and/or Office of Student Life for administrative
review, with a view to implement corrective action up to and including suspension or
expulsion.
NAU CIVILITY STATEMENT
Membership in the academic community places a special obligation on all members to
preserve an atmosphere conducive to the freedom to teach and learn. Part of that
obligation implies the responsibility of each member of the NAU community to maintain
a positive learning environment in which the behavior of any individual does not disrupt
the classes of teachers or learners.
It is the responsibility of the individual faculty member to determine, maintain, and
enforce standards of behavior acceptable to preserving an atmosphere appropriate for
teaching and learning. Students will be warned if their behavior is evaluated by the
faculty member as disruptive.
Sanctions may include a range of responses from immediate removal from class to
referral to the appropriate academic unit and/or the Office of Student Life to review
pertinent alleged university violations of ethical and behavioral standards. Significant
and/or continued violations may result in “administrative withdrawal” from the class.
Page 29
PROPOSED SYLLABUS:
Northern Arizona University
College of Health and Human Services
School of Nursing
NUR 205
Transition into Nursing
Credits: 3 credits/ 45 clock hours
Semester: Fall & Spring
Instructor:
Lynn Allchin, PhD, CHPN, CNE, RN
3895 N Business Center Dr. Suite 120
Northern Arizona University School of Nursing
Tucson, AZ 85705
(520) 879-7952
Office Hours: TBA
Course Prerequisites:
Admission to Nursing Program
Co-requisites:
NUR 205L, NUR 214, NUR 214L, NUR 215
Catalogue Description:
Emphasis on development of student as a caring competent nurse at beginning
level. Focuses on introduction to profession, skill development, and situational
transition to nursing student role.
Course Description:
Emphasis on development of student as a caring competent nurse at beginning level.
Focuses on introduction to profession, skill development, and situational transition to
nursing student role.
Student Learning Outcomes:
The successful student:
Clinical Practice and Prevention
1. Applies the principles underlying all nursing intervention procedures related to
providing safe and appropriate care to patients in different care settings.
2. Assumes accountability for applying principles of primary, secondary, and
tertiary prevention—including infection prevention--in all settings.
Communication
3. Demonstrates beginning professional communication skills in interactions with
peers and faculty in all situations.
4. Demonstrates appropriate, respectful, and accurate written and verbal
communication.
Page 30
Critical Reasoning
5. Incorporates knowledge from the behavioral, biological, and natural sciences to
patient assessment and the planning and evaluation of safe and appropriate
nursing care.
6. Develops practice skills based on current knowledge, theory, and research.
7. Demonstrates the ability to determine the method and rationale for
implementing safe and appropriate patient-centered nursing care.
Leadership
8. Demonstrates beginning skills in management of time, materials, and self.
9. Organizes and coordinates self to demonstrate beginning clinical
competencies, accountability, and successful transition into the role of student
nurse.
Professionalism and Professional Values
10. Demonstrates an understanding of the principles of basic nursing care within
the legal, ethical, and regulatory framework of nursing practice.
11. Plans nursing care with sensitivity to individual patient needs across a variety of
settings.
12. Demonstrates awareness, caring, and respect for the uniqueness of patients
and others.
13. Demonstrates flexibility and openness to continued learning about culture and
diversity.
Global Health
14. Examines health literacy data and its impact on the practice of nursing.
15. Examines a patient's social, biological, and cultural features and how
these influence the practice of nursing.
Course Structure and Approach:
This course addresses topics that are foundational to the practice and role of the
profession, such as critical thinking and the nursing process, research-based nursing
care, communication, caring, nursing theory, culture, select nursing skills and
procedures professional issues (e.g., ethics, legal implications), and professional
nursing roles. A required concurrent lab, offers the opportunity to develop selected
skills and prepare for introductory clinical practice. Approaches to learning that are
employed include lecture, reading, use of audio-visuals, online resources, self-study,
guided discussion, group work, case studies, concept maps, and written assignments.
Textbook and required materials:
Ackley, B.J., Ladwig, G. B. Nursing Diagnosis Handbook: An Evidence-Based Guide to
Planning Care, 9th Edition
American Psychological Association. (2010). Publication manual (6th ed.). Washington,
DC: Author.
Page 31
Chabner, D. E. (2009). Medical terminology: A short course (w/CD) (5th ed.). St. Louis,
MO: Saunders.
Elsevier Online Course for Evolve Case Studies: 2 year access. (ISBN-13:
9781416060062)
Mosby’s Nursing Skills Video Skills: Student On-Line: 3 year access, Version 3.0
Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing enhanced multi media
package (with NEW revised/updated CD) (7th ed.). St. Louis, MO: Mosby. (ISBN:
978-0-323-080835)
Supplemental materials/e-resources:
E-reserves are located in BBLearn course materials, as well as additional links to
resources such as Kaplan and Evolve.
Course outline:
Date
Topics
Week 1
Overview/Orientation
Week 2

Activities/Assignments
Class Discussion
Syllabus Acknowledgment due
How to use online resources
Video
Using library resources
Week 3

Week 4


Nursing research & evidencebased practice (EBP)
Foundations of clinical practice:
hygiene and safety
Maslow/priorities patient care
needs
Activity and mobility
Skin integrity/wound care
Week 5


Critical thinking in Nursing
Nursing Process
Concept mapping and care
plan exercises
Week 6











Urinary Elimination
Fluid balance
Fluid Balance
Bowel elimination
Nutrition
Ethics & values
legal issues & regulation
confidentiality/HIPPA
Pain management
Medication administration
Oxygenation
Exam #1—in class

Week 7
Week 8
Week 9
Week 10
Case study #1 due
Case study #2
Case study #3
Ethics case studies
HIPPA quiz (in class)
Case study #4
Page 32
Date
Week 11
Week 12
Week 13
Week 14
Week 15
(reading
week)
Week 16
(final exams)
Topics




Sleep
Health care delivery system
Health and wellness promotion
Complementary and alternative
therapies
 Global health
Review for end-of course exams
Kaplan standardized exam for
fundamentals
Comprehensive final exam
Activities/Assignments
Exam #2—in class
Case study #5
Student presentations
Kaplan standardized exam for
fundamentals
Comprehensive final exam—
in class
Assessment of Student Learning:
Multiple measures of student learning and mastery are assessed over the semester. In
order to pass NURSING 205, the student must achieve the following:
1. A combined average of 78%, or higher, on all major exams (Exam #1, Exam #2,
and Final Exam). Any student who does not achieve a 78%, or higher, exam
average will receive an F for the course.
2. An overall course average of at least 78%.
Grading system:
The course grade will be calculated as follows:
Assessment
Percentage of
grade
Course exams (2 at 20% each)
40
Online case studies
15
Group presentation
15
Kaplan exam (if mastery score met)
5
Cumulative final exam
25
Total
100
Final Course Grade: Upon completion of all course requirements, the student may
calculate the Final Course Grade as follows:
A = 93-100%
B = 84-92%
C = 78-83%
F = below 78%
Course policies:
Retests/makeup tests: It is expected that tests will be taken at the time scheduled.
Illness or other reasons to delay testing should be brought up with the instructor prior to
the exam. Rescheduling of an exam may be arranged for valid reasons such as illness
Page 33
or personal/family emergencies. The instructor must be contacted prior to the scheduled
exam and arrangements to take a make up exam must be made with the faculty within
one week of the exam. Failure to do so will result in ZERO points for that exam. Make
up tests may be in any form (oral, written, essay) over the same objectives as the
scheduled exam. Quizzes MAY NOT be made up. NO retests will be offered.
Attendance: Under NAU policy, students are expected to attend every session of
classes in which they are enrolled. The format of the Lecture class is interactive and
includes student participation and discussion. By not attending, students are deprived of
that experience and deprive others of their input.
Plagiarism, cheating, academic dishonesty:
Please refer to Appendix G of the NAU Student Handbook
(http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf)
for definitions, policies, penalties, and procedures related to various forms of academic
dishonesty.
University policies: Please review the following policies available on the Northern
Arizona University Policy Statement website
http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html
1. Safe Environment Policy
2. Students with Disabilities Policy
3. Institutional Review Board Policy
4. Academic Contact Hour Policy
Sensitive Course Materials Policy
Page 34