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NR-224: Fundamentals Skills Course Assignments & Discussions Study Guide

NR-224: Fundamentals Skills Course Description

Contact Hours: Lecture – 32, Lab – 32, Clinical – 0

Semester Hours: Theory 2, Lab 1

Students are introduced to the fundamental skills of professional nursing. An introductory unit of physics provides the basis for understanding concepts such as body mechanics, positioning and mobility. The laboratory component provides practice of selected fundamental nursing skills, as well as psychomotor skills necessary for care of individuals requiring assistance with mobility, hygiene and comfort. Included are basic principles of drug administration, teaching-learning and vital-sign assessment. Students have the opportunity to develop the beginning skills of a professional nurse through experiential learning.

Prerequisites: BIOS-242, BIOS-251, BIOS-252, BIOS-255, BIOS-256, CHEM-120, MATH-105N, or MATH-114N, NR-103, NR-222

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NR-224: Fundamentals Skills Course Syllabus & Assignments Summary

NR224 fundamentals exam 1 chamberlain

NR224 quiz 1

NR224 edapt week 1

NR224 final exam

NR224 chamberlain

NR224 exam 1 key concepts

NR224 quiz 3

NR224 quiz 4

NR224 Week 8 Final Exam (Cumulative Exam)

You can also read another study guide on nursing assignments for students from another post on NR-222: Health and Wellness Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR224
Course Title:	Fundamentals: Skills
Credit Hours:	3 credits
Theory Hours:	2
Laboratory Hours:	1
Clinical Hours:	0
Place in Curriculum	Year 2; Semester 1
Prerequisite:	BIOS242, BIOS251, BIOS252, BIOS255, BIOS256, CHEM120, MATH114, NR101 or NR103, NR222
Corequisite:	None

Course Description

Students are introduced to the fundamental skills of professional nursing. An introductory unit of physics provides the basis for understanding concepts such as body mechanics, positioning, and mobility. The laboratory component provides practice of selected fundamental nursing skills, as well as psychomotor skills necessary for care of individuals requiring assistance with mobility, hygiene, and comfort. Included are basic principles of drug administration, teaching-learning and vital-sign assessment. Students have the opportunity to develop the beginning skills of a professional nurse through experiential learning.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

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Stedman, J. K. (2011). Stedman’s medical dictionary for the health professions and nursing. (7th ed.). Baltimore, MD: Lippincott Williams & Wilkins.

 

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Carpenito-Moyet, L. (2016). Handbook of nursing diagnosis (15th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

 

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Vallerand, A. H., & Sanoski, C. A. (2014). Davis’s drug guide for nurses. (14th ed.). Philadelphia, PA: F.A. Davis.

 

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Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2017). Study guide for fundamentals of nursing (9th ed.). St. Louis, MO: Mosby Elsevier.

 

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Pagana, K. D., & Pagana, T. J. (2015). Mosby’s diagnostic and laboratory test reference. (12th ed.). St. Louis, MO: Mosby Elsevier.

 

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Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier.

 

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Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Differentiate between the components and apply the principles of the nursing process in the learning laboratory setting using simulated patient care scenarios. (PO 1)
2. Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO 2)
3. Demonstrate communication skills necessary for interaction with other health team members and for providing basic nursing care in a simulated environment. (PO 3)
4. Employ critical thinking skills in the simulated laboratory setting. (PO 4)
5. Assume responsibility and accountability for identifying own personal, educational, and professional goals. (PO 5)
6. Explain and apply principles of legal, ethical, and professional standards in planning for and delivering patient care. (PO 6)
7. Demonstrate beginning roles and responsibilities associated with professional nursing while planning for cost-effective basic nursing care to individuals and families. (PO 7)
8. Explain the rationale for selected nursing interventions based upon current nursing literature. (PO 8)

Key Concepts

1. Clinical Reasoning

1. 1. Introduction to the Nursing Process
   2. Concept Mapping

2. Vital Signs
3. Nutrition and Metabolism

1. 1. Infection Control
   2. Tissue Integrity
   3. Gastrointestinal

4. Activity and Exercise

1. 1. Mobility
   2. Oxygenation

5. Elimination

1. 1. Bowel
   2. Urinary

6. Medication Administration
7. Person’s rights

Learning Plan

Download and review the NR224 Fundamentals – Skills Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Safety Goals Assignment guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, 3, 4, 6, and 7Clinical Reasoning and Infection Control	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 15: Critical Thinking in Nursing Practice Chapter 16: Nursing Assessment Chapter 29: Infection Prevention and Control Suggested reading: Chapter 26: Documentation & Informatics	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules Examination Affirmation
Unit 2 COs 1, 3, 4, 7, and 8Vital Signs and Mobility	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 30: Vital Signs Chapter 39: Activity and Exercise, pp. 760–765 Chapter 28: Immobility Suggested reading: Chapter 27: Patient Safety and Quality	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study
Exam #1 (Units 1, 2, & 3)
Unit 3 COs 1, 3, 4, 6, 7, and 8Tissue Integrity	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 48: Skin Integrity and Wound Care	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study
Unit 4 CO 1, 3, 4, 7, and 8Oxygenation and Urinary Elimination	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 41: Oxygenation Chapter 46: Urinary Elimination	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions Nursing Physics Modules HESI RN Case Study Conquering Calculations
Exam #2 (Units 4 & 5)
Unit 5 CO 1, 3, 4, 7, and 8Gastrointestinal	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals ofnursing (8th ed.). St. Louis, MO: Elsevier. Chapter 45: Nutrition	Discussions SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Unit 6 COs 1, 3, 4, 6, 7, and 8Medication Administration	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 32: Medication Administration	Discussions Standardized Clinical Experience (SCE) Safety Goals Assignment (RUA) SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Exam #3 (Units 6 & 7)
Unit 7 COs 1, 3, 4, 7, and 8Bowel Elimination	Potter, P. A., Perry, A. G., Stockert, P. & Hall, A. (2013). Fundamentals of nursing (8th ed.). St. Louis, MO: Elsevier. Chapter 47: Bowel Elimination	Discussions Standardized Clinical Experience (SCE) SimCare Center (Lab) Activities Evolve Online NCLEX-Style Review Questions HESI RN Case Study Conquering Calculations
Unit 8 All COsAll Topics	Review all previously assigned readings in preparation for the final exam.	Discussions Standardized Clinical Experience (SCE) Conquering Calculations Final Exam

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Laboratory Class and Clinical Experiences

Lab time is utilized to practice and master skills to meet criteria that demonstrate completion of course outcomes. Students must complete all required lab, clinical and pre-clinical experiences in order to satisfy the clinical hours for each course. Demonstration of nursing skills and/or required competencies must be performed satisfactorily to pass the lab component of the course (see Skills Checklist for criteria).

In cases of emergency or severe illness, equivalent learning opportunities for absences may be offered, at the discretion of the faculty member and contingent upon availability of resources. Make- up experiences are not guaranteed and supporting documentation may be required. Students must notify the instructor and clinical agency in a manner specified by the instructor within the requested time frame. Students who are not in the appropriate attire and/or are not prepared for clinical practice may be dismissed from the clinical setting.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment		Points		Weighting
Examinations*
Exam 1		180		18%
Exam 2		200		20%
Exam 3		200		20%
Final Exam		200		20%
Physics Module Quizzes		Satisfactory/Unsatisfactory		0%
*Must achieve an average of 76% to pass the course
Assignments
Discussions Units 1–8, 15 points each		120		12%
Safety Goals Assignment (RUA)		50		5%
Conquering Calculations		50		5%
SimCare Center (Lab) Activities Units 1–7		Satisfactory/Unsatisfactory		0%
Totals		1,000		100%
Letter Grade	Points		Percentage
A	940–1,000		94% to 100%
A-	920–939		92% to 93%
B+	890–919		89% to 91%
B	860–889		86% to 88%
B-	840–859		84% to 85%
C+	810–839		81% to 83%
C	760–809		76% to 80%
F	759 and below		75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

NR 224 Fundamentals: Skills Entire Class Help

Question: A nurse is teaching a client how to perform personal ileostomy care prior to discharge.  The client says “I don’t think that I am going to be able to take care of this myself.”  Which is the most appropriate response from the nurse?

Question: The adult child of a client who has had a colon resection will be caring for their parent at home.  The client’s son tells the nurse “I don’t know how I am going to care for my mom now”.  Which is the best nursing response?

Question: A nurse in the medical-surgical unit is assigning client care to a nurse who is floating from PACU.  The float nurse is most qualified to care for which client?

Question: A client asks the nurse what causes constipation.  Choose the best response by the nurse.

Question: The nurse caring for a post-operative client performs an abdominal assessment.  The nurse does not hear any bowel sounds over the left lower quadrant of the abdomen.  What is the most likely reason for this?

Question: The nurse admits a client who is to undergo a colonoscopy.  The nurse understands that this will be required in preparation for the procedure.

Question: A nurse is teaching a client about colorectal cancer testing.  The nurse expects the provider to firs perform this test for colorectal screening.

Question: A nurse is caring for a client with a newly placed colostomy.  The nurse teaches the client they may have formed stool after the bowel has healed because the surgeon placed the stoma where?

Question: The nurse is administering a tap water enema to a client in preparation for bowel surgery.  The nurse correctly positions the enema bag containing the fluid where?

Question: The nurse correctly positions a client for a fleets enema by placing them in this position:

Question: The nurse is preparing a new ostomy flange for the client’s abdomen.  Choose the correct action by the nurse.

Question: The nurse would plan to perform more frequent perineal care to prevent skin breakdown for this client.

Question: A female nurse is upset because a male client has requested only a male nurse help them with personal care.  What is the best response from the charge nurse?

Question: Select the priority nursing intervention for performing a complete bed bath on a client.

Question: Choose the adjunct therapy that can help improve circulation and assist in debridement of wounds.

Question: A nurse is providing oral care for a client who is immobile.  Choose the correct nursing action for this client.

Question: The nurse caring for a client with C. Difficile must use which personal protective equipment?

Question: The nurse is providing enteric feeding to a client.  A priority action on the part of the nurse to prevent infection is this:

Question: Choose the correct statement regarding sterile gloves.

Question: A student nurse notices a family member walking into a room under contact isolation.  The student stops the visitor and instructs them how to don the appropriate protective equipment.  The student is practicing this:

Question: A nurse is caring for a client who has a Clostridium difficile infection.  Which cleansing agent should the nurse use for hand hygiene?

Question: The nurse is teaching a nursing assistant on correct use of personal protective equipment (PPE).  The nurse knows the teaching was understood when the NA demonstrates this:

Question: The nurse is teaching students the importance of hand hygiene.  Choose the most correct statement.

Question: The nurse is preparing to exit the room of a client who has been placed on contact precautions.  Identify the sequence to be followed when removing the personal protective equipment (PPE).

Question: The nurse uses medical asepsis when caring for clients when they do this.

Question: A nurse is teaching a group of new mothers on infant care.  The nurse includes which information on teaching about infection prevention.

Question: An older client tells the nurse that they never get a flu shot because at their age, they’ve had every kind of flu there is.  Choose the best response from the nurse.

Question: The nurse is caring for an older adult who complains they don’t eat as much as they used to.  Their overall physical and mental condition is good.  Choose the best response from the nurse.

Question: A nurse is assessing a young woman diagnosed with anorexia nervosa.  The nurse suspects the client is not eating all of the food on their prescribed diet when they observe this:

Question: The nurse caring for a new mother is teaching about proper nutrition for the infant.  Choose the best statement regarding infant nutrition.

Question: The nurse is performing a mini-nutritional assessment for a newly admitted client from a nursing home.  The best description of this type of assessment is what?

Question: The nurse is assessing a client’s peripheral circulation.  Choose where the nurse will palpate a popliteal pulse.

Question: The nursing assistant reports these vital signs to a nurse:   tympanic temperature 98.8ºF, pulse 92 bpm, respiratory rate 18 breaths/min, blood pressure 98/58.  What does the nurse do next?

Question: A nurse instructs a group of new mothers to make sure the infant is covered up whenever in an air-conditioned space.  Choose the best rationale for this action.

Question: The nurse is caring for a client with an irregular radial pulse.  What action should the nurse take next?

Question: A client is prescribed a medication that has adrenergic effects.  Choose the effect on the vital signs that this drug can have.

Question: A nurse is preparing to administer a medication prescribed to treat the client’s tachycardia.  The nurse should perform this action before giving the medication.

Question: A nurse assigns the nursing assistant the task of collecting vital signs on several clients.  Select the client for whom the nurse should assess vital signs.

Question: A group of student nurses is learning about adrenergic cardiovascular effects.  Choose the chemicals most likely to cause these effects.

Question: A nurse caring for an older client who has been a smoker for several years can expect to assess this abnormal vital sign.

Question: A young teen is injured playing football when he is shoved into a goalpost and suffers a head injury.  The nurse is concerned that this part of the brain may have suffered damage that can impact respirations.

Question: A nursing assistant has just taken a client’s blood pressure and suspects the reading is not accurate.  Choose a valid reason for blood pressure error.

Question: A nurse caring for a client who is short of breath places the client in this position to facilitate lung expansion.

Question: A nurse is caring for a client who is on fall precautions.  An appropriate alternate solution to the use of restraints would be what?

Question: A nurse is teaching other healthcare workers about the acronym for fire safety:  R.A.C.E.  The nurse explains that the letter “E” stand for what?

Question: A nurse witnesses a client having a seizure.  What is the nurse’s priority action?

Question: The nurse prepares to help a client with crutch-walking.  The nurse correctly places the crutches in this position:

Question: The nurse is caring for a client with a deep, infected wound.  The provider has prescribed wound irrigations be performed with each dressing change.  Choose the best nursing action.

Question: A nurse is preparing to discharge a client who has been hospitalized to treat a Stage IV decubitus ulcer.  Select the best statement from the nurse regarding the client’s wound.

Question: A nurse caring for a client with a Stage III pressure ulcer notes a foul odor coming from the room.  What does the nurse do next?

Question: The nurse is preparing to teach a client how to do their own wound care once discharged home.  Choose the best statement regarding wound packing.

Question: A nurse is discharging a client following surgical removal of the gall bladder.  The nurse defines this type of wound healing as what? 

Question: A nurse has admitted a client to the hospital from home.  During assessment the nurse notes a reddened, warm spot on the client’s coccyx.  Choose an appropriate nursing action to address this finding. 

Question: A clinic nurse is assessing a client who complains of a large blister on their left heel following participation in a 5K race.  Choose the best nursing action to treat this wound.

Question: A nurse is caring for a client with a Stage III pressure ulcer.  The nurse will measure and record what data in the client’s medical record?

Question: A client asks the nurse about bilevel positive airway pressure (BiPap) devices as the provider just prescribed one for them.  Choose the best explanation from the nurse.

Question: The nurse is preparing to perform tracheal suctioning on a client.  Select the best position in which to place this client.

Question: The nurse is suctioning a client when the oxygen saturation drops below 90%.  Select the action the nurse should perform next.

Question: The nurse assesses a client having an anxiety attack who complains of numbness around the lips and tingling in the fingers.  The nurse correctly recognizes these as signs of what?

Question: A nurse is teaching a group of post-operative clients how to correctly use the incentive spirometer.  What does the nurse include in the teaching? 

Question: The nurse is preparing to discharge a client home who will be using an oxygen concentrator.  The nurse teaches the client to do what to maintain safety while using oxygen?

Question: A nurse admits a client with bacterial pneumonia.  The nurse recognizes the client is most at risk for this:

Question: The nurse is caring for several clients in the urgent care clinic.  The nurse understands that this group is most likely to suffer oxygenation problems.

Question: The nursing student is developing a plan of care for a client whose diagnosis is ineffective airway clearance related to retained pulmonary secretions as evidenced by the production of thick, yellow sputum.  An appropriate nursing action for this client is what?

Question: The nurse teaching a group of students explains the purpose of postural drainage for a client with oxygenation problems.  The best explanation for the use of postural drainage is what?

Question: The nurse is caring for a client who is able to cough productively, but unable to expectorate or swallow the sputum.  Choose the appropriate nursing intervention and device.

Question: The nurse must select a prescribed oxygen delivery device that provides low flow oxygen at 60%.  Select the correct device.

Question: A nurse in a long-term care facility instructs nurses about using an assistive device during ambulation.  Choose the correct way to instruct ambulating with a cane.

Question: A nurse is preparing to move a client who is only partially able to assist up in bed.  Which method should the nurse plan to use?

Question: Plantar flexion contractures can best be prevented through the use of this device.

Question: A nurse who is applying a gait belt before ambulating a client will correctly place the belt in this position:

Question: A nurse is helping to ambulate a client who frequently loses balance while walking.  Choose the best device to aid in safety for this client. 

Question: A client frequently attempts to remove his intravenous catheter.  A family member asks the nurse to apply restraints.  Choose the most appropriate response from the nurse.

Question: A nurse is caring for a client who is postoperative and has an indwelling urinary catheter to gravity drainage.  The nurse notes no urine output in the past 2 hours.  Which action should the nurse take first?

Question: The nurse is preparing a client for a diagnostic testing of urinary function.  The nurse must make sure a consent form is on the client’s chart for this test:

Question: The nurse receives intake and output reports on several clients from the nursing assistant.  Select the output which the nurse should report to the provider.

Question: A client reports to the nurse that they feel the need to urinate but can’t.  Select the priority nursing intervention for this client.

Question: The nurse is assigning care to a nursing assistant (NA) for a client with an indwelling urinary catheter.  The nurse instructs the NA to do this in order to best prevent catheter associated urinary tract infection:

Question: A client with this type of urinary diversion requires the nurse to instruct them how to self-catheterize.

Question: The nurse can delegate this intervention to the nursing assistant.

Question: While caring for a post-procedure client who underwent a cystoscopy a few hours ago, the nurse notes pink-tinged urine in the client’s urinal.  Select the priority nursing action.

Question: A nurse caring for an older adult male client understands that this is an expected physiological change.

Question: The nurse is teaching a group of home care providers about caring for the older adult with urine incontinence.  The nurse includes this statement in the teaching:

Question: A nurse is doing preoperative teaching for a client about to undergo abdominal surgery.  The nurse will insert a foley catheter prior to taking the client to the preoperative area.  The best rationale for this intervention is what?

Question: The nurse is caring for a female client who requires the insertion of an indwelling urinary catheter.  The nurse will place the client in this position to best facilitate catheter insertion.

Question: The nurse is caring for a post-operative client and notes a moderate amount of serous drainage on the dressing 24 hours after surgery.  What is an appropriate nursing action?

Question: The nurse is assessing a wound that is 75% covered with eschar.  What treatment does the nurse expect to be ordered?

Question: The nurse is preparing to administer enteric feeding through a nasogastric tube.  What does the nurse do after checking the placement of the tube?

Question: The nurse is inserting a nasogastric tube when the client begins to gag.  What does the nurse do next after stopping the insertion?

Question: The nurse is preparing to insert a straight catheter into a male client.  Which action is appropriate?

Question: The nurse is teaching teen-age girls about nutrition.  Which nutrient do teen girls need more of that teen boys do not?

Question: The nurse is assessing an older client for dysphagia.  What sign indicates the client may have dysphagia?

Question: The nursing assistant is feeding a client with dysphagia.  What can the nurse teach the assistant to help prevent choking during feeding?

Question: A client tells the nurse they are still constipated despite increasing fiber in their diet.  What is an appropriate question to ask the client?

Question: The nurse is providing a bath for a client who is bedbound.  The nurse understands these care benefits from good hygiene:  {Select all that apply}

Question: The nurse is teaching a group of home care workers about pressure ulcer formation.  Choose the condition(s) that place a client at risk for pressure ulcer formation.  {Select all that apply}

Question: A nurse is caring for a group of clients.  Choose the client most likely to suffer from inadequate oxygenation {Select all that apply}

Question: A client suddenly starts to slide down to the floor while ambulating.  Choose the correct actions by the nurse to prevent injury to both themselves and the client. {Select all that apply}

Question: The nurse is preparing to collect a sterile urine specimen from a client’s foley catheter.  Choose the correct actions the nurse will perform. {Select all that apply}

Question: The nurse is helping a client select items for lunch from a clear liquid diet menu.  Which items are allowed on this diet?  {Select all that apply}

NR-224: Fundamentals Skills Course FAQs

Question: A nurse is teaching a client how to perform personal ileostomy care prior to discharge. The client says, “I don’t think that I am going to be able to take care of this myself.” Which is the most appropriate response from the nurse?

Answer: The most appropriate response from the nurse would be to provide reassurance and offer support to the client. The nurse can acknowledge the client’s concerns and validate their feelings, while also emphasizing that learning to care for an ileostomy takes time and practice. The nurse can say something like, “It’s completely normal to feel overwhelmed at first, but I’m here to help you learn and gain confidence in taking care of your ileostomy. We will go through the steps together, and I’ll provide you with all the necessary information and resources to support you in managing it successfully. It may seem challenging at first, but with time and practice, I’m confident that you’ll be able to take care of it yourself.”

Question: The adult child of a client who has had a colon resection will be caring for their parent at home. The client’s son tells the nurse, “I don’t know how I am going to care for my mom now.” Which is the best nursing response?

Answer: The best nursing response would be to provide support and offer resources to assist the client’s son in caring for his parent. The nurse can say something like, “Caring for a loved one after surgery can be challenging, but you don’t have to do it alone. We have resources and support available to help you navigate this new role as a caregiver. I can provide you with information, instructions, and demonstrations on how to care for your mom at home. Additionally, we have support groups and home health services that can offer further assistance. Together, we’ll ensure that you have the knowledge and support you need to provide the best care for your mom.”

Question: A nurse in the medical-surgical unit is assigning client care to a nurse who is floating from PACU. The float nurse is most qualified to care for which client?

Answer: The nurse who is floating from the PACU (Post-Anesthesia Care Unit) is most qualified to care for a client who has just undergone surgery and is in the immediate post-operative phase. The nurse from the PACU has experience in monitoring vital signs, assessing post-operative complications, managing pain, and providing care to clients recovering from anesthesia. Therefore, assigning this nurse to a post-operative client would be the most appropriate choice.

Question: A client asks the nurse what causes constipation. Choose the best response by the nurse.

Answer: The nurse should explain that constipation has many causes:

“Constipation has many causes. Lack of fiber, poor hydration intake, sedentary lifestyle, adverse effects of drugs, changes in habit or lifestyle, and medical problems including irritable bowel syndrome or hypothyroidism are major causes. To treat and prevent constipation, we must determine the cause.

Question: The nurse caring for a post-operative client performs an abdominal assessment. The nurse does not hear any bowel sounds over the left lower quadrant of the abdomen. What is the most likely reason for this?

Answer: Surgical manipulation or aesthetic effects are likely to prevent post-operative patients from hearing bowel noises in the left lower quadrant of the abdomen. Post-operative manipulation and anesthetic can reduce or eliminate bowel noises. The nurse must monitor the client’s bowel sounds and look for additional indicators of bowel dysfunction.

Question: The nurse admits a client who is to undergo a colonoscopy. The nurse understands that this will be required in preparation for the procedure.

Answer: The nurse knows colonoscopy patients need bowel preparation. Cleansing the colon before colonoscopy ensures good visibility. It usually entails a specific diet, clear drinks, and laxatives or bowel-cleansing products to empty the colon and remove feces. To ensure bowel preparation success, the nurse should give explicit instructions.

Question: A nurse is teaching a client about colorectal cancer testing. The nurse expects the provider to first perform this test for colorectal screening.

Answer: Colorectal cancer screening requires a colonoscopy, according to the nurse. Colonoscopy detects colorectal cancer and precancerous polyps best. A flexible tube with a camera is inserted into the colon to view the whole colon and rectum. Biopsies and polyp removal can be done during the colonoscopy. FOBT, FIT, sigmoidoscopy, and virtual colonoscopy (CT colonography) are other colorectal cancer screening modalities.

Question: A nurse is caring for a client with a newly placed colostomy. The nurse teaches the client they may have formed stool after the bowel has healed because the surgeon placed the stoma where?

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

Question: The nurse is administering a tap water enema to a client in preparation for bowel surgery. The nurse correctly positions the enema bag containing the fluid where?

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

Question: The nurse correctly positions a client for a fleets enema by placing them in this position:

Answer: The nurse informs the client that the surgeon placed the stoma in the descending or sigmoid colon, which may induce stool formation once the bowel heals. Water absorption solidifies stool in the descending and sigmoid colons. Stool can be collected in an ostomy pouch by placing the stoma here.

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NR-228: Nutrition Health & Wellness Course Assignments & Discussions Study Guide

NR-228: Nutrition Health & Wellness Course Description

Contact Hours: Lecture – 32, Lab – 0, Clinical – 0

Semester Hours: Theory 2

This course provides an overview of the basic nutrients required by the body for optimal health and wellness. The role that nutrition plays in various phases of the human life cycle and the psychological and sociological implications of food are discussed. Students use scientific thinking to question nutritional information presented in the various media and dispel any common nutrition myths. Students learn how the scientific method of inquiry is used in nutritional science and the health fields. In addition, the application of nutritional concepts to care for patients are studied. Lastly, conditions that are amenable to modification and possible cure by diet therapy and other nursing and medical interventions are explored.

Prerequisite: MATH-105N or MATH-114N

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NR-228: Nutrition Health & Wellness Course Syllabus & Assignments Summary

NR 283 Coursework Week 1 – 8

NR 283 Course Assignments Week 2, 3, 5, 6, and 7

NR 283 Discussions Week 1 – 8

NR 283 Exam Resources: Exam 1, Exam 2, Final Examination (Bundle)

NR 283 Week 1 Discussions: Anatomy and Physiology Review

NR 283 Week 2 Assignments plus Discussions (Bundle)

NR 283 Week 2 Discussions: J.L.

NR 283 Week 3 Assignments, Exam 1, Discussions (Bundle)

NR 283 Week 3 Concept Process Assignment #1 (Collection)

NR 283 Week 3 Faculty Selected Assignment

NR 283 Week 3 Discussions: Skin and Respiratory System Disorders (2 Versions)

NR 283 Week 3 Exam 1 (Collection)

NR 283 Week 4 Discussions: Mr. X, age 57, presented to his physician with marked fatigue…

NR 283 Week 5 Assignment, Discussions and Exam 2 (Bundle)

NR 283 Week 5 Concept Process Assignment Guidelines #2 (Collection)

NR 283 Week 5 Discussions: Mr. F. 48 years old, has been admitted to the hospital…

NR 283 Week 5 Exam 2 (Collection)

NR 283 Dr Bruce Video # 1 – 6

NR 283 Week 6 Assignment plus Discussion (Bundle)

NR 283 Week 6 RUA: Pathophysiological Processes Guidelines (Collection)

NR 283 Week 6 Discussions: Mrs. A has been taking high doses of glucocorticoids…

NR 283 Week 7 Assignments plus Discussions (Bundle)

NR 283 Week 7 Concept Process Assignment Guidelines #3 (Collection)

NR 283 Week 7 Discussions: A 28-year-old soldier returns….

NR 283 Week 8 Discussions: Ms. X, a 32-year-old Hispanic woman

NR 283 Week 8 Final Exam (Collection)

NR 283 Practice Questions Week 1 – 7

NR 283 Week 8 Final Exam Topics Covered Weeks 5-7

NR 283 Week 8 Final Exam Study Guide plus Review

NR 283 Exam Notes: Gould’s Pathophysiology for the Health Professions (59 Pages of Definitions)

You can also read another study guide on nursing assignments for students from another post on NR-226: Fundamentals Patient Care Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR228
Course Title:	Nutrition, Health and Wellness
Credit Hours:	2 credits
Theory Hours:	2
Laboratory Hours:	0
Clinical Hours:	0
Place in Curriculum	Year 2, Semester 3
Prerequisite:	MATH-114
Corequisite:	None

Course Description

This course provides an overview of the basic nutrients required by the body for optimal health and wellness. The role that nutrition plays in various phases of the human life cycle and the psychological and sociological implications of food are discussed. Students use scientific thinking to question nutritional information presented in the various media and dispel any common nutrition myths. Students learn how the scientific method of inquiry is used in nutritional science and the health fields.

In addition, the application of nutritional concepts to care for patients are studied. Lastly, conditions that are amenable to modification and possible cure by diet therapy and other nursing and medical interventions are explored.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

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Step 1: View the VitalSource Video

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2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

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Desktop

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Mobile

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Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 and 2)
2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 and 2)
3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 and 2)
4. Describe evidence based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 and 8)

Key Concepts

1. Nutrition in Health Promotion and Wellness

1. 1. Role of Nutrition
   2. Nutrition Standards
   3. Factors Influencing Nutrition
   4. Common Myths and Influence of Media

2. Nutrients and Food Intake

1. 1. Carbohydrates
   2. Fats
   3. Proteins
   4. Vitamins
   5. Lifespan differences
   6. Societal Influences
   7. Genetic Influence
   8. Education and Counseling

3. Energy and Fitness
4. Nutrition Therapy

1. 1. Metabolism and Stress
   2. Cardiovascular System
   3. Gastrointestinal System
   4. Group Support

5. Global Perspective

Learning Plan

Download and review the NR228 Nutrition, Health, and Wellness Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Nutritional Assessment guidelines and grading rubric to begin planning for the successful completion of this assignments.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1 and 2 Living a Healthy Lifestyle	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 1: Wellness Nutrition Chapter 2: Personal and Community Nutrition Chapter 3: Digestion, Absorption, and Metabolism	Refer to Course Schedule for items that are due this week.
Unit 2 COs 1, 2, and 3 Carbohydrates, Fluids, and Electrolytes	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 4: Carbohydrates Chapter 8: Water and Minerals, pp. 129–134 and 144–146 Chapter 9: Energy, Weight, and Fitness, pages 166-186	Refer to Course Schedule for items that are due this week.
Exam #1 (Units 1 & 2)
Unit 3 COs 1 and 2 Fats, Fatty Acids, and Proteins	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 5: Fats Chapter 6: Protein	Refer to Course Schedule for items that are due this week.
Unit 4 COs 1, 2, and 4 Vitamins, Minerals, and Antioxidants	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 7: Vitamins Antioxidants: pp. 85 and 121 (Table 7-5) Chapter 8: Water and Minerals, pp. 134–144; 146–156 Chapter 9 Energy Supply & Fitness        pp. 159-166	Refer to Course Schedule for items that are due this week.
Exam #2 (Units 3 & 4)
Unit 5 COs 1, 2, and 4 Nutrition Through the Ages; Nursing Process and Diet Therapy	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 10: Nutrition Across the Life Span Chapter 11: Nutrition Assessment and Patient Care Chapter 12: Traditional, Complementary, and Alternative Medicine, pp. 269-273	RUA Nutritional Assessment Refer to Course Schedule for any additional items that are due this week.
Unit 6 COs 1, 2, 3, and 4 Nutrition and Chronic Illness	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 14: Nutrition for Disorders of the Liver, Gallbladder, and Pancreas Chapter 15: Nutrition for Diabetes Mellitus Chapter 16: Nutrition in Metabolic Stress: Burns, Trauma, and Surgery Chapter 17: Nutrition for Cardiopulmonary Diseases Chapter 20: Nutrition in Cancer and HIV/AIDS	Refer to Course Schedule for items that are due this week.
Exam #3 (Units 5 & 6)
Unit 7 COs 1, 2, 3, and 4 Food for Thought!	Grodner, M., Escott-Stump, S., & Dorner, S. (2016). Nutritional foundations and clinical applications: A nursing approach (6th ed.). St. Louis, MO: Elsevier Mosby. Chapter 12: Traditional, Complementary, and Alternative Medicine, pp. 269-273	Refer to Course Schedule for any additional items that are due this week.
Unit 8 All COs Putting It All Together	Review previously assigned readings as needed.	Final Exam

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Examinations*
Exam 1			150	15%
Exam 2			150	15%
Exam 3			150	15%
Final Exam			150	15%
*Must achieve an average of 76% to pass the course
Assignments
Faculty Selected Assignments			300	30%
RUA Nutritional Assessment Assignment (Team)			100	10%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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NR-293: Pharmacology for Nursing Practice Course Assignments & Discussions Study Guide

NR-293: Pharmacology for Nursing Practice Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

This course introduces a comprehensive approach to the clinical aspects of drug therapy, which are emphasized through the use of the nursing process, life span implications and basic principles of pharmacology. The course content includes several classifications of commonly prescribed medications, as well as selected complementary and alternative drugs. Within each classification, representative or prototype drugs are selected for study in terms of their mechanisms of action and therapeutic uses. Students apply knowledge of pharmacological concepts in the context of safe and effective nursing practice, which include methods of administration, safe dosage, side and adverse effects of medications, nursing implications and medication teaching.

Prerequisites: BIOS-251, BIOS-252, BIOS-255, BIOS-256, MATH-105 or MATH-114, NR-283

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NR-293: Pharmacology for Nursing Practice Course Syllabus &Assignment Summary

NR 293 Week 1 Assignment plus Discussion

NR 293 Week 2 Assignment plus Quiz

NR 293 Week 3 Assignment, Discussion, Quiz plus Exam 1

NR 293 Week 4 Discussion plus Quiz 2

NR 293 Week 5 Assignment, Discussion, Quiz 3, Exam 2 (Bundle)

NR 293 Week 6 Assignments, Discussion, Quiz 4 (Bundle)

NR 293 Week 7 Assignment plus Discussion (Bundle)

NR 293 Week 8 Discussion: Glaucoma

You can also read another study guide on nursing assignments for students from another post on NR-283: Pathophysiology Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR293
Course Title:	Pharmacology for Nursing Practice
Credit Hours:	3 credits
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	0
Place in Curriculum	Year 2, Semester 2
Prerequisite:	BIOS251, BIOS252, BIOS255, BIOS256, MATH114, NR 282 or NR283
Corequisite:	None

Course Description

This course introduces a comprehensive approach to the clinical aspects of drug therapy, which are emphasized through the use of the nursing process, life span implications, and basic principles of pharmacology. The course content includes several classifications of commonly prescribed medications, as well as selected complementary and alternative drugs. Within each classification, representative or prototype drugs are selected for study in terms of their mechanisms of action and therapeutic uses. Students apply knowledge of pharmacological concepts in the context of safe and effective nursing practice, which include methods of administration, safe dosage, side and adverse effects of medications, nursing implications, and medication teaching.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Vallerand, A. H. & Sanoski, C. A. (with Deglin, J. H.). (2014). Davis’s drug guide for nurses. (14th ed.). Philadelphia, PA: F.A. Davis.

 

Access E-Book

Lilley, L. L., Rainforth Collins, S., & Snyder, J. S. (2017). Pharmacology and the Nursing Process (8th ed.). St. Louis, MO: Elsevier.

 

Access E-Book

Lilley, L. L., Rainforth Collins, S., & Snyder, J. S. (2017). Pharmacology and the Nursing Process Study Guide (8th ed.). St. Louis, MO: Elsevier.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)
2. Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)
3. Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)
4. Examine the professional nursing roles of care manager, educator, researcher, and advocate in relation to pharmacologic therapy and within the framework of a diverse population of individuals, families, and communities. (POs 6 and 7)

Key Concepts

1. Introduction to Pharmacology

• • Pharmacologic Principles: Pharmacotherapeutics, Pharmacokinetics, Pharmacodynamics, and Pharmacogenomics
  • Life Span Considerations
  • Cultural, Legal, and Ethical Considerations
  • Application of the Nursing Process
  • Professional Nursing Roles and Pharmacology

2. Anti-Infective Therapy

• • Antibiotic and Antibacterial Drugs
  • Antiviral Drugs
  • Antifungal Drugs

3. Drug Therapy for Respiratory Conditions

• • Antihistamines, Decongestants, Antitussives, and Expectorants
  • Mucolytics and Bronchodilators
  • Drugs for Treatment and Management of Obstructive Airway Diseases
  • Antitubercular Drugs

4. Drug Therapy for Cardiovascular and Hematologic Conditions

• • Antidysrhythmic Drugs
  • Antianginal Drugs
  • Antihypertensive Drugs
  • Antilipemic Drugs
  • Drugs for Treatment and Management of Heart Failure
  • Coagulation-Modifying Drugs (Anticoagulants and Blood-Forming Agents)
  • Drugs for Treatment and Management of Anemia

5. Drug Therapy for Gastrointestinal Conditions

• • Acid-Controlling Drugs
  • Bowel Disorder Drugs
  • Antiemetic and Antinausea Drugs

6. Neuromuscular Drugs and Drug Therapy for Musculoskeletal Conditions

• • Analgesic and Anesthetic Drugs
  • Muscle Relaxant Drugs
  • Anti-Inflammatory and Antigout Drugs

7. Drug Therapy for Neurologic and Psychiatric Conditions

• • Antiepileptic Drugs
  • Adrenergic and Antiadrenergic Drugs
  • Cholinergic and Anticholinergic Drugs
  • Drugs for Treatment and Management of Parkinson’s Disease
  • CNS Depressants and Stimulants
  • Psychotherapeutic Drugs
  • Drugs That Have Potential of Being Abused

8. Drug Therapy for Endocrine Conditions

• • Drugs for Treatment and Management of Diabetes Mellitus
  • Drugs for Treatment and Management of Thyroid Conditions
  • Drugs for Treatment and Management of Adrenal Conditions

9. Drug Therapy for Immunomodulation and Cancer  

• • Immunosuppressant Drugs
  • Chemotherapeutic Principles and Antineoplastic Drugs
  • Biologic Response–Modifying Drugs
  • Antirheumatoid Drugs

10. Drug Therapy for Urinary and Reproductive Conditions

• • Antiseptic and Antispasmodic Drugs for Treatment of Urinary Conditions
  • Drugs for Treatment and Management of Reproductive Dysfunctions
  • Hormone Therapy (in Female and Male Reproductive Conditions)
  • Sexual Dysfunction
  • Benign Prostatic Hyperplasia (BPH)

11. Drug Therapy for Other Health Conditions

• • Dermatologic Drugs
  • Ophthalmic Drugs
  • Otic Drugs

Learning Plan

Download and review the NR293 Pharmacology for Nursing Practice Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course..

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Pharma College Assignment guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, 3, and 4 Introduction to Pharmacology	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 1: The Nursing Process and Drug Therapy Chapter 2: Pharmacologic Principles Chapter 3: Lifespan Considerations Chapter 4: Cultural, Legal, and Ethical Considerations Chapter 5: Medication Errors: Preventing and Responding Chapter 6: Patient Education and Drug Therapy Chapter 7: Over-the-Counter Drugs and Herbal and Dietary Supplements Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Unit 2 COs 1, 2, 3, and 4 Anti-Infective and Chemotherapeutics	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 38: Antibiotics Part 1 Chapter 39: Antibiotics Part 2 Chapter 40: Antiviral Drugs Chapter 42: Antifungal Drugs Chapter 45: Antineoplastic Drugs Part 1: Cancer Overview and Cell Cycle–Specific Drugs Chapter 46: Antineoplastic Drugs Part 2: Cell Cycle–Nonspecific and Miscellaneous Drugs Review Chapter 41: Antitubercular Drugs Chapter 47: Biologic Response—Modifying and Antirheumatic Drugs Chapter 48: Immunosuppressant Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Exam #1 (Units 1 & 2)
Unit 3 COs 1, 2, 3, and 4 Pain Management and Neuro-Psychotherapeautics	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 10: Analgesic Drugs Chapter 11: General and Local Anesthetics Chapter 12: Central Nervous System Depressants and Muscle Relaxants Chapter 13: Central Nervous System Stimulants and Related Drugs Chapter 14: Antiepileptic Drugs Chapter 15: Antiparkinson Drugs Chapter 16: Psychotherapeutic Drugs Chapter 17: Substance Abuse Review Chapter 20: Cholinergic Drugs Chapter 21: Cholinergic-Blocking Drugs Chapter 44: Antiinflammatory and Antigout Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Unit 4 COs 1, 2, 3, and 4 Drugs for Respiratory and Hematologic Conditions	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 26: Coagulation Modifier Drugs Chapter 27: Antilipemic Drugs Chapter 36: Antihistamines, Decongestants, Antitussives, and Expectorants Chapter 37: Respiratory Drugs Chapter 41: Antitubercular Drugs Chapter 54: Anemia Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Exam #2 (Units 3 & 4)
Unit 5 COs 1, 2, 3, and 4 Cardiovascular Drugs	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 22: Antihypertensive Drugs Chapter 23: Antianginal Drugs Chapter 24: Heart Failure Drugs Chapter 25: Antidysrhythmic Drugs Chapter 28: Diuretic Drugs Review Chapter 18: Adrenergic Drugs Chapter 19: Adrenergic-Blocking Drugs Chapter 27: Antilipemic Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Unit 6 COs 1, 2, 3, and 4 Endocrine and Gastrointestinal Drugs	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 30: Pituitary Drugs Chapter 31: Thyroid and Antithyroid Drugs Chapter 32: Antidiabetic Drugs Chapter 33: Adrenal Drugs Chapter 50: Acid-Controlling Drugs Chapter 51: Bowel Disorder Drugs Chapter 52: Antiemetic and Antinausea Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Exam #3 (Units 5 & 6)
Unit 7 COs 1, 2, 3, and 4 All the Rest	Lilley, L. L., Collins, S. R., & Snyder, J. S. (2017). Pharmacology and the nursing process (8th ed.). St. Louis, MO: Mosby Elsevier. Chapter 34: Women’s Health Drugs Chapter 35: Men’s Health Drugs Chapter 56: Dermatologic Drugs Chapter 57: Ophthalmic Drugs Chapter 58: Otic Drugs Lilley, L., Snyder, J., & Collins, S. R. (2017). Study guide for pharmacology and the nursing process (8th ed.). St. Louis, MO: Elsevier. Complete the study guide for the assigned chapters.	Pharma Collegē Participation
Unit 8 All COs All Topics	Review previously assigned readings as needed. Standardized Final Exam	Pharma Collegē Participation

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Examinations*
Exam 1			200	20%
Exam 2			250	25%
Exam 3			250	25%
Standardized Final Exam			100	10%
*Must achieve an average of 76% to pass the course
Assignments
Pharma College (RUA) (Units 1–8)			100	10%
Discussions (Units 1, 3, 5, and 7; 25 points each)			100	10%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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NR-304: Health Assessment II Course Assignments & Discussions Study Guide

NR-304: Health Assessment II Course Description

Contact Hours: Lecture – 24, Lab – 16, Clinical – 0

Semester Hours: Theory 1.5, Lab .5

This course, part two of a two-part course, examines the principles and techniques of nursing assessment, focusing on the utilization of assessment findings in clinical decision-making. Participants learn to identify teaching and learning needs from a comprehensive assessment and health history. Professional responsibilities in conducting a comprehensive assessment and documenting assessment findings are addressed. The laboratory component is designed to continue promotion of the cognitive and psychomotor skills necessary to assess the peripheral vascular, abdominal/gastrointestinal, musculoskeletal, neurological and male and female genitourinary systems (including breast). Practice of comprehensive assessment techniques occurs through experiential learning.

Prerequisites: BIOS-242, BIOS-251, BIOS-252, BIOS-255, BIOS-256, CHEM-120, MATH-105N or MATH-114N, NR-103, NR-222, NR-283, NR-302

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NR-304: Health Assessment II Course Syllabus Assignments & Summary

NR304 RUA Health History and Physical Assessment Essays

Critical Thinking journal wk1

Week 1Funds Reflection Paper

RUA- Health History and Physical Assessment

Edpat – Unit 1 – Peripheral Vascular System

Edpat – Unit 1 – Introduction to Gastrointestinal Assessment

Annie La Duke – pre work for simlab

Week 4- Virtual Simulation Part 1 Maria Hernandez Case-1

J.B CJ SIM CARE PLAN

Annie La Duke Pre-Briefing Questions

304 RUA – health assessment 2 RUA paper Assignments

NR304 RUA – RUA Assignments

Health Assessment II RUA Essays

NR304 RUA HAII PHYSICAL Essays

Head to Toe Assessment Script Lecture notes

NR 304 Exam 2 Notes Lecture notes

NR304 RUA Health History and Physical Assessment APA Template Essays

Health Assessment II Reflection Essays

SIM Lab 1 – Sim Lab

NR304 Health History and Physical Assessment Guidelines V9 Assignments

MI concept map Assignments

Critical point 6 – concept map Assignments

Warfarin concept map Assignments

GU & Prostate Assessment Practice materials

Abdominal Assessment For HA2 Lab Practice Materials

Health Assessment II Lecture Notes

Lab documents Cranial Nerves Lecture notes

NR 304 Exam 1 Review Check

NR304 Week 2 Edapt Assignments

NR 304 Exam 2 Lecture notes

NR304 Head to toe documentation CW Coursework

Head to Toe Assessment Script Practice materials

Health Assessment Lecture notes

NR304 Week 1 Edapt

NR+304+Final+Exam+Concepts Lecture notes

ihuman assignment for Ray Williams

Reflection Question Emmanuel

Week 6 Pre-Lab Questions for Health Assessment

CJE Benchmark Relearning Agreement

CJE Open Check Relearning Assignment Guidelines

CJE Open Check Relearning HA2-1

NR304 Head-to-Toe Return Demonstration Form

Post Anna La Duke Reflection

Week 4 Ticket to Enter Neuro

Week 5 Ticket to Enter MS

NR304 i Human Patients Assignment

Arthritis Case Study Week 7

Ihuman week7 – i human

Oral Medication Calculations – Case Study Answers-1

Annie L- Sim Lab Questions

You can also read another study guide on nursing assignments for students from another post on NR-302: Health Assessment I Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR304
Course Title:	Health Assessment II
Credit Hours:	2 credits
Theory Hours:	1.5
Laboratory Hours:	0.5
Clinical Hours:	0
Place in Curriculum	Year 2, Semester 1
Prerequisite:	BIOS-242, BIOS-251, BIOS-252, BIOS-255, BIOS-256, CHEM-120, MATH-114, NR-101 or NR103, NR-222, NR-281 or NR283, NR-302
Corequisite:	None

Course Description

This course, part two of a two-part course, examines the principles and techniques of nursing assessment, focusing on utilization of assessment findings in clinical decision-making. Participants learn to identify teaching and learning needs from a comprehensive assessment and health history. Professional responsibilities in conducting a comprehensive assessment and documenting assessment findings are addressed. The laboratory component is designed to continue promotion of the cognitive and psychomotor skills necessary to assess the peripheral vascular, abdominal/ gastrointestinal, musculoskeletal, neurological and male and female genitourinary systems (including breast). Practice of assessment techniques occurs through experiential learning.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Jarvis, C. (2016). Physical examination and health assessment (7^th ed.). St. Louis, MO: Elsevier.

 

Access E-Book

Jarvis, C.  (2016). Laboratory manual for physical examination and health assessment (7^th ed.). St. Louis, MO: Elsevier. 

 

Access E-Book

Vallerand, A. H. & Sanoski, C. A. (with Deglin, J. H.). (2014). Davis’s drug guide for nurses. (14th ed.). Philadelphia, PA: F.A. Davis.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Explain expected client behaviors while differentiating between normal findings, variations, and abnormalities. (PO 1)
2. Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4 and 8)
3. Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
4. Utilize effective communication when performing a health assessment. (PO 3)
5. Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2)
6. Identify teaching/learning needs from the health history of an individual. (POs 2 and 5)
7. Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (POs 6 and 7)

Key Concepts

1. Health Histories and Physical Assessments

1. 1. Peripheral Vascular System
   2. Abdominal
   3. Neurological System
   4. Musculoskeletal System
   5. Breast and Reproductive System
   6. Urinary System

2. SimCare Center Activities

1. 1. Head-to-Toe Assessment
   2. Focused Assessment

Learning Plan

Download and review the NR304 Health Assessment II Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Health History and Physical Examination guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, 3, 4, 5, and 6Peripheral Vascular System and Abdominal Assessment Part I	Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis, MO: Elsevier. Chapter 20: Peripheral Vascular System and Lymphatic System Chapter 21: Abdomen	Graded discussion topics SimCare Center activities Standardized Clinical Experience Examination Affirmation HESI RN Case Study
Unit 2 COs 1, 2, and 5Abdominal Assessment Part II	Readings continued from Unit I	Graded discussion topics SimCare Center activities Standardized Clinical Experience HESI RN Case Study
Exam #1 (Units 1 & 2)
Unit 3 COs 1, 2, 3, 4, 5, and 6Neurological System	Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis, MO: Elsevier. Chapter 23: Neurologic System Review:Chapter 5: Mental Status Assessment	Graded discussion topics SimCare Center activities Standardized Clinical Experience HESI RN Case Study
Unit 4 COs 1, 2, 3, 4, 5, and 6Musculoskeletal System	Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis, MO: Elsevier. Chapter 22: Musculoskeletal System	Graded You Decide discussion topic SimCare Center activities Standardized Clinical Experience HESI RN Case Study
Exam #2 (Units 3 & 4)
Unit 5 COs 1, 2, 3, 4, 5, and 6Reproductive System, Including Breast and Lymphatics	Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis, MO: Elsevier. Chapter 17: Breasts and Regional Lymphatics Chapter 26: Female Genitourinary System Chapter 24: Male Genitourinary System Chapter 25: Anus, Rectum, and Prostate	Graded discussion topics SimCare Center activities Standardized Clinical Experience
Unit 6 COs 1, 2, 3, 4, 5, and 6Urinary System	Readings continued from Unit 5	Graded discussion topics SimCare Center activities Standardized Clinical Experience Experiental Learning: Head-to-Toe Return Assessment and Documentation
Exam #3 (Units 5 & 6)
Unit 7 COs 4, 5, and 7Complete Health History & Physical Assessment	Jarvis, C. (2016). Physical examination and health assessment (7 th ed.). St. Louis, MO: Elsevier. Chapter 27: The Complete Health Assessment: Adult Chapter 28: The Complete Health Assessment: Infant, Child, and Adolescent	Graded You Decide discussion topic Health History and Physical Examination (RUA) SimCare Center activities Standardized Clinical Experience
Unit 8 All COsAll Topics	No new reading assignment	Graded discussion topic SimCare Center activities Standardized Final Exam

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Laboratory Class and Clinical Experiences

Lab time is utilized to practice and master skills to meet criteria that demonstrate completion of course outcomes. Students must complete all required lab, clinical and pre-clinical experiences in order to satisfy the clinical hours for each course. Demonstration of nursing skills and/or required competencies must be performed satisfactorily to pass the lab component of the course (see Skills Checklist for criteria).

In cases of emergency or severe illness, equivalent learning opportunities for absences may be offered, at the discretion of the faculty member and contingent upon availability of resources. Make- up experiences are not guaranteed and supporting documentation may be required. Students must notify the instructor and clinical agency in a manner specified by the instructor within the requested time frame. Students who are not in the appropriate attire and/or are not prepared for clinical practice may be dismissed from the clinical setting.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment		Points		Weighting
Examinations*
Exam 1		240		24%
Exam 2		240		24%
Exam 3		220		22%
Standardized Final Exam		100		10%
*Must achieve an average of 76% to pass the course
Assignments
Graded discussion topics (10 points each discussion topic each week)		110		11%
You Decide discussion topics (Units 4 and 7, 20 points each)		40		4%
Required Uniform Assignment (RUA)		50		5%
SimCare® Center (Lab) Activities		Satisfactory/Unsatisfactory		0%
Head-to-Toe Return Demonstration		Satisfactory/Unsatisfactory		0%
SimCare® Documentation		Complete/Incomplete		0%
Total Points		1,000		100%
Letter Grade	Points		Percentage
A	940–1,000		94% to 100%
A-	920–939		92% to 93%
B+	890–919		89% to 91%
B	860–889		86% to 88%
B-	840–859		84% to 85%
C+	810–839		81% to 83%
C	760–809		76% to 80%
F	759 and below		75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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