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DIVISION OF ALLIED HEALTH: NURSING
Course syllabus
Spring 2016
Nursing 202 – Nursing through the Lifespan II
Theory
3 credit hours
Lab
0 credit hour
Clinical
3 credit hours
Total
6 credit hours
Total contact hours 12
Wednesday: Theory 0800-1100/1200
Clinical: Monday 0630-1700
*** Mandatory 4 hours Community Service***
Instructors:
Rebecca Boyer RN MSN
Room: SAH 227
Diane McLean RN MSN
Room SAH 223
Office # : (251) 580-4881
Email: [email protected]
Office #: (251) 580-2266
Email: [email protected]
Office Hours: See instructors’ schedule on Blackboard and
posted on instructors office door.
FERPA Policy:
Due to the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g, I
will only be able to reply to email from your official Faulkner State email address.
Contact the help desk immediately if you cannot access your Faulkner State email
account at 251.580.4900.
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Help Desk:
Phone: (251) 580-4900
Email: [email protected]
Prerequisites:
NUR 201 -- Nursing Through The Lifespan I
BIO 220 -- Microbiology
PSY 200 -- Psychology
ENG 101 -- English Composition I
Co-requisites:
SPH 106, 107, or 116 Speech
PSY 210 – Human Growth and Development
Required Resources
Textbooks:
Atwood, S., Stanton, C. & Storey-Davenport, J. (2011). Introduction to Basic Cardiac
Dysrhythmias (4th ed.). Burlington, MA. Jones & Bartlett Learning, LLC.
Diepenbrock, N. (2012). Quick Reference to Critical Care (4th ed.). Philadelphia. Lippincott,
Williams, & Wilkins.
Hogan, M. A. (2012). Comprehensive Review for NCLEX-RN: Reviews and Rationales (2nd
ed.). Upper Saddle River, New Jersey. Pearson Education, Inc.
Ignatavicius, D. D., & Workman, M. L. (2013). Medical-Surgical Nursing: Patient-Centered
Collaborative Care. Clinical Decision-Making Study Guide (7th ed.). St. Louis. Saunders,
Elsevier.
Ignatavicius, D. D., & Workman, M. L. (2013). Medical-Surgical Nursing, (7th ed.). St. Louis.
Saunders, Elsevier.
Silvestri, L.A. (2013). Comprehensive Review for NCLEX-RN (6th ed.). St. Louis. Elsevier,
Saunders.
Townsend, M. C. (2011). Essentials of Psychiatric Mental Health Nursing. (5th ed.).
Philadelphia. F.A. Davis.
Supplemental Texts:
Adams, M. P. & Holland, L. (2011) Pharmacology for Nurses. (4th ed.). Upper Saddle River,
New Jersey. Prentice Hall, Inc.
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Berman & Snyder. (2011). Kozier & Erb Fundamentals of Nursing. (9th ed.). Upper Saddle
River, New Jersey. Pearson Education, Inc.
Berman & Snyder. (2011). Kozier & Erb Fundamentals Clinical Handbook. (9th ed.). Upper
Saddle River, New Jersey. Pearson Education, Inc.
Gahart, B., & Nazareno, A. (2011). Intravenous Medications (27th ed.). St. Louis. Elsevier
Health Sciences.
Giangrasso, A. & Shrimpton, D. (2013). Dosage calculation: a multi-method approach. Upper
Saddle River, New Jersey: Pearson, Education, Inc.
Hogan, M. A. (2007). Nutrition & Diet Therapy: Reviews and Rationales. (2nd ed.). Upper
Saddle River, New Jersey. Pearson Education, Inc.
Jarvis. C. (2012). Physical Exam & Health Assessment with online companion. (6th ed.). St.
Louis. Saunders, Elsevier.
Myers, E. (2010). RNotes Nurse Clinical Pocket Guide. (3rd ed.). Philadelphia. F.A. Davis
Company.
Nugent & Vitale. (2012). Test Success. (6th ed.). Philadelphia. F. A. Davis Company.
Pagana, K. D. & Pagana, T. J. (2012). Mosby’s Manuel of Diagnostic & Laboratory Tests.
(11th ed.). St. Louis. Elsevier Health Sciences.
Skidmore-Roth, L. (2014). Mosby’s 2014 Nursing Drug Reference. (27th ed. ). Elsevier
Health Sciences.
Venes, D. (Ed.). (2013). Taber’s Cyclopedic Medical Dictionary. (22nd ed.). Philadelphia:
F.A. Davis.
Wilkinson, J. & Ahern, N. (2009). Prentice Hall Nursing Diagnosis Handbook. (9th ed.).
Upper Saddle River, New Jersey, Pearson.
Computer Assisted Instruction:
ATI Nursing Education (2013). Pharmacology for Nursing Edition 7.0. Content Mastery
series Review Module. Assessment Technology Institute, LLC. www.atitesting.com
F. A. Davis Calculating Drug Dosages and Mosby’s Clinical Calculations available in Nursing
Lab and Fairhope Learning Resource Center.
NCLEX RN – 3500: Computer Assisted Instruction. (2004). New York. Springhouse
Publishing Company and Staff.
http://adultedserbm:8080/nclexrn3500/maintainClasses.do;jsessionid=D4C6526396DA4
F5D3EB5FFF170936085
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COMPUTER ASSISTED PROGRAMS:
No Computer Assisted Assignments will be accepted late. Only original work with a
name and date on the results sheet will be accepted. Failure to submit original work is
considered academic dishonesty and will subject to disciplinary action according to the
Faulkner State Community College Student Handbook.
Course Description:
This course builds upon previous instruction and provides additional opportunities to
develop competencies necessary to meet the needs of individuals throughout the lifespan
in a safe, legal, and ethical manner using the nursing process. Students manage and
provide collaborative care to patients who are experiencing selected alterations in
cardiovascular, hematological, immune, and genitourinary systems in a variety of settings.
Additional instruction is provided for psychiatric disorders, high-risk obstetrics.
Teaching/learning concepts, advanced dosage calculations, nutrition, pharmacology,
communication, cultural, and community concepts are integrated.
Course Objectives:
MODULE A PSYCHIATRIC DISORDERS
A1.0 Provide care for patients with selected psychiatric disorders
A1.1.1 Define terms associated with selected psychiatric disorders.
A1.1.2 Explain selected psychiatric disorders.
A1.1.3 Explain therapeutic relationships and communication as applied to
patients with selected psychiatric disorders.
A1.1.4 Explore etiologies related to selected psychiatric disorders.
A1.1.5 Explain therapies for selected psychiatric disorders.
A1.1.6 Explain health promotion related to selected psychiatric disorders.
A1.1.7 Describe the role of the nurse in providing care for patients
experiencing selected psychiatric disorders.
A1.1.8 Interpret clinical manifestations of selected psychiatric disorders.
A1.1.9 Interpret diagnostic tests for selected psychiatric disorders.
A1.1.10 Describe the pharmacological agents and/or treatments for
selected psychiatric disorders.
A1.1.11 Evaluate nutritional considerations for patients experiencing
selected psychiatric disorders.
A1.1.12 Identify expected outcomes of treatment modalities for patients
experiencing selected psychiatric disorders.
A1.1.13 Evaluate psychosocial needs of patients, families, and/or support
systems.
A1.1.14 Use critical thinking to manage nursing care for culturally diverse
patients experiencing selected psychiatric disorders.
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A1.1.15 Evaluate the outcomes of care provided for patients experiencing
selected psychiatric disorders.
A1.1.16 Assess the impact of selected psychiatric disorders on maternal
and pediatric patients.
A1.1.17 Assess the functional, cognitive, psychological, social and spiritual
status of geriatric population.
A1.1.18 Identify individuals at risk for suicide addressing 2012 National
Patient Safety Goal 15.
A1.1.19 Reduce the risk of patient harm resulting from falls by evaluation of
patient’s fall history; review of medications and alcohol
consumption; gait and balance; walking aids; protective devices
and environmental assessments addressing 2012 National Patient
Safety Goal # 9.
MODULE B CARDIOVASCULAR SYSTEM ALTERATIONS
B1.0 Providing nursing care for patients experiencing selected
cardiovascular system alterations.
B1.1.1 Define terms associated with selected cardiovascular system
alterations.
B1.1.2 Describe selected cardiovascular system alterations.
B1.1.3 Describe the pathophysiology associated with selected
cardiovascular system alterations.
B1.1.4 Explain complications associated with myocardial infarction (MI).
B1.1.5 Describe the role of the nurse in providing care for patients
experiencing selected cardiovascular system alterations.
B1.1.6 Explain health promotion related to selected cardiovascular system
alterations.
B1.1.7 Interpret clinical manifestations of selected cardiovascular system
alterations.
B1.1.8 Interpret diagnostic tests for selected cardiovascular system
alterations.
B1.1.9 Describe the pharmacological agents and/or treatment for selected
cardiovascular system alterations.
B1.1.10 Evaluate nutritional considerations for patients experiencing
cardiovascular system alterations.
B1.1.11 Identify expected outcomes of treatment modalities for patients
experiencing cardiovascular system alterations.
B1.1.12 Evaluate psychosocial needs of patients, families, and/or support
systems
B1.1.13 Use critical thinking to manage nursing care for culturally diverse
patients experiencing selected cardiovascular system alterations.
B1.1.14 Evaluate expected outcomes of nursing care for patients
experiencing
selected cardiovascular system alterations.
B1.1.15 Assess the impact of selected cardiovascular system alterations on
pediatric patients.
B1.1.16 Report critical results of test and diagnostic procedures on a timely
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basis focusing on 2012 National Patient Safety Goal # 2.
B1.1.17 Reduce the risk of health care-associated infections to prevent
central line-associated bloodstream infections; utilize hand hygiene
guidelines; and evidenced-based practices.
MODULE C HEMATOLOGICAL SYSTEM ALTERATIONS
C1.0 Providing nursing care for patients experiencing selected hematological
system alterations.
C1.1.1 Define terms associated with selected hematological system
alterations.
C1.1.2 Describe selected cardiovascular system alterations.
C1.1.3 Describe the pathophysiology associated with selected
hematological system alterations.
C1.1.4 Describe the role of the nurse in providing care for patients
experiencing selected hematological system alterations.
C1.1.5 Explain health promotion related to selected hematological system
alterations.
C1.1.6 Interpret clinical manifestations of selected hematological system
alterations.
C1.1.7 Interpret diagnostic tests for selected hematological system
alterations.
C1.1.8 Describe the pharmacological agents and/or treatment for selected
hematological system alterations.
C1.1.9 Evaluate nutritional considerations for patients experiencing
hematological system alterations.
C1.1.10 Identify expected outcomes of treatment modalities for patients
experiencing hematological system alterations.
C1.1.11 Evaluate psychosocial needs of patients, families, and/or support
systems
C1.1.12 Use critical thinking to manage nursing care for culturally diverse
patients experiencing selected hematological system alterations.
C1.1.13 Evaluate expected outcomes of nursing care for patients
experiencing selected hematological system alterations.
C1.1.14 Assess the impact of selected hematological system alterations on
maternal, pediatric, and geriatric patients.
MODULE D IMMUNE SYSTEM ALTERATIONS
D1.0 Providing nursing care for patients experiencing selected immune
system alterations.
D1.1.1 Define terms associated with selected immune system alterations.
D1.1.2 Describe selected immune system alterations.
D1.1.3 Describe the pathophysiology associated with selected immune
system alterations.
D1.1.4 Describe the role of the nurse in providing care for patients
experiencing selected immune system alterations.
D1.1.5 Explain health promotion related to selected immune system
alterations.
D1.1.6 Interpret clinical manifestations of selected immune system
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alterations.
D1.1.7 Interpret diagnostic tests for selected immune system alterations.
D1.1.8 Describe the pharmacological agents and/or treatment for selected
immune system alterations.
D1.1.9 Evaluate nutritional considerations for patients experiencing
immune system alterations.
D1.1.10 Identify expected outcomes of treatment modalities for patients
experiencing immune system alterations.
D1.1.11 Evaluate psychosocial needs of patients, families, and/or support
systems
D1.1.12 Use critical thinking to manage nursing care for culturally diverse
patients experiencing selected immune system alterations.
D1.1.13 Evaluate expected outcomes of nursing care for patients
experiencing selected immune system alterations.
D1.1.14 Assess the impact of selected immune system alterations on
maternal, pediatric, and geriatric patients.
MODULE E GENITOURINARY SYSTEM ALTERATIONS
E1.0 Providing nursing care for patients experiencing selected
genitourinary/renal system alterations.
E1.1.1 Define terms associated with selected genitourinary/renal system
alterations.
E1.1.2 Describe selected genitourinary/renal system alterations.
E1.1.3 Describe the pathophysiology associated with selected
genitourinary/renal system alterations.
E1.1.4 Describe the role of the nurse in providing care for patients
experiencing selected genitourinary/renal system alterations.
E1.1.5 Explain health promotion related to selected genitourinary/renal
system alterations.
E1.1.6 Interpret clinical manifestations of selected genitourinary/renal
system alterations.
E1.1.7 Interpret diagnostic tests for selected genitourinary/renal system
alterations.
E1.1.8 Describe the pharmacological agents and/or treatment for selected
genitourinary/renal system alterations.
E1.1.9 Evaluate nutritional considerations for patients experiencing
genitourinary/renal system alterations.
E1.1.10 Identify expected outcomes of treatment modalities for patients
experiencing genitourinary/renal system alterations.
E1.1.11 Evaluate psychosocial needs of patients, families, and/or support
systems
E1.1.12 Use critical thinking to manage nursing care for culturally diverse
patients experiencing selected genitourinary/renal system
alterations.
E1.1.13 Evaluate expected outcomes of nursing care for patients
experiencing selected genitourinary/renal system alterations.
E1.1.14 Assess the impact of selected genitourinary/renal system
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alterations on maternal, pediatric, and geriatric patients.
E1.1.15 Comply with the current Centers of Disease Control and Prevention
hand hygiene guidelines.
E1.1.16 Implement evidenced-based practices to prevent health careassociated infections due to multidrug-resistant organisms in acute
care hospitals focusing on Goal # 7 of 2012 National Patient Safety
Goals.
MODULE F HIGH RISK OBSTETRICS
F1.0 Providing nursing care for patients experiencing high risk pregnancy.
F1.1.1 Define terms associated with high risk pregnancy.
F1.1.2 Describe complications associated with high risk pregnancy.
F1.1.3 Describe the pathophysiology associated with high risk pregnancy.
F1.1.4 Describe the role of the nurse in providing care for a patient
experiencing high risk pregnancy.
F1.1.5 Explain health promotion related to high risk pregnancy.
F1.1.6 Interpret clinical manifestations associated with high risk
pregnancy.
F1.1.7 Interpret diagnostic tests for high risk pregnancy.
F1.1.8 Describe the pharmacological agents and/or treatment for high risk
pregnancy.
F1.1.9 Evaluate nutritional considerations for patients experiencing
high risk pregnancy.
F1.1.10 Identify expected outcomes of treatment modalities for patients
experiencing high risk pregnancy.
F1.1.11 Evaluate psychosocial needs of patients, families, and/or support
systems
F1.1.12 Use critical thinking to manage nursing care for culturally diverse
patients experiencing high risk pregnancy.
F1.1.13 Evaluate expected outcomes of nursing care for high risk
pregnancy.
F1.1.14 Differentiate between the impact of pregnancy on the adolescent
and the adult patient.
MODULE G SELECTED NEUROMUSCULAR ALTERATIONS
G1.0 Providing nursing care for patients experiencing complications with
selected neuromuscular system alterations of disorders.
G1.1.1 Define terms associated with neuromuscular system alterations
G1.1.2 Describe selected neuromuscular system alterations
G1.1.3 Describe legal and ethical considerations related to providing
nursing care for selected neuromuscular system alterations
G1.1.4 Describe the impact of selected neuromuscular system alterations
on patients throughout the lifespan.
G1.1.5 Relate the pathophysiology associated with selected
neuromuscular system alteration to clinical manifestations.
G1.1.6 Describe the role of the nurse in providing care for patients
experiencing selected neuromuscular system alterations.
G1.1.7 Explain health promotion related to selected neuromuscular system
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alterations
G1.1.8 Interpret selected diagnostic test for neuromuscular system
alteration.
G1.1.9 Explain complications associated with selected neuromuscular
system alterations
G1.1.10 Describe the pharmacological agents and/or treatments for
selected neuromuscular system alterations.
G1.1.11 Evaluate nutritional considerations for patients experiencing
selected neuromuscular system alterations
G1.1.12 Identify patient response to treatment modalities for patients
experiencing selected neuromuscular system alterations
G1.1.13 Evaluate psychosocial needs of patient, families, and/or support
system.
G1.1.14 Use critical thinking to prioritize nursing care for culturally diverse
patients experiencing selected neuromuscular system alterations
G1.1.15 Describe the delegation process used to provide nursing care for
patients experiencing selected neuromuscular system alterations.
G1.1.16 Evaluate outcomes of nursing care for patients experiencing
selected neuromuscular system alterations.
COURSE CONTENT OUTLINE:
MODULE A OUTLINE
•
Terms
•
Selected disorders
 Schizophrenia
 Mood/affective disorders
 Psycho physiological disorders
 Substance abuse
 Characteristics
 Types
•
Therapeutic relationships and communication
•
Etiologies
•
Therapies
•
Health promotion
•
Role of the nurse
•
Clinical manifestations
•
Diagnostic tests
•
Pharmacological agents and treatments
•
Nutritional considerations
•
Nursing process
•
Impact on maternal and pediatric patients
MODULE B OUTLINE
•
Terms
•
Conduction system
•
Selected disorders
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





Coronary artery diseases
Angina
Myocardial Infarction (MI) and complications
Diagnostic tests
Cardiac catheterization
Trans Esophageal Echocardiogram (TEE)
•
Pathophysiology
•
Role of the nurse
•
Health promotion
•
Clinical manifestations
•
Pharmacological agents and treatments
•
Nutritional considerations
•
Nursing process
•
Impact on pediatric patients
MODULE C OUTLINE
•
Terms
•
Hematological alterations
 Leukemia
 Hodgkin’s/non-Hodgkin’s lymphoma
 Multiple myeloma
 Neutropenia
 Hemochromatosis
 Splenectomy
•
Pathophysiology
•
Role of the nurse
•
Health promotion
•
Clinical manifestations
•
Diagnostic tests
•
Pharmacological agents and treatments
•
Nutritional considerations
•
Nursing process
•
Impact on maternal and pediatric patients
MODULE D OUTLINE
•
Terms
•
Immune system alterations
 Infectious diseases
 HIV/AIDS (management/pharmacology)
 Systemic Lupus Erythematosus (SLE)
 Hypersensitivity reaction
•
Pathophysiology
•
Role of the nurse
•
Health promotion
•
Clinical manifestations
•
Diagnostic tests
•
Pharmacological agents and treatment
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 Nutritional considerations
•
Nursing process
•
Impact on maternal and pediatric patients
MODULE E OUTLINE
•
Terms
•
Genitourinary/renal alterations
 Disorders of the male reproductive system (prostate, testicular, scrotal, penile)
 Inflammatory/Infection disorders (cystitis and pyelonephritis)
 Obstructive disorders
 Renal failure
 Tumors
 Polycystic kidney disease
•
Pathophysiology
•
Role of the nurse
•
Health promotion
•
Clinical manifestations
•
Diagnostic tests
•
Pharmacological agents and treatments
•
Nutritional considerations
•
Nursing process
•
Impact on maternal and pediatric patients
MODULE F OUTLINE
•
Terms
•
Electronic fetal monitoring
•
Induction/augmentation
•
Pregnancy induced hypertension (PIH)
•
Hemolysis, Elevated Liver Enzymes, Low Platelets (HELLP)
•
Cardiovascular disease
•
Pre-term labor
•
Disseminated Intravascular Coagulation (DIC)
•
Pathophysiology
•
Role of the nurse
•
Health promotion
•
Clinical manifestations
•
Diagnostic tests
•
Pharmacological agents and treatments
•
Nutritional considerations
•
Nursing process
•
Adolescent pregnancy
Module G OUTLINE
•
Terms
•
Selected neuromuscular system alterations
 Headaches
•
Tension
•
Migraine
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•










Cluster
Multiple Sclerosis
Parkinson’s
Guillian Barre
Amyotropic Lateral Sclerosis
Myasthenia gravis
Trigeminal Neuralgia
Bell’s Palsy
Muscular Dystrophy
Cerebral Palsy
Neural tube defects
Pathophysiology
Clinical manifestations
Diagnostic tests
Complications
Pharmacological agents
Nutritional considerations
Treatment modalities
Treatment modalities
Psychological care
Nursing care plan for the culturally diverse client
Prioritize care using critical thinking
Delegation
Expected outcomes
Rehabilitation for selected neuromuscular alterations
Student Learning Outcomes:
Upon completion of the course:
#1: The student will manage and provide collaborative care to patients who are
experiencing selected alterations in mental health, high risk obstetrics, cardiovascular,
hematologic, immune, and genitourinary systems.
#2: The student will illustrate competency in medication administration for patients with
selected psychiatric and medical disorders.
#3: The student will apply nursing concepts related to selected mental disorders, high risk
obstetrics, and adult health disorders.
Teaching Strategies:
o
o
o
o
o
o
Theoretical Presentation/Lecture
Class discussion
Clinical experience
Audio-visual aids
Web activities
Computer activities
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o
o
o
o
Material care studies
Critical thinking exercises
Self Study Modules
Hand-outs/quizzes/exercises/exams
Grading Policy:
Grades received for all course work and examinations in this class are not
negotiable. Course evaluations will be based on the following scale:
Grading: Evaluation of the student is based upon academic achievement and a satisfactory
in the clinical component. The academic grade is determined through Module Exams,
Clinical Exams, and a Comprehensive Final Exam. Clinical Exams are assessed based on
various assignments, unannounced daily quizzes, Hogan quizzes, group assignments,
special projects, online case studies, and Computer Adaptive Instruction (CAI’s) including
ATI, NCLEX 3500, and Silvestri, or any other assignment at the instructor’s discretion. A
satisfactory grade of 75% or above and a satisfactory on the final clinical evaluation must
be achieved to pass NUR 202. Students will be evaluated weekly in the clinical setting. The
clinical evaluation tool and clinical paperwork will be distributed prior to the start of
clinical.
Grading Criteria
Grade Distribution:
90-100
A
Module Exams (7)
60%
80-99
B
Clinical Exams:
10%
75-79
C
Dosage Calculation Exam (1st grade only)
(2%)
60-74
D
Clinical Reasoning & Pharm CRE(1st grade only)
(2%)
Assignments/Quizzes/Projects/NCLEX 3500
Achievement exam
LEVEL 2 = 2
ATI: Adult Med-Surg
LEVEL <2 = 0
Final Exam
(4%)
(2%)
30%
Note that a ‘C’ requires a grade of 75-79 in FSCC’s nursing courses. Students are expected
to spend 2-3 hours outside of class reading and/or studying the material for every hour
spent in class. Students should read the assignments before class, take notes during class,
and follow-up by reviewing after class. Information from previous courses may be
included in discussions and on exams. Students are accountable for the comprehensive
knowledge covered in previous courses, therefore, it is advised to review previously
learned material for better clarification and understanding of the current class content.
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Blackboard: Students are expected to utilize “Blackboard” during this course. Several
assignments will be posted on the web as well as all PowerPoints for the class. Students are
expected to check “Blackboard” daily in order to stay current with classroom assignments.
This web enhanced class provides the student with up to date information and the student
should have accessibility to a computer daily.
All class tools are for class instructional issues. All comments and postings not
instructional in nature will be reviewed and may be administratively deleted. Students who
fail to comply with this policy may be denied access to class with no refund and be subject
to the college’s academic code of conduct.
Testing Atmosphere: It is essential that testing times are quiet. Once a student leaves the
testing area, the student will not be allowed to return until all students have completed
testing. No books, paper, purses, palm pilots, cell phones, etc. will be allowed on top of any
desk during testing. Please be courteous and maintain a quiet atmosphere in the hall while
classmates are still testing.
Each student will be given a cover sheet prior to each exam. The student is expected
to keep their scantron covered and will be asked to turn in the cover sheet with the exam at
the complete of the exam.
Tests are timed at one (1) minute per question. Students arriving late for an exam
must take the exam in the available remaining time. Students arriving late for a pop quiz
may not be allowed to take the quiz. All course work must be completed before students
will be allowed to take the final exam. Final exam schedules posted in the semester
catalogue may differ from the Nursing Program final exam schedule.
ANY STUDENT WHO ARRIVES LATE FOR CLASS WHEN A POP QUIZ IS GIVEN WILL NOT BE
ALLOWED IN THE CLASSROOM UNTIL AFTER THE QUIZ HAS BEEN COLLECTED AND THE
LATE STUDENT WILL RECEIVE A ZERO GRADE FOR THAT QUIZ.
***ALL CAIs/NCLEX ASSIGNMENTS SCORES SHOULD BE AT 75% IN ORDER TO RECEIVE
CREDIT FOR THAT ACTIVITY.
Achievement Exams: A Comprehensive Achievement Exam by ATI: RN Adult Medical
Surgical is given for this course. Any student who fails is expected to remediate as assigned
by the instructor.
1.
Achievement exam is worth 2% of the course grade for a level 2 score
2.
Achievement exam is worth 0% of the course grade for a level <2 score
Standardized Achievement Exams: ATI offers two (2) additional achievement exams for
the student including Mental Health AND Community Health which are counted as part of
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the quiz average. Students are still required to meet (the level 2 or 75% pass rate )for these
exams.
Remediation Requirements: All students scoring less than level 2 on Achievement Exams
must complete practice tests as assigned by instructor, followed by completion of
proctored NCLEX 3500 test with a score of 75% or higher. An incomplete will be assigned
for the class until acceptable test score is achieved. Students are ineligible to progress to
next class with an incomplete.
Make-up Exams: No more than one make-up examination will be allowed. If more than
one exam is missed, a grade of zero will be given for that exam. All make-up exams will be
administered week of, and prior to the withdrawal date for the semester. Make-up exams
are subject to be different from the original exam. If exams are not made up on assigned
date, the student will receive a zero for that exam. Early exams are given only by the
discretion of the instructor for extenuating circumstances. Students will not be allowed to
make up clinical exams.
Test Review: During the class test review pencils, pens, recorders, cell phones, etc. will not
be allowed. Class test reviews may be terminated if the class becomes disruptive, then the
student must schedule an appointment to review the exam individually with the instructor.
All students are REQUIRED to attend test reviews. Test reviews will be held after class or at
the instructor’s discretion. All students must make arrangements to be able to attend
reviews that may be held outside scheduled class time. NO STUDENT WILL BE ALLOWED
TO REVIEW THEIR TESTS THE WEEK BEFORE FINAL EXAMS. Students may view only the
previous exam (only one time). It is the student’s responsibility to make an appointment
with the instructor to review exams. During the semester, the instructor will review the
most missed items on the Exam.
Test Question Challenge: There are forms available in all classrooms to Challenge a Test
Question. It must be completed after the test review, with 3 references to support your
challenge. Submission of that form, does not guarantee that credit will be given for an
incorrect answer, but it may be considered. Test question challenge forms will only be
accepted one week after the exam has been reviewed or one week after the exam was
given, whichever is longer.
Dosage Calculation Exam: A dosage calculation exam will be given at the beginning of the
Semester. Students must achieve a passing grade of 80% by the second attempt in order to
pass Nursing 202. No student will be allowed to go to the clinical area until the student has
successfully passed the dosage calculation exam. It is the student’s responsibility to
schedule a time with the instructor to repeat dosage calculations exams prior to the start of
clinical.
CLINICAL GRADE:
The student must successfully complete the clinical component of the course in order to
pass NUR 202. Refer to the Student Handbook for specific guidelines.
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Weekly Clinical Performance:
The student will be evaluated in the clinical setting each week based on the
following criteria on the Clinical Evaluation Tool that reflects program goals and is
intended to:
1.
Serve as a guide for clinical performance during each rotation
2.
Identify patterns of behavior or changes in behavior
3.
Serve as a guide for the progression of the student
4.
Evaluate the student’s level of performance during and at the completion of the
rotation
Evaluations will be performed weekly and the student will be given the opportunity to
review their progress and to make comments regarding the evaluation and improvement
objectives.
The performance behaviors on each clinical evaluation tool reflect learning objectives and
are used to identify competencies and deficiencies. Clinical instructors and students will
base their evaluation on the following general description of behaviors:
In clinical performance evaluation criteria: 3 (three) or more 1’s or 2’s in any one
performance objective (or row) constitutes a failure of the clinical component.
In clinical written work grading criteria: 4 (four) or more 1’s or 2’s in any one paperwork
objective (or row) constitutes a failure of the clinical component.
Mid-term evaluations: Mid-term evaluations will be available to students whose grades
are in jeopardy of failing the course. If absent on that day, it is the student’s responsibility
to obtain the written evaluation. It is the student’s responsibility to keep abreast of tests,
assignments, quiz results, and an awareness of academic or clinical performance should be
discussed with the appropriate clinical or academic instructor or the course coordinator..
Clinical Orientation: Students must complete an orientation to the clinical facility before
attending clinical at that facility. Students who fail to complete the orientation will not be
allowed to attend clinical. Missing a clinical constitutes a clinical absence. It is imperative
that all students complete the clinical orientation prior to the start of a clinical rotation.
Simulation: When in simulation with iStan, students will be held to the same standards as
for an on-site clinical day. This includes:
Attendance. A missed simulation assignment is a missed clinical day. Students fail the
clinical portion of the course if missing more than one clinical, including simulation.
Dress code: Burgundy scrubs are required for underclassmen and gray scrubs are required
for seniors. Requirements for shoes, hair, jewelry, make-up, nails, etc. are per clinical dress
code policy.
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Preparation: Completion of preclinical preparation includes review of assigned scenarios,
pathology, and medication sheets for a scenario posted the day prior to iStan. Paperwork is
due promptly at the beginning of each simulation experience.
Evaluation: Evaluation of simulation performance is for on-site clinicals. Students will be
graded on identification of the patient, hand washing, safety, professional behavior,
medication administration, etc. as listed on the clinical evaluation form.
Attendance Policy:
Class attendance and participation are regarded as an obligation as well as a privilege.
There is also a high correlation between class attendance and the final grade. Although an
occasional absence may be unavoidable, it in no way excuses a student from meeting the
requirements of the course. Participation in an institution-sponsored activity is not
regarded as an absence. All students are responsible for preparing all assignments for the
next class and for completing work missed. Attendance significantly affects a student’s
progress in meeting course requirements.
A student is encouraged to attend all class meetings for classes in which he/she is
registered. Absences will be recorded from the first day the class meets.
The course grade is awarded based upon the student’s performance in meeting the course
requirements as stated in the course syllabus and materials. Class participation is a factor
in meeting course objectives; consequently, class participation affects the course grade.
Students who are unable to attend class regularly, regardless of the reason or
circumstance, should withdraw from the course. Withdrawal from class can affect
eligibility for federal financial aid. Withdrawal from class can prohibit progression in
nursing and allied health programs.
Withdrawal Policy:
A student may withdraw from class or College up to the last day prior to any final exam of
any full term semester as published in the printed semester schedule of the College by
filing an official withdrawal form in either the Admissions Office or with the Director of the
Evening Program in Bay Minette or in the Administration Office on branch campuses.
Students who file the appropriate paperwork for withdrawals prior to the deadline will be
assigned a grade of “W”. A grade of "F" will be assigned to any student who does not
satisfactorily complete the requirements of a course or who voluntarily discontinues class
attendance and does not follow the official withdrawal procedure.
***Last day to withdraw: Friday April 22nd 2016***
Reinstatement Policy:
Applications for reinstatement and letter of intent are due in the Bay Minette office within
48 hours of posting of the last final grade. Readmission is not guaranteed. Readmission is
based on availability of space and evaluation of past performance by the faculty.
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ACADEMIC CODE:
The academic code as stated in the Student Handbook will apply in this class (page 235). All
class tools are for class instruction issues. All comments and posting, not instructional in
nature will be reviewed and maybe administratively deleted. Students who fail to comply
with this policy maybe be denied access to class with NO REFUND and subject to the
college academic code of conduct.
Academic Honesty:
To promote professional conduct and personal integrity, it is imperative that each student
do his/her own work. Penalties for academic dishonesty may range from reprimand to
suspension from the college. Please see FSCC college catalog and student handbook for
general policy on academic honesty.
Academic dishonesty includes but is not limited to:
a.
Copying from another student’s work/test paper:
b.
Use of anything not sanctioned by the individual administering the exam.
c.
Collaboration with another student or any person during an exam.
d.
Obtaining, buying, selling, soliciting, transmitting, or stealing an exam or any
components of the exam.
e.
Bribery to obtain exam information.
f.
Breach of test security.
g.
Substituting for another person during an exam or allowing substitution for one ’s
self.
h.
Plagiarism-the copying from the work of another word for word, or in substance,
and offering the copy as one’s own work for credit. This included purchased of
borrowed papers. Written work must be the student’s own work unless proper
credit is given to the original author.
i.
If exam monitors suspect an incident of academic dishonesty, the student will be
referred to the Dean of Student Services.
Social Networking Policy:
a. Students are advised to use social media cautiously and to avoid disclosing
any information that could be considered confidential patient information.
Any disclosure, intentional or unintentional, of information that could lead to
the identification of a patient will result in appropriate disciplinary actions.
Removal of an individual’s name, or face, or image, is not sufficient to protect
identity or confidential information. The use of privacy settings that are
available on many social networking sites, does not guarantee that
information will not appear in public and is not deemed sufficient.
b. Students are not to make negative or disparaging or unprofessional remarks
about fellow students, instructors, patients, patient visitors, clinical sites or
other health care professionals through social media. Any negative or
disparaging remarks, intentional or unintentional, through social media will
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be considered unprofessional and will be considered a form of misconduct.
This type of misconduct will be subject to appropriate disciplinary actions.
c. The following guidelines are to be followed:
d. Do not save confidential or sensitive patient information, or information of
any sort which could serve as identifying information, on your personal
computer or other electronic device
e. E-mail or texting correspondence with faculty should be treated
confidentially and should not include patient identifying information
f. Do not transmit any patient-related information or images through social
media. Do not take pictures or videos of patients with cell phones or other
personal devices
g. Limiting access through privacy settings is not deemed sufficient to protect
privacy and confidentiality of information. There’s no such thing as a
“private” social media site
h. Comply with clinical agency regulations regarding use of computers,
cameras, electronic devices and cell phones while present in the clinical
agency
i. Maintain patient privacy and confidentiality at all times
j. Report breaches of confidentiality or privacy to the nursing instructor
promptly
***Disciplinary action to be taken in the case of social media misconduct will range from
1. Written reprimand and counseling by the instructor
2. Written reprimand, counseling by the instructor and probation for the
remainder of the program
3. Immediate dismissal from the nursing program
Satisfactory Progress:
If you feel you are not making satisfactory progress in this course, please see your
instructor. Students may receive information from the instructor on their performance and
progress in both lecture and lab classes during scheduled office hours.
Reasonable Accommodations:
Any student who has a disability of any kind and needs reasonable accommodations or
assistance in the classroom or with this course should see the instructor.
Americans with Disabilities Act: The Rehabilitation Act of 1973 (Section 504) and the
American with Disabilities Act of 1990, as amended, state that qualified students with
disabilities who meet the technical and academic standards at Alabama Community College
System institutions are entitled to reasonable accommodations. Under these laws a
disability is defined as any physical or mental impairment which substantially limits a
major life activity, a history of such impairment, or the perception of such impairment.
Alabama Community College System institutions do NOT provide disability documentation
for students. It is the student’s responsibility to provide appropriate documentation to the
college office responsible for handling the request and to request accommodation.
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Appropriate documentation is defined as that which meets the following criteria, including
recommendations to address each functional limitation.
Statement on Discrimination/harassment: The College and the Alabama Board of
Education are committed to providing both employment and educational environments
free of harassment or discrimination related to an individual’s race, color, gender, religion,
national origin, age, or disability. Such harassment is a violation of State Board of
Education policy. Any practice or behavior that constitutes harassment is a violation of
State Board of Education policy. Any practice or behavior that constitutes harassment or
discrimination will not be tolerated.
Cell Phone Use Policy: The use of cellular phones, pagers and communication devices of any
kind is not allowed in Faulkner State Community College classes or in the Learning Resources
Centers. These items must be turned off and put away while in class and during your
participation in any Faulkner State Community College activity. A failure to do so will be dealt
with in accordance with the College’s Student Academic Code of Conduct.
*** Additionally, cell phone possession or use is prohibited on clinical units and will be
subject to clinical disciplinary action as outlined in the FSCC Student Handbook.
Minors on Campus: No employee, student or visitor should bring minors not enrolled as
FSCC students to class or leave a minor unattended at the College. Unattended minors on the
FSCC campus may be referred to the campus police for assistance or to the Department of
Human Resources. This procedure pertains to all employees, students, and visitors (including
vendors) who attend classes, programs, events, or other activities.
Smoking Area: Faulkner State Community College is a smoke free and tobacco free
environment. Smoking and use of tobacco products on all FSCC campuses is restricted to
designated campus parking areas only. Violation of this policy may result in a $25 fine.
Room Temperature: Please note that we are not always able to control the room
temperature. Bring extra garments as the classroom/lab may be chilly.
Course Evaluation Policy: The purpose of the course evaluation system at Faulkner State
Community College is to improve the course content and instruction practice in ways that
enhance student learning. Students are an important source of information about the
effectiveness of a course and its instructors. Please respond candidly to the questions in the
course evaluation for each course in which you are enrolled.
In appreciation for completing course evaluations, Faulkner State will grant respondents
“early access” to view their semester grades on Interact when registrar grade processing is
complete.
Students who do not complete course evaluations must wait seven days after the last day of
the semester to have traditional access to grades through Interact.
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STUDENT ACKNOWLEDGMENT FORM
Faulkner State Community College
Nursing 202
Syllabus and Evaluation Criteria Form
By signing this form, I verify that I have received a copy of the syllabus for the course:
NUR 202.
To receive a passing grade in NURSING 202, the student must:
1.
Earn a grade of 75 % = C or better in theory. The theory grade will be
determined as follows:
a.
Module Examinations
b.
Clinical Exams/CAIs
i.
Dosage Calculation (1st grade only)
ii.
Clinical Reasoning & Pharmacology CRE (1st grade only)
iii.
Assignments/Quizzes/Special Project/NCLEX 3500
iv.
Standardized Achievement Exam Level 2 = 2%
Medical-Surgery ATI
Level <2 = 0%
2%
2%
4%
2%
60%
10%
c.
2.
3.
Comprehensive final exam
30%
Must earn a Satisfactory in the clinical component.
Critical elements of clinical evaluation must be performed with 100% accuracy
as follows:
a.
Client safety
b.
Asepsis
c.
Confidentiality.
4.
Attendance must be followed per instructions of course syllabus.
5.
Each student will be required to attend clinical at the assigned sites.
Each student must turn in their clinical skills book at the end of each semester for
evaluation. The student must have 75% of the skills book completed by the end of the
semester
Disclaimer for Nursing Program:
All nursing equipment or devices provided for student use during Nursing 202 at
Faulkner State Community College is for practice purposes only. Clinical
demonstrations utilizing procedures or equipment are for practice simulations only.
Actual medical procedures are not to be performed on persons in lab or off campus.
I have read and understand the guidelines by ADA and the above “Evaluation Criteria” for
NURSING. I understand that all six of the above criteria are required for successful
completion of this course. As a condition for enrolling in the Nursing Program and
participation in clinical experiences to satisfy clinical requirements, I understand that as a
student I am not expected and will not receive compensation for participation in the clinical
course form the College or health care facility.
Student’s Name (Print) ____________________________________________Signature_________________________
Date__________________________ Phone Number _________________________________________________________
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