NUR 1020 Fundamentals of Nursing IInstructorName:CourseSection:Sandra Abrams RN,MSN,FNP-BCNUR 1022Email Address:Office Hours:Wednesday 1:00pm-3:00pmTheory Hours:Campus Phone:(702) [email protected] per week Wednesday2 per weekCredit Hours:3Lab Hours:PrerequisitesBSL1085, DSC 2080L, Mat 1033,SLS 1110Co-requisites:Nur 11408am-10amRM 104/106Tuesday8am-10amand11am –1pmLast Date Reviewed: 10/01/12Course Description:This course, the student is introduced to the art and science of nursing; the philosophy and the conceptualframework of the Everest nursing program. Students are also introduced to core components of AssociateDegree Nursing with a focus on professionalism, assessment and communication. The nursing process isintroduced as a tool to assist students to utilize critical thinking in formulating nursing decisions. In the NursingSkills Lab, students will learn how to conduct a basic health interview and physical examination with clients inpreparation for clinical experiences in Fundamentals II. Characteristics of the individual, which include humandevelopment, common health problems, human needs, cultural diversity and considerations, are introduced.Students will practice basic nursing adult client care in simulated scenarios. This course provides the basicplatform of knowledge, skills and caring upon which subsequent nursing courses are built.Grades and understanding course content are dependent upon consistent study and attendance. Studentsare expected to designate an average of 108 hours for out-of-class study and assignments for this course.1Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

Course Outcomes:A. Nursing Process1. Describe the components of the Everest nursing conceptual framework and how it will relate to nursingpractice.2. Utilize the nursing process as a framework for caring for simulated clients and scenarios in the NursingSkills Lab.3. Define how the nursing process is used as a tool to assist nurses to start to use critical thinking in theirnursing decisions.B. Critical Thinking1. Correlate knowledge learned from natural sciences courses, technology and humanities as a foundationfor decision making for providing basic nursing care to clients.2. Begin to identify critical thinking techniques and decision-making processes in simulated scenarios.C. Communication1. Start to identify the technical and legal aspects of documentation and how communication is used in thenurse-client relationship.2. Practice communication and collaboration methods used between members of the health care team inpracticed scenarios.3. Recognize basic, effective communication skills and apply to social and classroominteractions.D. Health Promotion1. Relate social, cultural, ethnic, spiritual and economic factors that impact health care beliefs ofadult/geriatric clients and their families.2. Discuss activities that will promote health for clients and families throughout the lifespan.E. Professional RoleRecognize the influence of history in the role of today’s nurses.Identify the levels of care provided in various health care settings.List legal and ethical roles of student nursesDiscuss the role and function of the Texas Board of Nursing.Describe how the nurse exhibits actions and interactions congruent with the ANA Nursing Code ofEthics and the Texas Nurse Practice Act.6. Describe how the nurse exhibits knowledge, skill and attitude in the utilization of the Quality and SafetyEducation for Nurses (QSEN) 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

Course Resources:Carpenito-Moyet, L. (2010). Handbook of Nursing Diagnoses. (13th ed). Philadelphia, PA: Wolters Kluwer.Carpenito-Moyet, L. (2010). Nursing Diagnoses Application to Clinical Practice. (13th ed). Philadelphia, PA:Wolters Kluwer.Taylor, C & Lillis, C. (2008). Fundamentals of Nursing Text. (7th ed).Philadelphia: Lippincott Williams & Wilkins.Taylor, C. & Lillis, C. (2008). Skills Checklist for Fundamentals of Nursing. (7th ed)Philadelphia: Lippincott Williams & Wilkins.Taylor, C. & Lillis, C. (2008). Study Guide for Fundamentals of Nursing. (7th ed).Philadelphia: Lippincott Williams & Wilkins.Taylor, C & Lillis, C. (2008). Taylor’s Clinical Nursing Skills. (3rd ed).Philadelphia: Lippincott Williams & Wilkins.Taylor, C & Lillis, C. (2008). Taylor’s Video Guide to Clinical Nursing Skills. (2nd ed).Philadelphia: Lippincott Williams & Wilkins.Weber, J & Kelley. (2010). Health Assessment in Nursing. (4th ed). Philadelphia, PA: Wolters Kluwer.Weber, J & Kelley. (2010). Lab Manual to Accompany Health Assessment in Nursing. (4th ed). Philadelphia,PA: Wolters Kluwer.Texts Recommended:Andrews, M. & Boyle, J. (2007). Transcultural concepts in nursing. (5th ed.) Philadelphia: Lippincott, Williams& Wilkins.Eliopoulos, C. (2010). Gerontological Nursing. (7th ed). Philadelphia: Wolters Kluwer Health/LippincottWilliams & Wilkins.Required Software: included with textLibrary and Online Resources:Evolve Learning SystemStudents will be evaluated throughout the program using Evolve Learning System Online. This programallows students to master nursing exams in a simulated NLCEX question and answer environment andalso sharpens reading comprehension and critical thinking skills.Website: https://evolve.elsevier.comTechnical Support: 1-800-401-9962APA StylePapers that you write in your program of study must follow the guidelines set by the American PsychologicalAssociation (APA) 6th edition. (1 inch margins, title page, references page, correct in-text citations, and correctreference page citations.)3Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

TeachingStrategyCourseEvaluationandGradingThis course is divided into two components, classroom didactic and laboratory. Theteaching strategy is developed from a curriculum designed to use various teachingmethods, and support different student learning styles. The curriculum presents activitiesthat support the course description, the course outcomes, and the course higher reasoningskills. These include critical and analytical thinking, communication, and problem solving.The curriculum approach takes advantage of various instructional materials, tools, andapplications to be used in an interactive and engaging learning environment. This coursewill combine lecture with power points presentations, laboratory, case studies, groupexercises, group presentations, discussion and problem solving. SMART boards are usedto enhance teaching and learning by utilizing technology resources and multimediaapplications in the classroom.Grading ScaleLetter PointInterpretationGrade ScaleA92-100 SuperiorAbove average;B84-91goodC76-83 Average; standardD68-75 Below standard67 orFFailingbelowA score of 76% or greater must beachieved on the final examination andoverall course grade in order to progressin the program.Grade CategoriesWeightContent Exams ls Lab Final10%Pre-HESI Exam2%Theory FinalExamTotal20%100%4Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

*Professionalism includes: attending all designated class meetings arriving for class on time and not leaving early (unless prior arrangements have been made withinstructor) being prepared for class (home work assignments completed and ready to turn in at start of class,reading assignment completed) complying with uniform dress code for classroom attendance prepared to participate in classroom activities and discussions cell phones off and put away respectful and responsible behavior in classroom and lab settings Student Success Program attendance is required until the results of the first examination are known.Students who do not score 84% or above on the exam are required to continue in the program.Attendance for Class: Students are expected to attend all designated class meetings. It is mandatory for allstudents to attend the Student Success Program until the first exam is given then any student not achieving atleast 84% must continue to attend. Refer to the Student Handbook for the policies.Academic Dishonesty within the Nursing Department:Everest College Nursing Department expects every student to engage in all scholastic pursuits in a manner that is beyondreproach. Students are required to maintain complete honesty and integrity in the classroom and/or laboratory. Anystudent found guilty of dishonesty in scholastic work is subject to disciplinary action.A. Academic dishonesty includes, but is not limited to, cheating on scholastic work, plagiarism and collusion.B. Cheating on scholastic work includes: Copying from another student’s test paper or other scholastic work. Using, during a test, materials or equipment not authorized by the person administering the test. Collaborating, without authority, with another student during an examination or in the preparation of scholasticwork. Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part, the contents of an unadministered test. Soliciting, bribing or coercing an instructor or student grader to alter the score or grade achieved on a test or otherscholastic work. Substituting for another student, or permitting another student to substitute for one-self, to take a test or prepareother academic work or laboratory assignments/experiments. Soliciting, bribing or coercing another person to obtain an un-administered test/examination or information aboutan un-administered test/examination. Using thoughts, words, or expressions of other’s works, including web-based information, as one’s own(plagiarism).All student conduct will support academic honesty. Any student who violates any of the criteria under A or B abovewill receive an “F” or zero grade for that specific occurrence. Academic Dishonesty constitutes unprofessionalconduct and lack of good professional character. Any student participating in any form of academic dishonesty will5Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

be scheduled to see the Campus Nursing Director and may be dismissed from the program. The department goal is thateach student completes his or her own work in order to master the skills needed to deliver safe, competent nursing care.This syllabus is a representation of the course content, organization and evaluation processes. TheCampus Nursing Director and faculty teaching this course reserve the right to reasonably alter thesequences of activities, evaluation and assignment dates. Every effort will be made to inform classmembers in advance of such changes. Students are responsible for following the syllabus and anychanges instituted by the faculty.Date of Last Review: October 20126Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

Course Outline and AssignmentsWEEK ONE 10-17-12InstructionalObjectives1. Describe each level of Maslow’s hierarchyof basic human needs.2. Describe nursing interventions to promoteand maintain the health of an individualand as a member of the family and thecommunity.3. Summarize the role of the nurse inpromoting health and preventing illness.In ClassLearningActivitiesTHEORY:Overview ofHandbooks,Syllabi andCourseMaslow’sHierarchy ofNeedsHealth & Illness4. Compare and contrast factors that affectvital signs.5.Explain the physiologic processesinvolved in the homeostatic regulation ofvital signs.6.Verbalize normal ranges for vital signs andO2 saturation.(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1,E2, E3, E4, E5)*reflects course obHealth of theIndividual,Family andCommunityVital Signs andO2 saturationActivities to becompleted prior toclass 10-17-12READING:Fundamentals ofNursing (Taylor):Ch 1, 2, 3, 4, 24Study Guide forFundamentals ofNursing (Taylor):Ch 1, 2, 3, 4, 24Clinical Nursing SkillsA Nursing ProcessApproach (Taylor):Ch:1Skill 1-1; 1-4; 1-5;1-6; 1-7Total HoursAssessment ActivitiesReading:2 hoursCritical Thinking Exercises-TaylorBookStudy Guides:3 hoursTaylor Study Guide: Practicingfor NCLEX and all correspondingchaptersCritical ThinkingExercises:3 hoursContent will be on Exam 1Lab ActivitiesStudy for Exam 1:2 hoursPrep for lab: 1 hourHealth Assessment inNursing (Weber):Ch :7, 33,34HOMEWORK*:Fundamentals ofNursing (Taylor):Critical ThinkingQuestions:Ch 24:question 27Copyright 2012Corinthian Colleges, Inc. All rights reserved.SYL NUR 1022 Fund Nurs I Syl and Crs Outline 2012-3-16

*Please type outanswers. Double space,one page only. Due atbeginning of class 1017-12.WEEK TWO 10-24-12InstructionalObjectivesIn Class Topic andLearningActivitiesTHEORY:1. Discuss the role of critical thinking innursing.2, Describe the nursing process and one of thesteps involved: assessment.3. Discuss the assessment of the respiratorysystem.4. Describe differences that influence thecare of the patient with respiratory problems.Out of Class ActivitiesREADING:Fundamentals of Nursing(Taylor):Ch: 11, 12, 39Critical ThinkingSkillsThe NursingProcess:AssessmentStudy Guide forFundamentals of Nursing(Taylor):Ch: 11, 12, 39Respiratory System:Oxygenation5. Identify factors that affect respiratoryfunction.Clinical Nursing Skills ANursing ProcessApproach (Taylor):Ch:2Skill 2-57. Describe nursing strategies to promoteadequate respiratory functioning and identifythe rationale.Health Assessment inNursing (Weber):Ch: 1, 2, 3, 4, 5, 18(A1, A2, A3. B1, B2, C1, C2, C3, D1, D2, E1,E2, E3, E4, E5)** Reflects course objectivesTotal HoursAssessment ActivitiesReading:2.5 hoursTaylors: CorrespondingChapters in Critical Thinking sectionsCritical Thinking:3.5 hoursTaylor Study Guide: Practicing for NCLEXand all corresponding chaptersStudy Guides:3.5 hoursWeber-Corresponding study gu