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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

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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

Online

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

Desktop

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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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NR-324: Adult Health I Course Assignments & Discussions Study Guide

NR-324: Adult Health I Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 96

Semester Hours: Theory 3, Clinical 2

The focus of this course is on the needs of adult patients and their families in relation to health promotion and management of conditions that require acute and chronic care. The nursing process is used in the discussion of health alterations affecting selected life processes. Students continue their professional skill development as members of the health team. A variety of populations and settings are used in the experiential learning component of this course.

Prerequisites: BIOS-251, BIOS-252, BIOS-255, BIOS-256, MATH-114N, NR-226, NR-283, NR-304 or NR-306

NOTE: NR-304 may be taken as a corequisite for students who pass the LPN Proficiency.

Prerequisite(s) Military to BSN degree option: BIOS-251, BIOS-252, BIOS-255, BIOS-256, MATH-114N, NR-295, NR-299 Corequisite: NR-293 and PSYC-290N

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

NR-324: Adult Health I Course Syllabus

CJE R Coursework

Quiz 3 NR 324 – study guide for quiz 3 Lecture notes

NR 324 Exam 2 Review for Adult health 1 Lecture notes

Clinical Learning – Direct Patient Care Documentation Coursework

NR324 RUA care plan 1 – RUA Coursework

NR324-RUA-Case-Study-Presentation Assignment-Guidelines-V1OL JAN22v2 Practice materials

QUIZ 4 Study Guide Lecture notes

NR324 Week 5 Edapt Malnutrition Coursework

Arrhythmia Recognition: The Art of Interpretation

LAB DPCD 2024 – LAB DPCD 2024 Assignments

1 lecture 7-8-24 Lecture notes

Gi system Lecture notes

NR324OX Otto Smithers Student Instructions Assignments

Electrolytes – my notes

Physical Assessment Coursework

Apa paper template Practice materials

Cardiac rythms practice for exam 1 Practice materials

System Disorder 2 – Concept Maps Coursework

Fluid & Electrolytes Cheat Sheet v5 Lecture notes

EXAM 1 Study Guide NR 324 Lecture notes

NR 324 exam 1 review Lecture notes

Final exam adult health Practice materials

Level 3 Direct Patient Care Documentation 1 Coursework

NR 324 EXAM 2 Final Exam Study Guide

SIM Keola Akana – SIM LAB PREWORK

Adult Health 1 Exam 1 – study guide for exam 1 NR 324 Lecture notes

You can also read another study guide on nursing assignments for students from another post on NR-305: Health Assessment for the Practicing RN Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR324
Course Title:	Adult Health I
Credit Hours:	5
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	2
Place in Curriculum	Year 2 Semester 2
Prerequisite:	BIOS251, BIOS252, BIOS255, BIOS256, MATH114, NR226, NR282 or NR283, NR304 Note: NR304 may be taken as a corequisite for students who pass the LPN Proficiency.Military to BNS degree option: BIOS251, BIOS252, BIOS255, BIOS256, MATH114, NR295, NR299
Corequisite:	NR291 or NR293, PSYC290

Course Description

The focus of this course is on the needs of adult patients and their families in relation to health promotion and management of conditions that require acute and chronic care. The nursing process is used in the discussion of health alterations affecting selected life processes. Students continue their professional skill development as members of the health team. A variety of populations and settings are used in the experiential learning component of this course.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3^rd ed.). St. Louis, MO: Elsevier.

 

Access E-Book

Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby.

 

Access E-Book

Lewis, S. L., Dirksen, S. R., & Bucher, L. (2014). Study guide for Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby.

 

Access E-Book

Silvestri., A, & Silvestri., L. (2014). Strategies for test success (3rd ed). St Louis, MO: Saunders Elsevier.

 

Access E-Book

Silvestri., A, & Silvestri., L. (2016). Strategies for test success (4th ed). St Louis, MO: Saunders 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. Provide effective professional nursing care for adult patients and their families in acute care settings using the nursing process. (PO 1)
2. Participate in health maintenance and health restoration activities as members of the healthcare team. (PO 2)
3. Demonstrate effective communication skills necessary for collaboration with other health team members and for providing professional nursing care to adult patients and their families. (PO 3)
4. Apply critical thinking strategies to make good clinical decisions in the adult patient clinical setting. (PO 4)
5. Assume responsibility and accountability for identifying own personal, educational, and professional goals. (PO 5)
6. Relate knowledge and principles of legal, ethical, and professional standards to clinical practice in the acute care setting, with adult patients and their families. (PO 6)
7. Exhibit behaviors consistent with professional nursing roles and responsibilities while providing cost-effective nursing care to individuals and families. (PO 7)
8. Utilize nursing research literature while providing care to adult patients and their families in the acute care settings. (PO 8)

Key Concepts

1. Fluid and Electrolyte Imbalance
2. Acid-Base Imbalance
3. Respiratory System Alterations
4. Cardiovascular System Alterations
5. Hematologic System Alterations
6. Gastrointestinal System Alterations
7. Immune System Alterations
8. Musculoskeletal System Alterations

Learning Plan

Download and review the NR324/NR329 Adult Health I 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 Case Study Presentation 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, 6, 7, and 8Nursing Care of a Patient	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 4: Fluid and Electrolyte, and Acid-Base Balance Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 17: Fluid, Electrolyte, and Acid-Base Imbalances	Evolve Online NCLEX-style review questions Study guide pages Medication Calculation Exam
Unit 2 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of the Patient With Respiratory System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 6: Respiratory Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 26: Nursing Assessment: Respiratory System Chapter 27: Nursing Management: Upper Respiratory Problems Chapter 28: Nursing Management: Lower Respiratory Problems Chapter 29: Nursing Management: Obstructive Pulmonary Diseases	Evolve Online NCLEX-style review questions Study guide pages Standardized Clinical Experience
Exam #1 (Units 1 & 2)
Unit 3 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of the Patient With Cardiovascular System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 7: Cardiovascular Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 32: Nursing Assessment: Cardiovascular System Chapter 33: Nursing Management: Hypertension Chapter 34: Nursing Management: Coronary Artery Disease and Acute Coronary Syndrome Chapter 35: Nursing Management: Heart Failure Chapter 36: Nursing Management: Dysrhythmias Chapter 37: Nursing Management: Inflammatory and Structural Heart Disorders Chapter 38: Nursing Management: Vascular Disorders	Exam 1 Evolve Online NCLEX-style review questions Study guide pages HESI RN Case Studies Standardized Clinical Experience
Unit 4 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of a Patient With Hematologic System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 8: Hematologic Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 30: Nursing Assessment: Hematologic System Chapter 31: Nursing Management: Hematologic Problems	Evolve Online NCLEX-style review questions Study guide pages HESI RN Case Studies Standardized Clinical Experience
Exam #2 (Units 3 & 4)
Unit 5 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of a Patient With Gastrointestinal System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 12: Gastrointestinal and Nutritional Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 39: Nursing Assessment: Gastrointestinal System:  Chapter 40: Nursing Management: Nutritional Problems Chapter 41: Nursing Management: Obesity Chapter 42: Nursing Management: Upper Gastrointestinal Problems Chapter 43: Nursing Management: Lower Gastrointestinal Problems	Exam 2 Evolve Online NCLEX-style review questions Study guide pages RN HESI Case Studies Standardized Clinical Experience
Unit 6 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of a Patient With Immune System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter 3: Immunologic Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 12: Inflammation and Wound Healing Chapter 13: Genetics and Genomics Chapter 14: Altered Immune Responses and Transplantation Chapter 15: Infection and Human Immunodeficiency Virus Infection Chapter 65: Nursing Management: Arthritis and Connective Tissue Diseases	Case Study Presentation (RUA) Evolve Online NCLEX-style review questions Study guide pages Standardized Clinical Experience
Exam #3 (Units 5 & 6)
Unit 7 COs 1, 2, 3, 4, 6, 7, and 8Nursing Care of a Patient With Musculoskeletal System Alterations	LaCharity, L., Kumagai, C., & Bartz, B. (2013). Prioritization, delegation, and assignment (3rd ed.). St. Louis, MO: Elsevier. Chapter: 11—Musculoskeletal Problems Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., & Bucher, L. (2014). Medical surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis, MO: Mosby. Chapter 62: Nursing Assessment: Musculoskeletal System Chapter 63: Nursing Management: Musculoskeletal Trauma and Orthopedic Surgery Chapter 64: Nursing Management: Musculoskeletal Problems	Exam 3 Evolve Online NCLEX-style review questions Study guide pages HESI RN Case Study Standardized Clinical Experience
Unit 8 All COsWrap it Up	Standardized Final Exam Standardized Clinical Experience

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	200	20%
Exam 2	240	24%
Exam 3	240	24%
Standardized Final Exam	100	10%
Medication Calculation Exam	20	2%
*Must achieve an average of 76% to pass the course
Graded Activities
Case Study Presentation (RUA)	100	10%
Faculty Assignments	100	10%
Clinical	Satisfactory/Unsatisfactory	0%
Chamberlain Care Student Success Plan Complete AA#1 Review Individualized Student Success Plan with CAS	Satisfactory/Unsatisfactory	0%
Total Points	1,000	100%

Chamberlain Care Student Success Plan

All students are required to complete the AA#1 proctored assessment. Students who are unable to attend the assessment on the schedule date must have extenuating circumstances validated by the campus delegate.

If the extenuating circumstances are validated, a make-up date will be arranged. Notification of the Academic Success Specialist is required to trigger the makeup assessment. No make-up assessments will be offered beyond 5 days of the scheduled assessment.

 Failure to complete the AA#1 will result in a failure of the course.

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-326: Mental Health Nursing Course Assignments & Discussions Study Guide

NR-326: Mental Health Nursing Course Description

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

Semester Hours: Theory 3, Clinical 1

Emphasis is on the dynamics of an individual’s ability to function in society. The course focuses on content relative to anxiety, self concept, thought disorders, mood alterations, addictive behaviors, organic brain dysfunction, abuse and violence issues. It also incorporates health promotion and wellness issues such as stress management and personal growth. Therapeutic communication techniques, individual and group therapy practices and community mental-health resources are also incorporated. A variety of population and settings are used in the experiential learning component of this course.

Prerequisites: NR-293, NR-325 or NR-330, PSYC-290N

Prerequisite(s) Military to BSN degree option: NR-295, NR-325, PSYC-290N

Prerequisite(s) LVN 30 Unit Option: NR-329

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NR-326: Mental Health Nursing Course Syllabus

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You can also read another study guide on nursing assignments for students from another post on NR-325: Adult Health II Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR 326
Course Title:	Mental Health Nursing
Credit Hours:	4 credits
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	1
Place in Curriculum	Year 2, Semester 3
Prerequisite:	NR292 or NR293, NR325, PSYC290 Military to BSN Degree Option: NR295, NR325, PSYC290 LVN 30 Unit Option: NR329
Corequisite:	None

Course Description

Emphasis is on the dynamics of an individual’s ability to function in society. The course focuses on content relative to anxiety, self concept, thought disorders, mood alterations, addictive behaviors, organic brain dysfunction, abuse and violence issues. It also incorporates health promotion and wellness issues such as stress management and personal growth. Therapeutic communication techniques, individual and group therapy practices and community mental-health resources are also incorporated. A variety of population and settings are used in the experiential learning component of this course.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company.

 

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. Demonstrate knowledge of psychopathology and mental health principles when caring for individuals, families, and groups in acute care and community mental health settings. (PO #1)
2. Collaborate with consumers and other mental health team members in health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities for psychiatric/mental health clients. (PO #2)
3. Utilize communication skills and the four phases of the therapeutic relationship in providing care to psychiatric/mental health clients. (PO #3)
4. Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO #4)
5. Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO #5)
6. Utilize principles of stress/crisis management for self and others while in the mental health setting. (PO #5)
7. Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision making. (PO #6)
8. Demonstrate accountability and responsibility for own actions while functioning as a member of the interdisciplinary mental health team. (PO #7)
9. Utilize research findings as a basis for the development of a group leadership experience. (PO #8)

Key Concepts

1. Personality Development and Conceptual Models
2. Mental Health and Life Span Continuum
3. DSM5
4. Therapeutic Communication

1. 1. Therapy Modalities
   2. Relationship Building

5. Anxiety Disorders
6. Somatic Symptom and Related Disorders
7. Dissociative and Personality Disorders
8. Mood and Thought Disorders
9. Eating Disorders
10. Substance Abuse
11. Domestic Violence

Learning Plan

Download and review the NR326 Mental Health Nursing 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 Scholarly Article Review 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, 3, 7, and 8 Building Blocks of Mental Health	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 2: Mental Health/Mental Illness, Historical and Theoretical Concepts, pp. 12–16 Chapter 5: Ethical and Legal Issues in Psychiatric/Mental Health Nursing, pp. 78–94 Chapter 7: Relationship Development, pp. 122–134 Chapter 8: Therapeutic Communication, pp. 135–149 Chapters and Information to Review Chapter 3: Theoretical Models of Personality Development, review pp. 28–46 Appendix D: DSM-5 Classification, pp. 875–890	Medication Calculation Exam Chapter review questions
Unit 2 COs 1, 4, and 6 Nursing Care of Persons With Mental Illness	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 4: Concepts of Psychobiology, pp. 56–58, 66–67, and 69–76 and Table 4-4, Biological Implications of Psychiatric Disorders Chapter 13: Crisis Intervention, pp. 217–234 Chapter 14: Assertiveness Training, pp. 235–246 Chapter 16: Anger/Aggression Management, pp. 264–271 Chapters and Information to Review Chapter 9: The Nursing Process in Psychiatric/Mental Health Nursing, pp. 150–172	Chapter review questions
Exam #1 (Units 1 & 2)
Unit 3 COs 1, 2, 3, 4, 5, 6, 7, and 8 Mental Health Therapies and Nursing Care of the Person With Loss, Somatoform, or Dissociative Disorders	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 10: Therapeutic Groups, pp. 180–183 Chapter 12: Milieu Therapy—The Therapeutic Community, pp. 208–216 Chapter 18: Behavior Therapy, pp. 289–297 Chapter 19: Cognitive Therapy, pp. 298–301 Chapter 20: Electroconvulsive Therapy, pp. 310–317 Chapter 29: Somatic Symptom and Dissociative Disorders, pp. 581–607 Chapter 37: The Bereaved Individual, pp. 830–849	Standardized Clinical Experience (SCE) Chapter review questions
Unit 4 COs 2, 3, 4, 5, 6, 7, and 8 Nursing Care of the Persons With Depression, Anxiety, and Suicidal Ideations	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 17: The Suicidal Client, pp. 274–287 Chapter 25: Depressive Disorders, pp. 458–495 Chapter 26: Bipolar and Related Disorders, pp. 498–526 Chapter 27: Anxiety, Obsessive-Compulsive, and Related Disorders, pp. 528–557 Chapter 28: Trauma- and Stressor-Related Disorders, pp. 560-566 (PTSD)	Standardized Clinical Experience (SCE) Chapter review questions HESI RN case studies Depression Major Depressive Disorder
Exam #2 (Units 3 & 4)
Unit 5 COs 2, 3, 4, 5, 6, 7, and 8 Nursing Care of Persons With Alterations in Psychosocial Adaptation	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 24: Schizophrenia Spectrum and Other Psychotic Disorders, pp. 419–456 Chapter 31: Eating Disorders, pp. 646–667 Chapter 32: Personality Disorders, pp. 669–700	Standardized Clinical Experience (SCE) Chapter review questions HESI RN case studies Psychosis Schizophrenia
Unit 6 COs 2, 3, 4, 5, 6, 7, 8, and 9 Nursing Care of Persons With Neurocognitive Disorders and Substance-Related and Addictive Disorders	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 22: Neurocognitive Disorders, pp. 332–362 Chapter 23: Substance-Related and Addictive Disorders, pp. 365–416	Scholarly Article Review (RUA) Standardized Clinical Experience (SCE) Chapter review questions HESI RN case studies Alcoholism Alzheimer’s disease
Exam #3 (Units 5 & 6)
Unit 7 COs 2, 3, 4, 5, 6, 7, and 8 Mental Health and Wellness Across the Life Span	Townsend, M. C. (2015). Psychiatric mental health nursing: Concepts of care in evidence-based practice. (8th ed.). Philadelphia , PA: F. A. Davis Company. Chapter 33: Children and Adolescents, pp. 704–745 Chapter 34: The Aging Individual, pp. 747–775 Chapter 35: Survivors of Abuse or Neglect, pp. 777–796 Chapter 36: Community Mental Health Nursing, pp. 798–828	Standardized Clinical Experience (SCE) Chapter review questions HESI RN case study Attention Deficit Hyperactivity Disorder
Unit 8 All COs Comprehensive Review		Standardized Clinical Experience (SCE) 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			200	20%
Exam 2			240	24%
Exam 3			240	24%
Final Exam			100	10%
Medication Administration Exam (First attempt)**			20	2%
*Must achieve an average of 76% to pass the course
Graded Activities
Required Uniform Assignment			100	10%
Faculty Selected Assignments			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-328: Pediatric Nursing Course Assignments & Discussions Study Guide

NR-328: Pediatric Nursing Course Description

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

Semester Hours: Theory 3, Clinical 1

Family-Centered care of children is the focus of this course, exploring issues of normal child care as well as health alterations of children from infancy through adolescence. Students participate as members of the multidisciplinary health team to provide health promotion, illness prevention, health restoration and maintenance and rehabilitative care to children and families. A variety of population and settings are used in the experiential learning component of this course.

Prerequisites: NR-293, NR-325 or NR-330, PSYC-290N

Prerequisite(s) Military to BSN degree option: NR-295, NR-325, PSYC-290N

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NR-328: Pediatric Nursing Course Syllabus: Assignment Summary

Medication Calculation Exam 1- Requires Respondus LockDown Browser

Week 1: Clinical Learning Assignment

~Student Attestation~

Medication Calculation Practice Exam

Week 1: Community Café

Week 1: RUA: Ethical Dilemma Debate Preparation

Week 1: Introduction to Pediatric Nursing

Student Agreement

Medication Calculation Exam 2- Requires Respondus LockDown Browser

Week 2: Clinical Learning Assignment

Week 2: Real Life® RN Nursing Care of Children 4.0: Cystic Fibrosis Inpatient Care

Week 2: Community Café

Week 2: Nursing Care – Pediatric Respiratory Alterations

Turnitin Draft Submission

Week 3: RN Nursing Care of Children Practice A Assessment

Week 3: Community Café

Week 3: Clinical Learning Assignment

Week 3: Nursing Care – Pediatric Circulatory System Alterations

Week 4: Real Life® RN Nursing Care of Children 4.0:

Gastroenteritis and Dehydration

Week 4: Nursing Care – Pediatric Gastrointestinal and Elimination Alterations

Week 4: Clinical Learning Assignment

Week 4: Community Café

Week 5: RN Nursing Care of Children Practice B Assessment

Week 5: Nursing Care – Pediatric Cellular Regulation Alterations

Week 5: Clinical Learning Assignment

Week 5: Nursing Care – Pediatric Hormonal Regulation Alterations

Week 5: Nursing Care – Pediatric Glucose Regulation Alterations

Week 5: Community Café

Week 5: Real Life RN Nursing Care of Children 4.0: Type 1 Diabetes Mellitus

Week 6: RUA: Ethical Dilemma Debate

Week 6: Clinical Learning Assignment

Week 6: RN Nursing Care of Children Practice B Assessment Student Success Binder Assignment

Week 6: Community Café

Week 6: Nursing Care – Pediatric Patients with Altered Cognition & Neurological Alterations

Week 7: Nursing Care – Pediatric Neuromuscular Alterations

Week 7: RN Nursing Care of Children Proctored Assessment

Week 7: Community Café

Week 7: Nursing Care – Pediatric Musculoskeletal Congenital Alterations

Week 7: Nursing Care – Pediatric Mobility Alterations

Week 8: Community Café

Week 8: Focused Case Studies

Week 8: Supporting Document(s) Submission

Week 8: Clinical Learning Assignment

~End of Course Survey~

Quiz 1-Requires Respondus Lockdown Browser- Requires Respondus LockDown Browser

Exam 2

Quiz 2- Requires Respondus LockDown Browser

Quiz 4 Requires Respondus LockDown Browser- Requires Respondus LockDown Browser

Q & A Forum

Week 1: Introductions

Quiz 5

Exam 1- Requires Respondus LockDown Browser

Quiz 3- Requires Respondus LockDown Browser- Requires Respondus LockDown Browser

You can also read another study guide on nursing assignments for students from another post on NR-327: Maternal Child Nursing Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR328
Course Title:	Pediatric Nursing
Credit Hours:	4 credits
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	1
Place in Curriculum	Second Year
Prerequisite:	NR292 or NR293, NR325, PSYC290 Military to BSN degree option: NR295, NR325, PSYC290
Corequisite:	None

Course Description

Family-centered care of children is the focus of this course, exploring issues of normal child care as well as health alterations of children from infancy through adolescence. Students participate as members of the multidisciplinary health team to provide health promotion, illness prevention, health restoration and maintenance and rehabilitative care to children and families. A variety of population and settings are used in the experiential learning component of this course.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th 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

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Last Day of Instruction

The last day of the course is Saturday of Week 8. There is an expectation that students and faculty will remain engaged through the entire course.

• Online course instructors will continue to monitor and respond to questions in the Q & A Forum and discussions until the end of the course. There is an expectation that students will return to the course and review the instructor’s responses and comments.
• Onsite (campus) course instructors communicate the last day of class and clinical each session. There is an expectation that students and faculty will use time between the final day of on-site class or clinical and the last day of the course to finalize activities, such as evaluations and outstanding assignments, as needed.

Chamberlain Policies

Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, College Catalog, and the policies outlined on this course page (opens in anew tab).

Clinical Learning

Clinical Learning takes place in a variety of patient care environments where the opportunity to transfer, integrate and apply classroom knowledge transpires. For courses with a clinical or laboratory component, visit the Clinical Learning Information page in the introductory module of your course shell. If you have any questions about the required clinical learning activities for your course, check with your faculty.

Course Technologies

Technology Statement:

Chamberlain University is highly committed to your success as a student. As a forward-thinking institution, we rely heavily on technology, which is why it is so important that you have the right equipment for your student endeavors. Please review the Chamberlain University Technical Requirements to ensure that you can successfully continue your learning journey.

Below is a list of technologies that are used in your course. Please make sure to review the Student Resource Center for more information about each of these technologies and accessibility.

Course Standard Technologies:

• Turnitin
• Respondus Lockdown Browser
• Kaltura
• Readspeaker
• Office365
• Writing Tools

Available Only in this Course:

• Edapt
• iHuman

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. Provide individualized comprehensive care for children and their families with multiple health problems in institutions and community-care settings from birth through adolescence (PO 1).
2. Provide pediatric care in collaboration with other healthcare providers in health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities (PO 2).
3. Utilize communication and relationship skills in providing care to children and families, and aggregates in a variety of healthcare settings (PO 3).
4. Utilize critical thinking skills in clinical decision making in the care of pediatric clients (PO 4).
5. 5
6. Utilize available resources for personal, professional, and educational development in pediatric settings (PO 5).
7. Utilize legal, ethical, and professional standards and principles, including those related to child abuse recognition and intervention, as a basis for pediatric clinical decision-making (PO 6).
8. Assume responsibility for nursing care of children and their families, and aggregates as a beginning member of the healthcare team (PO 7).
9. Utilize research findings as a basis for nursing interventions in pediatric healthcare settings and the development of professional nursing papers (PO 8).

Key Concepts

1. Growth and Development
2. Health promotion
   • Impact of illness
   • Respiratory System Alterations
3. Cardiovascular Alterations
4. Hematologic Alterations
5. Immunity and Infectious Disease
6. Gastrointestinal System Alterations
7. Renal System Alterations
8. Genitourinary System Alterations
9. Endocrine System Alterations
10. Neurological System Alterations and Cognitive Disorders
11. Musculoskeletal System Alterations
12. Cancer in Childhood

Learning Plan

Download and review the NR328 Pediatric Nursing 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 Ethical Dilemma 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 7 Introduction to Pediatric Concepts	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 1: Perspectives of Pediatric Nursing Chapter 2: Social, Cultural, Religious, and Family Influences on Child Health Promotion Chapter 4: Communication, Physical, and Developmental Assessment Chapter 5: Pain Assessment and Management in Children Chapter 23: Pediatric Nursing Interventions and Skills Suggested Readings: Chapters 7–18	HESI Case Study Burns Medication Calculation Exam
Unit 2 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Breathing	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 6: Childhood Communicable and Infectious Diseases Chapter 27: Overview of Oxygen and Carbon Dioxide Exchange Chapter 28: The Child with Respiratory Dysfunction	HESI Case Studies Respiratory Syncytial Virus (RSV) Bronchiolitis Cystic Fibrosis Asthma
Exam 1 (Units 1 and 2)
Unit 3 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Circulation	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 29: The Child with Cardiovascular Dysfunction Chapter 30: The Child with Hematologic or Immunologic Dysfunction	HESI Case Studies Congenital Heart Disease Sickle Cell Anemia
Unit 4 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Intakeand Output	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 24: The Child with Fluid and Electrolyte Imbalance Chapter 25: The Child with Renal Dysfunction Chapter 26: The Child with Gastrointestinal Dysfunction	Standardized Clinical Experience (SCE) HESI Case Study Cleft Lip and Cleft Palate Dehydration
Exam 2 (Units 3 and 4)
Unit 5 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Regulation	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 33: The Child with Endocrine Dysfunction	Standardized Clinical Experience (SCE) Refer to Faculty Course Schedule for assignments.
Unit 6 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Thinking and Moving	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 32: The Child with Cerebral Dysfunction Chapter 34: The Child with Musculoskeletal or Articular Dysfunction Chapter 35: The Child with Neuromuscular or Muscular Dysfunction	Standardized Clinical Experience (SCE) HESI Case Study Compound Fractures (preschooler) Ethical Dilemma (RUA)
Exam 3 (Units 5 and 6)
Unit 7 COs 1, 2, 3, 4, 5, 6, 7, and 8 Altered Cell Growth	Hockenberry, M. & Wilson, D. (2014) Wong’s nursing care of infants and children (10th ed.). St. Louis, MO: Elsevier. Chapter 31: The Child with Cancer	Standardized Clinical Experience (SCE) Refer to Faculty Course Schedule for assignments.
Unit 8 All COs All Topics		Standardized Clinical Experience (SCE) 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

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		240		24%
Exam 3		240		24%
Standardized Final Exam		100		10%
Medication Calculation Exam (First Attempt)		20		2%
*Must achieve an average of 76% to pass the course
Assignments
Required Uniform Assignment		100		10%
Faculty Assignments		100		10%
Total Points		1000		100%
Clinical and Laboratory Course
Clinical or Laboratory		Satisfactory/Unsatisfactory
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-351: Foundational Concepts for the Practicing RN Course Assignments & Discussions Study Guide

NR-351: Foundational Concepts for the Practicing RN Course Description

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

Semester Hours: Theory 3

This course introduces the RN student to the knowledge, skills, attitudes, theory and roles of the professional nurse in the context of contemporary and future professional nursing practice. This course provides the student with opportunities to demonstrate skills for success as an online RN to BSN student.

Prerequisite: Admission into the RN to BSN option

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NR-351: Foundational Concepts for the Practicing RN Course Syllabus

NR-351 Week 1 Discussion: Collaboration Café; Time Management as an Online Student

NR 351 Week 1 Discussion 1 Nurse of the Future: Nursing Core Competencies

NR351 Week 2 Discussion Inter-professional Collaboration Strategies

NR 351 Week 2 Discussion: iCARE Self-Assessment 1

NR351 Week 2 Discussion; Maintaining Academic Integrity

NR 351 Week 2 Assignment Time Management Plan

NR-351 Week 2 Assignment Scavenger Hunt

NR351 Week 3 – Collaborative Strategies With Other Professions

NR-351 Week 3 Discussion: Implicit Bias Training

NR 351 Week 3 Discussion; Building Communication and Collaboration Skills

NR-351 Week 3 Assignment: Implicit Bias Training

NR351 Week 4 Discussion 1: Nursing Roles in Quality Improvement

NR-351 Week 4 Assignment: Assigned Article Summary Assignment

NR 351 Week 4 Assignment; Check-In Professional Paper Worksheet Results

NR 351 Week 4 PowerPoint; SBIRT Screening, Brief Intervention and Referral to Treatment

NR 351 Week 5 Discussion: Leadership to Improve Quality in Diverse Situations

NR 351 Week 5 Discussion: Using Evidence-Based Practice to Improve Patient Care

NR-351 Week 5 Discussion: Analyzing a Healthcare Facility

NR 351 Week 5 Discussion; Evidence to Support Nursing Practices

NR351 Week 6 Discussion: Use of Informatics in Professional Nursing

NR 351 Week 6 Discussion: Best Leaders

NR-351 Week 6 Assignment: APA Scholarly Writing Paper

NR 351 Week 6 Assignment; Professional Paper

NR 351 Week 7 Discussion Application of Nursing Theory to Practice

NR-351 Week 7 Discussion: Workplace Culture

NR 351 Week 7 Discussion; Leaders and Systems-Based Practice

NR 351 Week 7 Discussion: Informatics in Professional Nursing

NR351 Week 8 Discussion: ACCN BSN Essentials and Your Future Practice

NR-351 Week 8 Discussion: Collaboration Café; Graded Reflection

NR 351 Week 8 Discussion; Reflection on Essentials and Competencies

You can also read another study guide on nursing assignments for students from another post on NR-341: Complex Adult Health Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR351
Course Title:	Transitions in Professional Nursing
Course Credits:	3 Credits (Theory 3)
Prerequisite:	Admission to the RN-to-BSN option

Course Description

This course, designed for the RN student entering the online RNBSN program option, introduces the student to the knowledge, skills, attitudes, theory, and roles of the professional nurse across the educational continuum in the context of contemporary and future professional nursing practice. This course provides the student with opportunities to demonstrate skills for success as an online RNBSN student using a variety of learning opportunities, including success resources provided to Chamberlain students.

Clinical Compliance Requirements

All Clinical compliance requirements must be satisfied, and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the Clinical section or by contacting clinicalcompliance@chamberlain.edu.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins.

 

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

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 3: Access the Desktop and Mobile Versions

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

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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. The COs that will be covered in detail each week can be found in the Overview page in that particular week. 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. Propose individualized comprehensive care by integrating theories and principles of nursing and related disciplines when planning comprehensive patient-centered care. (PO #1)
2. Demonstrate leadership strategies that promote safety and improve quality in nursing practice and increase collaboration with other disciplines when planning patient-centered care within systems-based practice. (PO #2)
3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO #3)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
5. Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO #5)
6. Relate application of the legal and ethical requirements of nursing laws and standards to patient-centered care and systems-based practice. (PO #6)
7. Compare and contrast the professional nursing roles for ADN/diploma through PhD/DNP prepared nurses in providing cost-effective, quality healthcare in structured and unstructured systems. (PO #7)
8. Discuss the role of evidence-based practice in the provision of professional nursing care. (PO #8)
9. Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using success resources provided to Chamberlain students. (PO #5)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 COs 2, 4, and 9 Overview of Future Nursing Competencies	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 1: pp. 6–10 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): Slides 1–9 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 3–4, 10–13	Graded Discussion Topics
Week 2 COs 2, 4, and 9 Communication and Teamwork and Collaboration	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 1: pages 10–15 Chapter 4: pp. 85–88 and 101–105 Optional readings from Hood: Chapter 4: pp. 80–100 Chapter 9: pp. 227–234 Chapter 11 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 32-41 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 22–26	Time Management Plan Graded Discussion Topics
Week 3 COs 1, 2, and 8 Patient-Centered Care and Evidence-Based Practice	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 10: pp. 250–265 Chapter 16: pp. 408–409 Optional readings from Hood: Chapter 10: pp. 242–250 Chapter 16: pp. 410–415 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 10–13 and 47–50 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 15–17	Graded Discussion Topics
Week 4 COs 2 and 7 Safety and Quality Improvement	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 19: pp. 489–519 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 42–46 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 13–15	Professional Paper Worksheet Graded Discussion Topics
Week 5 COs 1, 2, and 7 Systems-Based Practice and Leadership	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 6: pp. 128–129 Chapter 14: pp. 353–355 Chapter 16: pp. 425–426 Chapter 18: pp. 455–461 and 465–467 Optional readings from Hood: Chapter 20: pp. 521–543 Chapter 18: pp. 455–488 Chapter 11 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 18–25 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 20–21	Graded Discussion Topics
Week 6 COs 3 and 9 Informatics and Technology	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 15: pp. 380–383 and 397–402 Optional readings from Hood: Chapter 15: pp. 383–397 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 26–31 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 17–20	Professional Paper Graded Discussion Topics
Week 7 COs 1 and 6 Professionalism	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 1: pp. 13–14 and 22–28 Chapter 3: pp. 67–72 Chapter 6: pp. 126–129, 134–135, and 136–138 Chapter 12: pp. 298–302 Optional readings from Hood: Chapter 12: pp. 297–321 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): slides 14–17 AACN Essentials of Baccalaureate Education (link located in Webliography): pp. 26–29	Graded Discussion Topics
Week 8 COs 2, 5, and 7 Engaging the Future of Nursing Today and Tomorrow	Hood, L. J. (2014). Leddy & Pepper’s conceptual bases of professional nursing (8th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. Chapter 7: p. 171 Chapter 22: pp. 568–574 Chapter 23: pp. 600–607 Other required readings: Massachusetts Nurse of the Future Nursing Core Competencies (link located in Webliography): review AACN Essentials of Baccalaureate Education (link located in Webliography): review all	Graded Discussion Topics

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

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 assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
• All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).

Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.

Faculty Grading/Response Schedule

Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.

Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.

Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.

Evaluation Methods

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
Discussions (50 points, Weeks 1–8)	400	40%
Time Management Plan (Week 2)	225	22.5%
Professional Paper Worksheet (Week 4)	150	15%
Professional Paper (Week 6)	225	22.5%
Total Points	1,000	100%

No extra credit assignments are permitted for any reason.

The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

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

Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.

Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

• Demonstrate understanding of concepts for the week
• Integrate scholarly resources
• Engage in meaningful dialogue with classmates
• Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

• You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
• You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria	A (100%) Outstanding or highest level of performance	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points	Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points	Does not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points	Responds to a classmate and/or instructor but does not further the discussion. 10 points	No response post to another student or instructor. 0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lost Posts in the discussion at least three times AND on two different days.		-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

6. Chamberlain Policies

Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.

The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:

• Hardware/Software Requirements
  • Supported Operating Systems
  • Productivity Tools (Microsoft Office, VitalSource Bookshelf)
• Internet Access o Internet Connections
  • Email
  • Supported Browsers
  • Browser Settings
  • Plug-ins
• Screen Settings
• Hardware Specifications
  • Computer Internet Security
  • Operating System Updates

Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.

Webliography

The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.

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