Appendix A · RN Nursing Care of Children, ISBN: 978-1-56533-571-4 . RN Mental Health Nursing, ISBN: 978-1-56533-570-7 ... The proctored NG 107 ATI Custom Exam is used to measure

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Appendix A

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Appendix B

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NG 107 SYLLABUS

DESCRIPTIVE DATA TITLE: NG 107: Concepts of Nursing Care for Patients with Chronic, Stable Conditions FACULTY: Shanna Pryor, MNSc, RN ([email protected]) Level I Theory Coordinator

Shelby Gentry, MSN, RN, CNE ([email protected]) Kelly Roberts, MSN, RN ([email protected]) Level I Clinical Coordinator-STG Betsy Barnes, MSN, RN ([email protected]) Level I Clinical Coordinator-HWH

PHONE: Shelby Gentry 870-338-6474 ext. 1384

Betsy Barnes 870-338-6474 ext. 1382 Shanna Pryor 870-338-6474 ext. 1911 Kelly Roberts 870-673-4201 ext. 1838

CREDITS: 6 hrs. lec., 3 hrs. lab, 7 credits PRE-REQUISITES: BY 154 (BIOL 2404), MS 123 (MATH 1103), EH 113 (ENGL 1013) CO-REQUISITES: BY 164 (BIOL 2414), PSY 213 (PSYC 1103) PLACEMENT: 1st level, 1st year COURSE DESCRIPTION:

This course provides for the acquisition and application of fundamental concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary for safe, quality, evidence-based, patient-centered nursing care to diverse adult and older adult patients experiencing chronic, stable conditions requiring physical and psychological nursing care. Emphasis is placed on microbial safety, quality improvement, professional standards, principles of management, and legal and ethical responsibilities of the nurse when caring for patients with chronic, stable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings.

mailto:[email protected]




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REQUIRED TEXTS

Castillo. (2018). Strategies, Techniques, Approaches to Critical Thinking (6th ed.). Elsevier.

ISBN: 9780323446716 Halter, M. J. & Varcarolis, E. M. (2014). Foundations of psychiatric mental health nursing (7th

ed.). Mosby Elsevier. ISBN: 9780323221702 Harding, M. & Snyder, J. (2016). Critical Thinking in Nursing (6th ed.). Mosby Elsevier. ISBN:

9780323291910 LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, & assignment:

Practice exercises for medical-surgical nursing (3rd ed.). St. Louis: C. V. Mosby. ISBN:

9780323186940

Lewis, S. L., Bucher, L., Heitkemper, M. M., & Harding, M. M. (2017). Medical-Surgical nursing:

Assessment and management of clinical problems (10th ed.). St. Louis: Mosby Elsevier. ISBN: 9780323371445

Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing

Care. (5th Ed.). Mosby Elsevier. ISBN: 9780323226486 Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9th

ed.). St. Louis: Mosby Elsevier. ISBN: 9780323400053

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ATI TESTING AND REMEDIATION PACKAGE ATI Content Mastery Series: Review Modules: ISBN: 9780000000514

Fundamentals for Nursing, ISBN: 978-1-56533-567-7

RN Adult Medical Surgical Nursing, ISBN: 978-1-56533-565-3

RN Maternal Newborn Nursing, ISBN: 978-1-56533-569-1

RN Nursing Care of Children, ISBN: 978-1-56533-571-4

RN Mental Health Nursing, ISBN: 978-1-56533-570-7

RN Pharmacology for Nursing, ISBN: 978-1-56533-573-8

Nutrition for Nursing, ISBN: 978-1-56533-572-1

Nursing Leadership and Management, ISBN: 978-1-56533-568-4

RN Community Health Nursing, ISBN: 978-1-56533-566-0

RESOURCES

1. PCCUA, Nursing Computer Labs

2. PCCUA, Skills Labs

3. PCCUA, Learning Resources Media Center, Lewis Library

4. PCCUA, Learning Resources Media Center, Stuttgart Library

5. UAMS South Central Library, Pine Bluff, AR

6. UAMS East Library, Helena-West Helena, AR

7. UAMS East, Helena-West Helena, AR

8. Crestpark Marianna, Marianna, AR

9. Crestpark of Helena, Helena, AR

10. Crestpark Stuttgart, Stuttgart, AR

11. HWH Campus STAR Center

12. STG Campus Learning Center

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PCCUA CORE COMPETENCIES

The five PCCUA core competencies are incorporated within the context of this course. All students receiving an associate degree from PCCUA will possess the following competencies:

1) Social and Civic Responsibility

Demonstrate adherence to legal/ethical standards established by society. 2) Technology Utilization

Use tools of the trade to achieve a specific outcome. 3) Analytical and Critical Thinking

Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes.

4) Communication Engage in the interactive process through which there is an exchange of verbal and/or

nonverbal information. 5) Cultural Awareness

Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next.

PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES

Assessment of student competency is evaluated by a variety of methods throughout this course. The proctored NG 107 ATI Custom Exam is used to measure student achievement of course student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level I Clinical Evaluation tool is used to evaluate student achievement of related competencies associated with each course student learning outcome. The ATI Comprehensive Predictor exam given at the end of NG 412 is used to measure graduate achievement of the six program student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level IV Clinical Evaluation Tool is used to evaluate graduate achievement of related competencies for each program student learning outcome.

GRADING POLICIES

I. Grading Scale 100 - 93.00 A 92.99 - 86.00 B 85.99 - 79.00 C 78.99 - 0 F

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II. Progression The lowest passing grade in the Associate Degree Nursing Program is a “C” (79.00). A numerical grade of 78.99 is failing. In order to progress, the student must earn a minimum final grade of “C” (79.00) in the cognitive area of evaluation and obtain a “passing” grade in the psychomotor/affective components of evaluation. Students who fail to earn a minimum grade of 79.00 in the cognitive component and a “passing” grade in the psychomotor/affective components will earn a course grade of “F”. Grades are determined in the following manner. The score for each graded assignment and exam is averaged and weighted; all numbers are carried two decimal places; none of these numbers are rounded. III. Grade Distribution

Cognitive (Knowledge).....................................................................100% Unit Exams 45% Daily Grades 10% Paper 5% Physical Assessment Practicum 20% Custom ATI Assessment Remediation Points 5%

Final Exam 15%

Psychomotor/Affective (Performance).................................................Pass/Fail Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail

Vital Signs Sterile Gloving

Student Clinical Portfolio Pass/Fail The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student’s individual academic folder for this level will be maintained in the office of the student’s clinical instructor.

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EARLY ASSESSMENT OF LEARNING MEASURE Students will be assessed by the fourth week of class to evaluate possible need for intervention for successful progression in coursework. Assessment will be based upon current course grades and attendance record. Grades will be discussed with at risk students and a written plan with individualized interventions will be developed with the student and placed in student’s file.

INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME Interventions for any student determined to be at risk for failure may include, but are not limited to:

Tutoring Participation in small study groups Using the skills lab to practice procedures Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package

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ATI Assessment Policy

Custom ATI Grading Rubric

Step 1 - Practice Custom Assessment

4 pts.

Complete Practice Custom Assessment

Remediation:

• Minimum one hour Focused Review

• For each topic missed, identify three critical points to

remember.

Step 2 - Proctored Custom Assessment

99-70%

4 pts.

69.99-60%

3 pts.

59.99-50%

2 pts.

49.99% and below

1 pt.

Remediation:

• Minimum one

hour Focused

Review

• For each

topic missed,

identify

three critical

points to

remember.

Remediation:

• Minimum two

hour Focused

Review

• For each

topic missed,

identify

three critical

points to

remember.

Remediation:

• Minimum

three hour

Focused

Review

• For each

topic missed,

identify

three critical

points to

remember.

Remediation:

• Minimum

four hour

Focused

Review

• For each

topic missed,

identify

three critical

points to

remember.

Step 3 - Remediation

1 pt. 1 pt. 1 pt. 1 pt.

Step 4 - Proctored Custom Assessment Retake Required

1 pt.

For improved

retake score

1 pt.

For improved

retake score

1 pt.

For improved

retake score

1 pt.

For improved

retake score

Total Points =

10/10 Total Points = 9/10 Total Points = 8/10 Total Points = 7/10

If the student scores a 100 on the Proctored Custom Assessment, 10 out of 10 points are earned and no remediation or retake is required.

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VI. Performance Evaluation 1. Skills scheduled for performance evaluation:

Vital signs o Temperature o Pulse o Respirations o Blood Pressure

Sterile Gloving 2. The student must make an appointment with the individual’s assigned clinical instructor

for a time to demonstrate a skill for evaluation. If the student fails to keep the appointment without notifying the faculty before the scheduled performance evaluation or the performance evaluation is not completed within the scheduled time frame for skill demonstration, a grade of “fail” will be recorded for the performance evaluation.

3. The student must demonstrate skill competency before performing the skill in the

clinical area. The student will have a maximum of three attempts to demonstrate competency in each skill. In the event a student fails to demonstrate competency, it is the student’s responsibility to remediate and demonstrate the skill at a designated time scheduled by faculty. The student will not be allowed to perform the skill in clinical until the skill has been repeated with a grade of “pass”. The student must demonstrate competency in each required skill or a “fail” will be recorded, and the student will be dismissed from the program.

4. The Level I equipment kit contains supplies and/or equipment necessary to perform a

skill for evaluation. The student is responsible for bringing required supplies and/or equipment to each performance evaluation.

5. The skills lab or a designated area will be available for practice during daytime working

hours Monday through Friday. Faculty are available for assistance during published office hours. Appointments may be made when necessary.

V. Testing Policy

To increase the student’s likelihood of success on the first take of NCLEX-RN Exam, testing in the ADN program will mirror the NCLEX-RN format in the following ways:

Major exams may be administered on the computer via BlackBoard Questions on BlackBoard will be delivered one at a time. Each question on BlackBoard must be answered as it becomes available and

cannot be revisited. Unit and final exams (computer or paper/pencil) will be timed, and the time

allotted for each question is 1.5 minutes per question. When allotted time expires, the student cannot answer any additional exam

items. The exam grade will be the number of items answered correctly divided by the

total number of items on the test.

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Excluding the computer delivering the test and basic calculator provided by faculty, students may not have access to or use any and all electronic devices during testing. This includes, but is not limited to: IPads, cellphones, and apple watches or similar products.

VI. Late Policy

Testing Responsible behavior requires the student to notify the instructor in advance of any exam

(daily, unit, or final exam) which will not be taken as scheduled. When any exam is missed, it is the student’s responsibility on the day the student returns to class to be prepared to take the missed exam. The make-up exam time will be scheduled by the faculty.

Points will be deducted from the earned score of all late daily, unit, final, and ATI exams taken

within 5 working days of returning to class. Five (5) points will be deducted when a student misses the daily, unit, final, and ATI exams.

The exam grade posted on BlackBoard indicates the number of items answered correctly

divided by the total number of items on the exam. The grade posted on BlackBoard does not reflect the number of points deducted for taking the late exam. The student is responsible for contacting the faculty to receive the final exam grade that includes the points deducted for late testing.

A zero (0) will be recorded when the student fails to make-up a missed exam or submit

assigned course work within 5 working days of returning to class. Final exams are given late only in special circumstances such as hospitalization. When a final exam is not taken as scheduled, the student must notify the instructor before the exam is given and arrange with the instructor to take the exam before grades are due at the end of the semester. If the student fails to contact the instructor to reschedule a time to take the final exam or fails to take the rescheduled final exam before grades are due at the end of the semester, a grade of zero (0) will be recorded. In the event circumstances prevent a student from taking the final exam before grades are due at the end of the semester, a grade of Incomplete (I) will be awarded according to college policy.

Assigned Course Work

Five (5) points will be deducted from any assigned course work submitted after the scheduled time. A zero (0) will be recorded when the student fails to submit an assigned course work, ATI assignments and exams within 5 working days of returning to class.

ATI Assignments and Exams Students are strongly encouraged to use Firefox when working on the ATI website to avoid issues with the ATI website.

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Although work submitted electronically through ATI is logged in on Eastern Standard Time, the deadline for submission will be based on Central Standard Time. Students must complete practice exams, remediation, and proctored exams in the prescribed sequence. Failure to do so, will result in lost points. Clinical Assignments There is no provision for making-up missed clinical assignments. VII. Review of Graded Material Students should make an appointment with faculty to review any graded material including, but not limited to, quizzes, exams, papers, and homework. Once all students are notified the graded material is available for review, students have 5 working days to review graded work. After 5 working days, graded material may not be reviewed. Electronic tests will be maintained on BlackBoard for one additional semester before being deleted. There is no provision for group review following a final exam. Grades for unit and final exams will be released to the student following faculty evaluation of exam statistical analysis. The student may not request to repeat any graded materials for a better grade. VIII. Attendance Policy Students are expected to come to class on time with assignments completed.

Theoretical instruction: Absences in excess of three (3) constitute excessive absence and may result in the student being dismissed from the program.

Campus lab and clinical instruction: Absences in excess of two (2) campus labs and one (1) clinical rotation constitutes excessive absences and may result in the student being dismissed from the program.

Three tardies shall constitute one absence.

Please refer to the current Associate Degree Nursing Student Handbook for the complete attendance policy and definitions of “absence” and “tardy”. IX. Other Policies 1. Disclaimer In accordance with college policy as stated in the College Catalog, this publication is not to be construed as a contract between the student and the Associate Degree Nursing Program. All programs within the Division of Allied Health reserve the right to make changes at any time in individual courses, the curriculum leading to a degree or certificate, as well as policies contained in the ADN Information Packet, PCCUA College Catalog, student handbooks, and Web. Students

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must be familiar with, observant of, and subject to all rules and regulations of PCCUA. 2. Cell Phones Students may only use cell phones in class to record lecture. The cell phone must be placed on the faculty podium. Students will not send or receive text messages or use cell phones to take pictures or record videos during class. Students will not have a cell phone on their person or in the room during an exam. During clinical, all cell phones and accessory devices must be turned off unless the student needs to contact the faculty. Students will not send or receive text messages or use cell phones to take pictures or record videos during clinical. 3. Changes in Student Demographics Student academic files must contain current data. If information such as name, address, or phone number changes, it is the student’s responsibility to submit immediately the new information, in writing, to the Administrative Assistant in the Division of Allied Health and the PCCUA Registrar. 4. College Drug and Alcohol Policy

All students are expected to abide by the college drug and alcohol policy as well as the Division of Allied Health’s Substance Abuse Testing Policy. Refer to the College and ADN Student Handbooks to review these policies. 5. Computer Lab The computer labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant. 6. Skills Lab

The skills labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant.

7. Related Campus Services Refer to the ADN Student Handbook or College Catalog for a list of student services. 8. ACTS The Arkansas Course Transfer System (ACTS) contains information about the transferability of courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer of applicable credits and the equitable treatment in the application of credits for admission and

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degree requirements. Course transferability is not guaranteed for courses listed in ACTS as “No Comparable Course.” Additionally, courses with an earned grade of “D” or less frequently do not transfer and institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE Website and selecting Course Transfer. 9. FERPA Policy

Phillips Community College of the University of Arkansas complies with the Family Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and review all of his/her records that meet the definition of educational records. No third party has the right to review student records. Directory information can be provided, unless the student requests that it be withheld (PCCUA Student Handbook).

10. Health Insurance

Phillips Community College of the University of Arkansas does not provide insurance for its

students. The College strongly encourages each student to provide his/her own health insurance, and for that reason, the College has contacted an insurance agency. Forms for this insurance agency are available in the Registrar’s office. 11. Discipline and Academic Dishonesty Policy

See the Associate Degree Nursing Program Student Handbook for complete PCCUA Campus discipline and Academic Dishonesty Policy.

12. Academic Dishonesty in Allied Health Programs Cheating is the intentional use of or attempt to use unauthorized information or study materials. This includes, but is not limited to,

Copying from another student’s paper Using any unauthorized assistance in taking a quiz, exam or final exam, possession

during a test of any unauthorized materials which include, but are not limited to, crib notes or technology that would aid in cheating

Dependence on sources beyond those authorized by the faculty for writing papers, preparing presentation, reports, solving problems, or fulfilling assignments

Acquiring without permission tests or other academic material belonging to any PCCUA employee

Aiding and or abetting another individual in committing any form of academic dishonesty

Students in the Division of Allied Health are expected to do their own work. Therefore, any cheating inside or outside of the classroom is not tolerated. Students who cheat will receive a grade of zero on the assignment or exam and may also receive an “F” in the course and/or be dismissed from the program in which the student is enrolled.

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13. Plagiarism Policy

Webster (1990, p. 691) defines plagiarism as “stealing the language, ideas, or thoughts from another, representing them as one’s own original work.” STUDENTS MUST USE MICROSOFT WORD FOR ALL THEORY AND CLINICAL ASSIGNED PAPERS DONE OUTSIDE OF CLASS. PAPERS MUST BE SUBMITTED ELECTRONICALLY AND AS A HARD COPY. Plagiarism OCCURS when the student:

reproduces another person’s work as if it was the student’s own. paraphrases another person’s work without citing the original source. uses and paraphrases another person’s ideas without citing the original source.

uses another person’s organization without citing the source. TO AVOID plagiarism the student will:

cite the source with page number and place quotation marks around the statement with less than 40 words cited verbatim from the source. Please refer to the most current APA Manual for documentation of quotes greater than 40 words.

cite the source when paraphrasing someone else’s writing. This means to restate the facts in your own words.

EXAMPLE:

SOURCE: Annually, half of the population 85 to 95, will succumb to myocardial infarction

PARAPHRASED: Five out of ten people will die of heart attacks this year (the source,

year).

*Rearranging an author’s words is NOT paraphrasing! Cite the source when using another person’s outline or organizational process. The student may cite commonly known information without plagiarizing. If the student has a question about what is considered commonly known information, the student should ask the instructor or document the source. The faculty believes healthcare information requires documentation, as this is not commonly known information. Please refer to the current Publication Manual of the American Psychological Association (APA) Manual for appropriate documentation of sources and use of punctuation. Any act of plagiarism in any level will result in a grade of 0 on the assignment.

14. ADA Policy

See ADN Student Handbook and/or program webpage for student information related to

accommodations for disabilities.

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15. Student Learning Outcomes

Refer to the NG 107 Course Outline for class student learning outcomes.

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NG 107 Course Student Learning Outcomes and Related Competencies

1. At the basic level, provide safe, quality, evidence-based, patient-centered nursing care to

diverse patient populations experiencing chronic, stable conditions.

a. Conduct at a basic level a head-to-toe assessment including physical, behavioral,

psychological, and spiritual assessment of health and illness parameters in

patients, using developmentally and culturally appropriate approaches.

b. Identify basic patient needs based on assessment findings for patients

experiencing chronic, stable conditions.

c. Develop a simple plan of care using evidence for individual patients experiencing

chronic, stable conditions.

d. Give basic patient-centered care that reflects an understanding of human growth

and development, pharmacology, nutrition, medical and nursing management for

patients experiencing chronic, stable conditions.

e. Describe factors that create a culture of safety.

f. Describe information to include in a patient teaching plan considering basic

aspects of developmental stage, age, culture, spirituality, patient preferences,

and health literacy considerations.

g. Identify interventions nurses use to prevent illness, and restore, promote, and

maintain physical and mental health for patients experiencing chronic, stable

conditions.

h. Describe expected patient outcomes to evaluate the effectiveness and impact of

nursing care for patients experiencing chronic, stable conditions.

i. Deliver care within expected timeframe for patients with chronic, stable

conditions.

j. Begin to use hand-off communications to ensure the receiving caregiver has the

knowledge needed to provide safe care.

k. Explain how cultural awareness/sensitivity is used when providing care to


l. Follow a plan of care based on ongoing evaluation of patient outcomes.

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m. Demonstrate safe performance of basic psychomotor skills for efficient, safe, and

compassionate patient care including accurate calculation of dosages.

n. Document accurately all aspects of patient care provided.

2. Discuss clinical judgment used to make patient-centered care decisions at the fundamental

level.

a. Begin to use clinical judgment to make basic care decisions to ensure safe care

in all nursing actions.

b. Use beginning clinical judgment when implementing all steps of the nursing

process for patients experiencing chronic, stable conditions.

c. At the fundamental level, anticipate risks, and predict and manage potential

complications.

d. Identify ways to prioritize patient care.

e. Identify the importance of economic, political, social, and demographic forces on

the delivery of healthcare for patients experiencing chronic, stable conditions.

f. Describe at the basic level aspects of the clinical microsystem that may impact

the nurse’s ability to provide safe, quality care.

3. Explain how quality improvement processes are used to improve patient care.

a. Describe quality improvement processes to ensure safety initiatives and monitor

performance measures.

b. Identify quality improvement projects used in the care of patients.

c. Identify gaps related to basic nursing care between local and best practice in the

care of patients experiencing chronic, stable conditions.

d. Discuss the importance of analyzing errors and how this is used to identify

system improvements.

e. Discuss the importance of the National Patient Safety Goals in the care of


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4. Recognize the importance of collaboration and teamwork with members of the

interprofessional team, the patient, and the patient’s support persons.

a. Identify communication techniques used by members of the healthcare team,

including the patient, and the patient’s support network when making decisions

and planning care.

b. Identify the interprofessional healthcare team with whom the nurse works when

providing care to patients experiencing chronic, stable conditions.

c. Discuss how the interprofessional team impacts patient safety and quality

improvement for patients experiencing chronic, stable conditions.

d. Describe conflicts that may occur in the healthcare setting.

5. Summarize how information management principles, techniques, and systems, and patient

care technology are used in the healthcare setting.

a. Begin to use patient care technologies, information systems/technologies, and

communication devices to support safe nursing practice in the care of patients


b. Explain the role of information technology and information systems in improving

patient care outcomes and creating a safe care environment.

c. Describe specific patient care technologies used in the care of patients


6. Explain the leadership, management, legal, and ethical guidelines that are used as a

professional nurse.

a. Describe the legal and ethical frameworks used in nursing practice, including the

Arkansas Nurse Practice Act.

b. Describe the ANA Standards of Practice.

c. Demonstrate accountability for nursing care given by self.

d. Explain the delegation process used when working with other healthcare team

members.

e. Discuss how the nurse acts as a patient advocate in the care of patients


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NG 107 CLINICAL GUIDELINES

Clinical Labs

1. Classroom and clinical attire must adhere to the dress code as found in the current ADN Student Handbook.

2. The student will attend and actively participate in a pre-conference prior to each clinical

experience. Assignments are distributed in pre-conference on each clinical day. The clinical instructor will provide guidance for student’s to achieve student learning outcomes and related competencies. Any student who reports to the clinical area unprepared to meet students learning outcomes and related competencies may be dismissed from clinical for that day and a clinical absence recorded.

3. A post-conference will conclude each clinical experience. During post-conference,

students will discuss clinical learning experiences and engage in planned learning activities.

4. The student is expected to use the campus lab to sufficiently practice Level I clinical

skills before performing a skill for evaluation, in preparation for clinical assignments, or any time additional skills practice is needed.

5. The student is expected to follow clinical lines of authority, to validate unclear

instruction, question confusing or illogical orders, and mitigate error. 6. The student will notify the clinical instructor and patient’s primary nurse immediately of

any significant change in patient status or error in care. 7. When procedures are to be performed, the student is expected to verify orders, gather

required equipment, review the procedure, and notify the instructor of intent. DO NOT ATTEMPT ANY PROCEDURE WITHOUT FIRST NOTIFYING THE CLINICAL INSTRUCTOR AND OBTAINING PERMISSION TO PROCEED!

8. The student will adhere always to professional standards as well as institutional

policies and protocols.

9. In the event a clinical absence is necessary, the student assumes responsibility and accountability for notifying the clinical instructor before the scheduled clinical. Failure to adhere to this protocol will result in disciplinary action. A second offense may result in immediate dismissal from the program. Instructors’ contact information is given to students before clinical rotations begin.

10. The student will abide by HIPPA guidelines at all times. The student will NOT leave the

clinical area with any identifying patient information (Rm#; initials, etc.). Patient

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information includes, but is not limited to, nursing notes, scratch paper, and medication records.

Campus Labs Students are expected to follow dress code policy for clinical site rotations and campus lab experiences.

Violation of Safe Practice

Violation of safe evidence-based patient-centered, nursing practice is as an act of omission or commission that could result in injury, death, prolonged hospitalization, or delayed recovery of the patient. This includes, but is not limited to: 1. Failure to protect the patient’s microbial, chemical, physical, psychological, and/or thermal

safety 2. Inadequate use of the nursing process 3. Violation of previously learned principles 4. Unprofessional nursing behavior 5. In appropriate dependence or independence in the clinical setting (Current ADN Student

Handbook) Procedure for Violation of Safe Practice 1. When a student demonstrates a behavior that is deemed a “Violation of Safe Practice”, the

student will be dismissed from the clinical setting. 2. The student and faculty will meet the next working day to discuss and document the

violation of safe practice. 3. The incident will be presented to the Promotion and Graduation Committee for review

before the next scheduled clinical. 4. If the “Violation of Safe Practice” is upheld by the Promotion and Graduation Committee,

the student will “Fail” the psychomotor/affective component of the course and receive a final course grade of “F”.

5. If the student is eligible for readmission, an application may be submitted. 6. Deliberate malfeasance or failure to practice veracity will result in immediate dismissal from

the nursing course. The student will receive a course grade of “F” and WILL NOT be eligible for readmission.

7. The student has the right to appeal the decision through the College grievance process. Students are allowed a maximum of one violation of safe practice throughout the entire curriculum.

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NG 107 CLINICAL SKILLS

1. Hygiene 2. Self-care ⃰3. Basic head- to-toe assessment 4. Post-mortem care 5. External warming measures 6. Cooling measures 7. Active core rewarming ⃰8. Vital signs 9. Dietary teaching 10. HRT/alternative therapies 11. Hand hygiene 12. Universal precautions 13. Isolation 14. Patient transfers 15. Ambulation 16. Positioning 17. Active/passive ROM 18. Sequential compression devices 19. Pressure ulcer assessment 20. Wound care 21. Restraints * Denotes critical skills that are the components of “skill performance evaluation”. ** CPR certification is the student’s responsibility. Before a student may go to an assigned clinical agency for clinical in Level I, the student must provide proof of a Health Care Provider CPR card valid through May 31st of the upcoming spring semester.

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FACULTY EXPECTATIONS OF STUDENTS Students must:

be excited and have a commitment to lifelong learning exhibit a spirit of inquiry. be committed to innovation, continuous quality/performance improvement and

excellence

be committed to a career in nursing (first 4 bullets adapted from NLN Scope and Practice for Academic Nurse Educators 2005)

be self-motivated and self-directed. assume responsibility for learning. At least two (2) hours outside preparation is

recommended for each one (1) credit hour. Evidence of preparation is required be a responsible group member by participating in peer evaluation, sharing

information, participating in learning activities, decision-making with others, and learning to give information in a clear concise form.

COMPETENCIES STUDENTS MAY EXPECT FROM FACULTY

Faculty will:

create an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

be responsible for assisting students to develop the nursing role and integrate the values and behaviors of the profession

use a variety of assessment and evaluation strategies to determine student learning in classroom, laboratory, and clinical settings

be responsible for formulating program and student learning outcomes and related competencies, designing a curriculum that reflects contemporary healthcare trends, as well as prepare graduates to function effectively in the healthcare environment

function as change agents and leaders to create a preferred future for nursing education and practice

maintain academic and experiential expertise engage in scholarship as an integral part of teaching use political, institutional, social, and economic forces to attain learning resources

and activities (adapted from NLN Scope and Practice for Academic Nurse Educators 200

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NG 209 SYLLABUS

DESCRIPTIVE DATA TITLE: NG 209: Concepts of Nursing Care for Patients with Acute, Stable Conditions FACULTY:

Shelby Gentry, MSN, RN, CNE ([email protected]) Level II Theory Coordinator Pam Johnston, MSN, RN ([email protected]) Level II Clinical Coordinator, HWH Shanna Pryor, MNSc, RN ([email protected]) Kelly Roberts, MSN, RN ([email protected]) Level II Clinical Coordinator, STG

PHONE:

Shelby Gentry 870-338-6474 ext. 1384 Shanna Pryor 870-338-6474 ext. 1911 Pam Pittman 870-338/6474 ext. 1362 Kelly Roberts 870-673-4201 ext. 1838

CREDITS: 6 hrs. lec., 9 hrs. lab, 9 credits PRE-REQUISITES: BY 154 (BIOL 2404), BY 164 (BIOL 2414), MS 123 (MATH 1103), EH 113

(ENGL 1013), PSY 213 (PSYC 1103), NG 107 CO-REQUISITES: EH 123 (ENGL 1023) PLACEMENT: 2nd level, 1st year COURSE DESCRIPTION: This course provides for the acquisition and application of concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary to provide and delegate safe, quality, evidence-based, patient-centered nursing care to diverse patients across the life span experiencing acute, stable mental health, medical, surgical, pediatric, and maternal conditions requiring physical and psychological nursing care. Emphasis is placed on quality improvement, professional standards, and legal and ethical responsibilities of the nurse when caring for patients with acute, stable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings.



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REQUIRED TEXTS Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). St. Louis: Mosby Elsevier. ISBN: 9780323376990 Halter, M. J. & Varcarolis, E. M. (2014). Foundations of psychiatric mental health nursing (7th

ed). Mosby Elsevier. ISBN: 97803233221702

LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, &

assignment: Practice exercises for medical-surgical nursing (3rd ed.). St. Louis: C. V. Mosby. ISBN: 9780323186933

Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Harding, M. M. (2014). Medical- Surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis: Mosby Elsevier. ISBN: 9780323261869 Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing Care. (5th Ed.). Mosby Elsevier. ISBN: 9780323228411 Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (88h


OPTIONAL TEXT: Davis’s Drug Guide (15th ed.). (2014). Philadelphia: F.A. Davis. (or any medication guide of your

choice). ISBN: 9780803657052

ATI TESTING AND REMEDIATION PACKAGE

ATI Testing and Remediation Package: 9780000000514

ATI Content Mastery Series: Review Modules:

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Fundamentals for Nursing, ISBN: 978-1-56533-542-4

RN Adult Medical Surgical Nursing, ISBN: 978-1-56533-540-0

RN Maternal Newborn Nursing, ISBN: 978-1-56533-544-8

RN Nursing Care of Children, ISBN: 978-1-56533-546-2

RN Mental Health Nursing, ISBN: 978-1-56533-545-5

RN Pharmacology for Nursing, ISBN: 978-1-56533-548-6

Nutrition for Nursing, ISBN: 978-1-56533-547-9

Nursing Leadership and Management, ISBN: 978-1-56533-543-1

RN Community Health Nursing, ISBN: 978-1-56533-541-7

RESOURCES





5. UAMS East, Library, Helena-West Helena, AR



8. STAR Center, Helena-West Helena, AR

9. Learning Center, Stuttgart, AR

10. Jefferson Regional Medical Center (JRMC), Pine Bluff, AR

11. Merit Health Northwest Mississippi (MHNWM), Clarksdale, MS

12. Helena Regional Medical Center (HRMC), Helena-West Helena, AR

13. Baptist Health Stuttgart (BHS) Stuttgart, AR

14. Baptist Memorial Hospital, Oxford, MS

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15. Crestpark, Marianna, AR

16. Pillow Clinical, Helena-West Helena, AR

17. Phillips County Health Unit, Helena-West Helena, AR



6) Social and Civic Responsibility Demonstrate adherence to legal/ethical standards established by society.

7) Technology Utilization Use tools of the trade to achieve a specific outcome.

8) Analytical and Critical Thinking Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes.

9) Communication Engage in the interactive process through which there is an exchange of verbal and/or nonverbal information.

10) Cultural Awareness Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next.

PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES

Assessment of student competency is evaluated by a variety of methods throughout this course. Mastery test items on the final exam are used to evaluate student achievement of course SLOs, and the Level II Clinical Evaluation Tool is used to evaluate student achievement of related competencies. The Level IV final exam is used to measure the graduate’s achievement of all program student learning outcomes which are derived from the program’s six major concepts. The Level IV Clinical Evaluation tool is used to measure student achievement of program student learning outcomes and related competencies.

GRADING POLICIES

I. Grading Scale 100 - 93.00 A 92.99 - 86.00 B

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85.99 - 79.00 C 78.99 - 0 F II. Progression The lowest passing grade in the Associate Degree Nursing Program is C (79.00). In order to progress, the student must earn a minimum grade of C (79.00), and pass the majority of unit exams each semester. A numerical grade of 78.99 is failing. Grades are determined in the following manner. The score for each graded assignment and exam is averaged and weighted: All numbers are carried two decimal places: none of these numbers are rounded. III. Grade Distribution

Cognitive (knowledge).......................................................................100% Unit Exams 50% Daily Grades 10% ATI (Custom) 10%

Paper 10% Final Exam 20%

Psychomotor/Affective (Performance).................................................Pass/Fail

Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail

Injections Catheterization

Student Clinical Portfolio Pass/Fail Unit and Final Exams Students must pass the majority of all unit exams. When a student fails to meet this expectation, the student will be dismissed immediately from the program. The student will receive a course grade of “F” regardless of his/her course average at the time of dismissal. Students who pass the majority of their unit exams must earn a 79.00 final average in NG 209. A grade of 79.00 MUST be obtained in the cognitive area of evaluation and a “passing” grade must be obtained in the psychomotor/affective areas of evaluation. Students who fail to earn a minimum grade of 79.00 in the cognitive domain and a “passing” grade in the psychomotor/affective domains will earn a course grade of “F”. The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades unless the student has not

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passed the majority of all unit exams in the course. In this case, the student will receive a final course grade of “F” when grades are due. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student’s individual academic folder for this level will be maintained in the office of the student’s clinical instructor. IV. EARLY ASSESSMENT OF LEARNING MEASURE

Students will be assessed by the fourth week of class to evaluate possible need for intervention

for successful progression in coursework. Assessment will be based upon current course grades

and attendance record. Grades will be discussed with at risk students and a written plan with

individualized interventions will be developed with the student and placed in student’s file.

INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME

Interventions for any student determined to be at risk for failure may include, but are not

limited to:

Tutoring Participation in small study groups Using the skills lab to practice procedures

Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package

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Custom ATI Grading Rubric

Practice Custom Assessment

4 pts.

Complete Practice Custom Assessment

Remediation:

• Minimum one hour Focused Review

• For each topic missed, complete an active learning template and/or identify three

critical points to remember.

Proctored Custom Assessment

100-70%

4 pts.

69-64%

3 pts.

63-60%

1 pt.

59.99% and below

0 pts.

Remediation:

• Minimum one hour

Focused Review

• For each topic

missed, complete an

active learning

template and/or

identify three critical

points to remember.

Remediation:

• Minimum two hour

Focused Review

• For each topic missed,

complete an active

learning template

and/or identify three

critical points to

remember.

Remediation:

• Minimum three hour

Focused Review


complete an active

learning template

and/or identify three

critical points to

remember

Remediation:

• Minimum four hour

Focused Review

• For each topic

missed, complete an

active learning

template and/or


points to remember

2 pts 2 pts 2 pts. 2 pts.

Proctored Custom Assessment Retake*

Retake required Retake required Retake required Retake required

Total Points =

10/10 Total Points = 9/10 Total Points = 7/10

Total Points =

6/10

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V. Performance Evaluation 1. Skills scheduled for performance evaluation:

Injections Catheterizations

2. The student must make an appointment with the individual’s assigned clinical instructor

for a time to demonstrate a skill for evaluation. If the student fails to keep the appointment without notifying the faculty before the scheduled performance evaluation or the performance evaluation is not completed within the scheduled time frame for skill demonstration, a grade of “fail” will be recorded for the performance evaluation and the student will receive a grade of “F” in the nursing course.


clinical area. The student will have a maximum of three attempts to demonstrate competency in each skill. In the event a student fails to demonstrate competency, it is the student’s responsibility to remediate and demonstrate the skill at a designated time scheduled by faculty. The student will not be allowed to perform the respective skill in clinical until the skill has been repeated with a grade of “pass”. The student must demonstrate competency in each required skill or a “fail” will be recorded, and the student will be dismissed from the program.

4. The Level I equipment kit contains supplies and/or equipment necessary to perform

Level II skills for evaluation. The student is responsible for bringing required supplies and/or equipment to each performance evaluation.



VI. Testing Policy To increase the student’s likelihood of success on the first take of NCLEX-RN Exam, testing in the ADN program will mirror the NCLEX-RN format in the following ways:

Major exams may be administered on the computer via BlackBoard Questions on BlackBoard will be delivered one at a time. Each question on BlackBoard must be answered as it becomes available and cannot

be revisited. Unit and final exams (computer or paper/pencil) will be timed, and the time allotted

for each question is 1.5 minutes per question. When allotted time expires, the student cannot answer any additional exam items. The exam grade will be the number of items answered correctly divided by the total

number of items on the test.

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Excluding the computer delivering the test and a basic calculator provided by faculty, students may not have access to or use any and all electronic devices during testing. This includes, but is not limited to: IPads, cellphones, and Apple watches or similar devices.

VII. Late Policy

Daily, Unit, and Final Exams Responsible behavior requires the student to notify the instructor in advance of any exam (daily, unit, and final exam) which will not be taken as scheduled. When any exam is missed, it is the student’s responsibility on the day the student returns to class to be prepared to take the missed exam. The make-up exam time will be scheduled by the faculty.

Points will be deducted from the earned score of all late daily, unit, and final exams taken within 5 working days of returning to class. Five (5) points will be deducted when a student misses the daily, unit, and final exam.

The exam grade posted on BlackBoard indicates the number of items answered correctly divided by the total number of items on the exam. The grade posted on BlackBoard does not reflect the number of points deducted for taking the late exam. The student is responsible for contacting the faculty to receive the final exam grade that includes the points deducted for late testing.

A zero (0) will be recorded when the student fails to make-up a missed exam or submit assigned course work within 5 working days of returning to class. Final exams are given late only in special circumstances such as hospitalization. When a final exam is not taken as scheduled, the student must notify the instructor before the exam is given and arrange with the instructor to take the exam before grades are due at the end of the semester. If the student fails to contact the instructor to reschedule a time to take the final exam or fails to take the rescheduled final exam before grades are due at the end of the semester, a grade of zero (0) will be recorded. In the event circumstances prevent a student from taking the final exam before grades are due at the end of the semester, a grade of Incomplete (I) will be awarded according to college policy.

Assigned Course Work Five (5) points will be deducted from any assigned course work submitted after the scheduled time. A zero (0) will be recorded when the student fails to submit assigned course work within 5 working days of returning to class.

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ATI Assignments and Exams

Students are strongly encouraged to use Firefox when working on the ATI website to avoid

issues with the ATI website.

Although work submitted electronically through ATI is logged in on Eastern Standard Time, the

deadline for submission will be based on Central Standard Time. Students must complete

practice exams, remediation, and proctored exams in the prescribed sequence. Failure to do so,

will result in lost points.

Clinical Assignments

There is no provision for making-up missed clinical assignments. VIII. Review of Graded Material Students should make an appointment with faculty to review any graded material including, but not limited to, quizzes, exams, papers, and homework. Once all students are notified the graded material is available for review, students have 5 working days to review graded work. After 5 working days, graded material may not be reviewed. Electronic tests will be maintained on Blackboard for one additional semester before being deleted. There is no provision for group review following a final exam. Grades for unit and final exams will be released to the student following faculty evaluation of exam statistical analysis. The student may not request to repeat any graded materials for a better grade. IX. Attendance Policy Students are expected to come to class on time with assignments completed.

Theoretical instruction: Absences in excess of two (2) constitute excessive absence and may result in the student being dismissed from the program.

Campus lab and clinical instruction: Absences in excess of one (1) campus lab or one (1) clinical rotation constitutes excessive absences and may result in the student being dismissed from the program.

Three tardies shall constitute one absence.

Please refer to the current Associate Degree Nursing Student Handbook for the complete attendance policy and definitions of “absence” and “tardy”. X. Other Policies

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1. Disclaimer In accordance with college policy as stated in the College Catalog, this publication is not to be construed as a contract between the student and the Associate Degree Nursing Program. All programs within the Division of Allied Health reserve the right to make changes at any time in individual courses, the curriculum leading to a degree or certificate, as well as policies contained in the ADN Information Packet, PCCUA College Catalog, student handbooks, and Web. Students must be familiar with, observant of, and subject to all rules and regulations of PCCUA.

2. Cell Phones Students may only use cell phones in class to record lecture. The cell phone must be placed on the faculty podium. Students will not send or receive text messages or use cell phones to take pictures or record videos during class. Students will not have a cell phone on their person or in the room during an exam. During clinical, all cell phones and accessory devices must be turned off unless the student needs to contact the faculty. Students will not send or receive text messages or use cell phones to take pictures or record videos during clinical. 3. Changes in Student Demographics Student academic files must contain current data. If information such as name, address, or phone number changes, it is the student’s responsibility to submit immediately the new information, in writing, to the Administrative Assistant in the Division of Allied Health and the PCCUA Registrar. 4. College Drug and Alcohol Policy All students are expected to abide by the College drug and alcohol policy as well as the Division of Allied Health’s Substance Abuse Testing Policy. Refer to the College and ADN Student Handbooks to review these policies.

5. Computer Lab The computer labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing Administrative Assistant. 6. Skills Lab

The skills labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant.

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7. Related Campus Services Refer to the ADN Student Handbook or College Catalog for a list of student services. 8. ACTS The Arkansas Course Transfer System (ACTS) contains information about the transferability of courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer of applicable credits and the equitable treatment in the application of credits for admission and degree requirements. Course transferability is not guaranteed for courses listed in ACTS as “No Comparable Course.” Additionally, courses with an earned grade of “D” or less frequently do not transfer and institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE Website and selecting Course Transfer.

9. FERPA Policy Phillips Community College of the University of Arkansas complies with the Family Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and review all of his/her records that meet the definition of educational records. No third party has the right to review student records. Directory information can be provided, unless the student requests that it be withheld (PCCUA Student Handbook).

10. Health Insurance

Phillips Community College of the University of Arkansas does not provide insurance for its students. The College strongly encourages each student to provide his/her own health insurance, and for that reason, the College has contacted an insurance agency. Forms for this insurance agency are available in the Registrar’s office.

11. Discipline and Academic Dishonesty Policy

See the Associate Degree Nursing Program Student Handbook for complete PCCUA Campus discipline and Academic Dishonesty Policy. 12. Academic Dishonesty in Allied Health Programs Cheating is the intentional use of or attempt to use unauthorized information or study materials. This includes, but is not limited to,

Copying from another student’s paper

Using any unauthorized assistance in taking a quiz, exam or final exam, possession during a test of any unauthorized materials which include, but are not limited to, crib notes or technology that would aid in cheating

Dependence on sources beyond those authorized by the faculty for writing papers,

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preparing presentation, reports, solving problems, or fulfilling assignments.



Students in the Division of Allied Health are expected to do their own work. Therefore, any cheating inside or outside of the classroom is not tolerated. Students who cheat will receive a grade of zero on the assignment or exam and may also receive an “F” in the course and/or be dismissed from the program in which the student is enrolled. 13. Plagiarism Policy

Webster (1990, p. 691) defines plagiarism as “stealing the language, ideas, or thoughts from another, representing them as one’s own original work.” STUDENTS MUST USE MICROSOFT WORD FOR ALL THEORY AND CLINICAL ASSIGNED PAPERS DONE OUTSIDE OF CLASS. PAPERS MUST BE SUBMITTED ELECTRONICALLY AND AS A HARD COPY. Plagiarism OCCURS when the student:

reproduces another person’s work as if it was the student’s own. paraphrases another person’s work without citing the original source. uses and paraphrases another person’s ideas without citing the original source. uses another person’s organization without citing the source.

TO AVOID plagiarism the student will:

cite the source with page number and place quotation marks around the statement with less than 40 words cited verbatim from the source. Please refer to the most current APA Manual for documentation of quotes greater than 40 words.

cite the source when paraphrasing someone else’s writing. This means to restate the facts in your own words.

EXAMPLE:

SOURCE: Annually, half of the population 85 to 95, will succumb to myocardial infarction

PARAPHRASED: Five out of ten people will die of heart attacks this year (the source,

year).

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*Rearranging an author’s words is NOT paraphrasing! Cite the source when using another person’s outline or organizational process. The student may cite commonly known information without plagiarizing. If the student has a question about what is considered commonly known information, the student should ask the instructor or document the source. The faculty believes healthcare information requires documentation, as this is not commonly known information. Please refer to the current Publication Manual of the American Psychological Association (APA) Manual for appropriate documentation of sources and use of punctuation. Any act of plagiarism in any level will result in a grade of 0 on the assignment. 14. ADA Policy

See ADN Student Handbook and/or program webpage for student information related to accommodations for disabilities.

15. Student Learning Outcomes

Refer to the NG 209 Course Outline for class student learning outcomes.

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NG 209 Course Student Learning Outcomes and Related Competencies

1. Apply nursing concepts to provide safe, quality, evidence-based, patient-centered nursing

care to diverse patients with acute, stable conditions. a. Conduct a head-to-toe and focused physical, behavioral, psychological, and

spiritual assessment of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

b. Identify patient needs based on assessment findings for the patient with acute, stable conditions.

c. Develop an individualized plan of care identifying evidence-based nursing care appropriate for patients with acute, stable conditions.

d. Deliver selected aspects of patient-centered care that reflect an understanding of human growth and development, pathophysiology, pharmacology, nutrition, medical and nursing management for patients with acute, stable conditions.

e. Apply factors that create a culture of safety for patients with acute, stable conditions.

f. Contribute to a patient teaching plan that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations.

g. Apply concepts related to nursing interventions used to prevent illness, and restore, promote and maintain physical and mental health of patients with acute, stable conditions.

h. Monitor at a beginning level patient outcomes to evaluate the effectiveness and impact of nursing care for patients experiencing acute, stable conditions.

i. Deliver care within expected timeframe for patients with acute, stable conditions. j. Communicate effectively when providing patient-centered transitions of care and

hand-off communications, including discharge planning, to ensure the receiving caregiver has the knowledge needed to provide safe care.

k. Apply cultural awareness/sensitivity concepts when providing care to patients in a variety of healthcare settings.

l. Offer a way to revise the plan of care based on an ongoing evaluation of patient outcomes including recognition of alterations to previous patient conditions.

m. Demonstrate safe performance of basic psychomotor skills for efficient, safe, and compassionate patient care including accurate calculation of dosages.


2. Demonstrate clinical judgment to make patient-centered care decisions. a. Begin to apply clinical judgment to make management decisions to ensure

accurate and safe nursing care, including addressing anticipated changes in the patient’s condition.

b. Demonstrate clinical judgment when implementing all steps of the nursing process identifying best available evidence.

c. Anticipate common risks for patients with acute, stable conditions, and predict and manage potential complications.

d. Prioritize care for patients with acute, stable conditions. e. Discuss the impact of economic, political, social, and demographic forces on the

delivery of health care to patients with acute, stable conditions.

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f. Identify possible errors that may occur in the work place when caring for patients with acute, stable conditions.

3. Relate quality improvement processes to improve patient care. a. Apply quality improvement processes, including nursing-sensitive indicators in

the microsystem of care when caring for patients with acute, stable conditions. b. Seek information about quality improvement projects used in the care of patients

with acute, stable conditions. c. Relate gaps between local and best practice observed on the care unit and how

they affect patient care. d. Identify possible errors and ways to prevent those errors on the patient care

unit. e. Implement National Safety Goals in the care of patients with acute, stable

conditions.

4. Contribute to collaboration and teamwork with members of the interprofessional team, the patient, and the patient’s support persons.

a. Begin to collaborate with all members of the healthcare team, including the patient and the patient’s support network, when making decisions and planning care.

b. Identify which important patient care data to report to which member of the interprofessional healthcare team.

c. Describe patient safety and quality improvement within the context of the interprofessional team in a variety of healthcare settings.

d. Discuss the use of conflict resolution principles as needed on the patient care unit.

5. Describe information management principles, techniques, and systems, and patient care technologies used to communicate, manage knowledge, mitigate error, and support decision-making.

a. Differentiate among various patient care technologies, information systems/technologies and communication devices that can be used to support safe nursing practice in the care of patients with acute, stable conditions.

b. Apply concepts related to information technology and information systems to improve patient care outcomes and create a safe care environment.

c. Demonstrate the use of patient care technologies as appropriate to address the needs of patients with acute, stable conditions.

6. Demonstrate the use of leadership, management, legal, and ethical guidelines when caring for patients with acute, stable conditions.

a. Explain how to provide nursing care within the legal and ethical frameworks of nursing practice.

b. Interpret planned patient care within the context of the ANA Standards of Practice for patients with acute, stable conditions.

c. Explain the concept of accountability and responsibility for nursing care given by self and/or delegated to others as applied to the care of patients with acute, stable conditions.

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d. Explain the nurse's role using management skills and knowledge of the rules and principles of delegation when working with other healthcare team members.

e. Provide examples of serving as a patient advocate for patients with acute, stable conditions.

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NG 209 CLINICAL GUIDELINES

Clinical Labs

16. Classroom and clinical attire must adhere to the dress code as found in the current ADN

Student Handbook. 2. The student will attend and actively participate in a pre-conference prior to each clinical




4. The student is expected to use the campus lab to sufficiently practice Level I and II

clinical skills before performing a skill for evaluation, in preparation for clinical assignments, or any time additional skills practice is needed.



any significant change in patient status or error in care. 7. When procedures are to be performed, the student is expected to verify orders, gather required equipment, review the procedure, and notify the instructor of intent. DO NOT ATTEMPT ANY PROCEDURE WITHOUT FIRST NOTIFYING THE CLINICAL INSTRUCTOR AND OBTAINING PERMISSION TO PROCEED! 9. The student will always adhere to professional standards as well as institutional

policies and protocols.

10. In the event a clinical absence is necessary, the student assumes responsibility and accountability for notifying the clinical instructor before the scheduled clinical. Failure to adhere to this protocol will result in disciplinary action. A second offense may result in immediate dismissal from the program. Instructors’ contact information is given to students before clinical rotations begin.

11. The student will abide by HIPPA guidelines at all times. The student WILL NOT leave the

clinical area with any identifying patient information (RM#, initials, etc.). Patient information includes, but is not limited to, nursing notes, scratch paper, and medication administration records.

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Campus Labs Students are expected to follow dress code policy for clinical site rotations and campus lab experiences.

Violation of Safe Practice

Violation of safe evidence-based nursing practice is an act of omission or commission that could result in injury, death, prolonged hospitalization or delayed recovery of the patient. This includes, but is not limited to:

6. Failure to protect the patient’s microbiological, chemical, physical, psychological, and/or

thermal safety 7. Inadequate use of the nursing process 8. Violation of previously learned principles 9. Unprofessional nursing behavior 10. Inappropriate independence or dependence in the clinical setting (Current ADN Student

Handbook)

Procedure for Violation of Safe Practice

8. When a student demonstrates a behavior that is deemed a “Violation of Safe Practice”, the student will be dismissed from the clinical setting.

9. The student and faculty will meet the next working day to discuss and document the violation of safe practice.

10. The incident will be presented to the Promotion and Graduation Committee for review before the next scheduled clinical.

11. If the “Violation of Safe Practice” is upheld by the Promotion and Graduation Committee, the student will “Fail” the psychomotor/affective component of the course and receive a final course grade of “F”.



14. The student has the right to appeal the decision through the College grievance process. 15. Students are allowed a maximum of one violation of safe practice throughout the entire

curriculum.

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1. Hygiene 2. Self-care 3. Basic head- to-toe assessment 4. Post-mortem care 5. External warming measures 6. Cooling measures 7. Active core rewarming 8. Vital signs 9. Dietary teaching 10. HRT/alternative therapies 11. Hand hygiene 12. Universal precautions 13. Isolation 14. Patient transfers 15. Ambulation 16. Positioning 17. Active/passive ROM 18. Sequential compression devices 19. Pressure ulcer assessment 20. Wound care 21. Restraints

22. Medication Administration a. Oral b. Parenteral * Injection c. Rectal

23. I & O 24. Daily weights 25. Blood gas analysis 26. Focused head-to-toe assessment 27. Blood glucose monitoring 28. Urinary Catheterization * 29. Catheter care 30. Catheter irrigation 31. Urine specimens 32. Enemas 33. Oxygen administration 34. Chest physiotherapy 35. Irrigation of eyes and ears 36. Sterile Technique 37. Dietary teaching

* Denotes critical skills that are the components of “skill performance evaluation”. ** CPR certification is the student’s responsibility. Before a student may enter the Level I Fall

semester, a Health Care Provider CPR card valid through May 31st of the upcoming spring semester is required.

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be excited and have a commitment to lifelong learning exhibit a spirit of inquiry. be committed to innovation, continuous quality/performance improvement and

excellence be committed to a career in nursing (first 4 bullets adapted from NLN Scope and

Practice for Academic Nurse Educators 2005) be self-motivated and self-directed. assume responsibility for learning. At least two (2) hours outside preparation is

recommended for each one (1) credit hour. Evidence of preparation is required

be a responsible group member by participating in peer evaluation, sharing information, participating in learning activities, decision-making with others, and learning to give information in a clear concise form.


Faculty will:

create an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

be responsible for assisting students to develop the nursing role and integrate the values and behaviors of the profession

use a variety of assessment and evaluation strategies to determine student learning in classroom, laboratory, and clinical settings

be responsible for formulating program and educational outcomes and designing a curriculum that reflects contemporary healthcare trends as well as prepare graduates to function effectively in the healthcare environment

function as change agents and leaders to create a preferred future for nursing education and practice

maintain academic and experiential expertise engage in scholarship as an integral part of teaching use political, institutional, social, and economic forces to attain learning resources

and activities (adapted from NLN Scope and Practice for Academic Nurse Educators 2005).

117

NG 312 SYLLABUS

DESCRIPTIVE DATA TITLE: NG 312: Concepts of Nursing Care for Patients with Chronic and Acute, Unstable

Conditions FACULTY: LeAnne Marley, MNSc, RN, CLNC ([email protected]), Level III Coordinator

Brandy McGee, MNSc, RN ([email protected])

Flora Williams, MSN, RN ([email protected]), Level III Clinical Coordinator, HWH

Betty Ashe, MSN, RN ([email protected])

Heather Spoon, MNSc, APRN, FNP-Bc ([email protected]), Level III Clinical Coordinator, STG PHONE: LeAnne Marley 870-338-6474, ext. 1141 Brandy McGee 870-338-6474, ext. 1184 Flora Williams 870-338-6474, ext. 1322 Betty Ashe 870-338-6474, ext. 1385 Heather Spoon 870-673-4201, ext. 1881 CREDITS: 12 credits, 7 hrs. lec., 15 hrs. clinical PRE-REQUISITES: BY 154 (BIOL 2404), BY 164 (BIOL 2414), MS 123 (MATH 1103), EH 113 (ENGL 1013), EH 123 (ENGL 1023) PSY 213 (PSYC 1103), NG 107, NG 209 CO-REQUISITES: Approved 3 credit hour computer course PLACEMENT: 3rd level, 2nd year COURSE DESCRIPTION: This course provides for the acquisition and application of concepts of nursing, including communication, collaboration, caring, and clinical judgment necessary to provide, and delegate safe, quality, evidence-based, patient-centered nursing care to diverse patients across the lifespan experiencing chronic and acute, unstable mental health, medical, surgical, pediatric, and maternal-infant conditions requiring nursing care. Emphasis is placed on quality improvement, professional standards, and legal and ethical responsibilities of the nurse when caring for patients with chronic and acute, unstable conditions. Application of knowledge and skills occurs in the nursing skills laboratory and a variety of clinical settings.




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REQUIRED TEXTS

ATI Testing & Remediation package. ISBN: 9780000000521 ATI Content Mastery Series: Review Modules:

Fundamentals for Nursing, ISBN: 978-1-56533-567-7 RN Adult Medical Surgical Nursing, ISBN: 978-1-56533-565-3 RN Maternal Newborn Nursing, ISBN: 978-1-56533-569-1 RN Nursing Care of Children, ISBN: 978-1-56533-571-4 RN Mental Health Nursing, ISBN: 978-1-56533-570-7

RN Pharmacology for Nursing, ISBN: 978-1-56533-573-8 Nutrition for Nursing, ISBN: 978-1-56533-572-1 Nursing Leadership and Management, ISBN: 978-1-56533-568-4 RN Community Health Nursing, ISBN: 978-1-56533-566-0

Castillo. (2018). Strategies, Techniques, Approaches to Critical Thinking (6th ed.). Elsevier.

ISBN: 9780323446716

Halter, M. J. & Varcarolis, E. M. (2010). Foundations of psychiatric mental health nursing.

Mosby Elsevier. ISBN: 9780323221702 Harding, M. & Snyder, J. (2016). Critical Thinking in Nursing (6th ed.). Mosby Elsevier. ISBN:

9780323291910

LaCharity, L. A., Kumagai, C. K., Bartz, B. (2015). Prioritization, delegation, &

assignment: Practice exercises for medical-surgical nursing (3rd ed.). St. Louis: C. V.

Mosby. ISBN: 9780323186940 Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Harding, M. M. (2014). Medical-

Surgical nursing: Assessment and management of clinical problems (9th ed.). St. Louis:

Mosby Elsevier. ISBN: 9780323091459 Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing Care. (5th Ed.). Mosby Elsevier. ISBN: 9780323226486 Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2013). Fundamentals of nursing (8th


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RESOURCES





5. UAMS East Library, HWH, AR


7. Jefferson Regional Medical Center (JRMC), Pine Bluff, AR

8. Merit Health Northwest Mississippi (MHNWM), Clarksdale, MS

9. Baptist Health Stuttgart (BHS) Stuttgart, AR

10. CHI St. Vincent’s Infirmary, Little Rock, AR


12. Baptist Memorial Hospital, Oxford, MS

13. Children’s Clinic, Clarksdale, MS

14. HWH Campus STAR Center

15. Stuttgart Campus Learning Center

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1) Social and Civic Responsibility Demonstrate adherence to legal/ethical standards established by society.

2) Technology Utilization Use tools of the trade to achieve a specific outcome.

3) Analytical and Critical Thinking Display reasoning including analyzing data, evaluating alternatives, setting priorities, and predicting outcomes.

4) Communication Engage in the interactive process through which there is an exchange of verbal and/or nonverbal information.

5) Cultural Awareness Acknowledge that society is diverse with groups of individuals possessing differing beliefs, values, attitudes, and customs that are shared from one generation to the next.

PROGRAM STUDENT LEARNING OUTCOMES AND RELATED COMPETENCIES Assessment of student competency is evaluated by a variety of methods throughout this course. The proctored NG 312 ATI Custom Exam is used to measure student achievement of course student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level III Clinical Evaluation tool is used to evaluate student achievement of related competencies associated with each course student learning outcome. The ATI Comprehensive Predictor exam given at the end of NG 412 is used to measure graduate achievement of the six program student learning outcomes pertaining to: (1) patient-centered care; (2) clinical judgement; (3) quality improvement; (4) collaboration and teamwork; (5) information management; and (6) leadership, management, legal, and ethical. The Level IV Clinical Evaluation Tool is used to evaluate graduate achievement of related competencies for each program student learning outcome.

GRADING POLICIES

I. Grading Scale 100 - 93.00 A 92.99 - 86.00 B 85.99 - 79.00 C

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78.99 - 0 F II. Progression The lowest passing grade in the Associate Degree Nursing Program is C (79.00). In order to progress, the student must: earn a minimum grade of C (79.00), and pass the majority of the unit exams each semester. A numerical grade of 78.99 is failing. Grades are determined in the following manner. The score for each graded assignment and

exam is averaged and weighted; all numbers are carried two decimal places; none of these

numbers are rounded.

III. Grade Distribution Cognitive (knowledge).......................................................................100% Unit Exams 55% Daily Grades 5% ATI Proctored Assessments 10%

Fundamentals

Mental Health

Pharmacology

Paper 10% Final Exam 20% Psychomotor/Affective (Performance).................................................Pass/Fail Clinical Performance Evaluation Pass/Fail Performance Evaluation Pass/Fail

IV insertion/IV push medication NG tube insertion/NG tube feeding

Student Clinical Portfolio Pass/Fail Unit and Final Exams Students must pass the majority of all unit exams. When a student fails to meet this expectation, the student will be dismissed immediately from the program. The student will receive a course grade of “F” regardless of their course average at the time of dismissal. Students who pass the majority of their unit exams must earn a 79.00 final average in NG 312. A grade of 79.00 MUST be obtained in the cognitive area of evaluation and a “passing” grade must be obtained in the psychomotor/affective areas of evaluation. Students who fail to earn a minimum grade of 79.00 in the cognitive domain and a “passing” grade in the psychomotor/affective domains will earn a course grade of “F”. The mid-term grade will be an average of all unit exam grades earned before the date published in the College Catalog for submission of mid-term grades unless the student has not

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passed the majority of all unit exams in the course. In this case, the student will receive a mid-term and final course grade of “F” when grades are due. Unit and final exam questions include, but are not limited to, fill in the blank, multiple choice, matching, essay, and true/false. The student’s individual academic folder for this level will be maintained in the office of the student’s clinical instructor. EARLY ASSESSMENT OF LEARNING MEASURE

Students will be assessed by the fourth week of class to evaluate possible need for intervention

for successful progression in coursework. Assessment will be based upon current course grades

and attendance record. Grades will be discussed with at risk students and a written plan with

individualized interventions will be developed with the student and placed in student’s file.

INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME

Interventions for any student determined to be at risk for failure may include, but are not

limited to:

Tutoring Participation in small study groups Using the skills lab to practice procedures Discussing study skills and grading policy Participation in class discussions Viewing Concept Media Videos Completion of ATI Remediation Package

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ATI Assessment and Remediation Policy

Fundamentals ATI Grading Rubric

Practice Fundamentals Assessment

2 pts. 2 pts.

Complete Practice Assessment A

Remediation: • Minimum one hour Focused Review

• For each topic missed, complete an active

learning template and/or identify three


Complete Practice Assessment B





Standardized Fundamentals Proctored Assessment

Level 3

4 pts.

Level 2

3 pts.

Level 1

1 pt.

Below Level 1

0 pts.

Remediation:

• Minimum one hour Focused

Review


complete an active

learning template and/or


points to remember.

Remediation:

• Minimum two hour Focused

Review


complete an active



points to remember.

Remediation:

• Minimum three hour Focused

Review


complete an active



points to remember

Remediation:

• Minimum four hour Focused

Review


complete an active learning

template and/or identify

three critical points to

remember


Proctored Fundamentals Assessment Retake*

No Retake No Retake Retake required Retake required

Total Points = 10/10 Total Points = 9/10 Total Points = 7/10 Total Points = 6/10

A retake of the Proctored Fundamentals Assessment is required if the student does not meet the expected level of achievement of Proficiency Level of 2 or greater. If a student meets the expected level of achievement of Proficiency Level of 2 or greater on the retake, that student can earn an additional point. This assessment will be calculated as 10% (total of 30 points for Fundamentals, Mental Health, Pharmacology assessments) of the total course grade.

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Mental Health ATI Grading Rubric

Practice Mental Health Assessment

2 pts. 2 pts.











Standardized Mental Health Proctored Assessment

Level 3

4 pts.

Level 2

3 pts.

Level 1

1 pt.

Below Level 1

0 pts.

Remediation:

• Minimum one hour Focused

Review


complete an active



points to remember.

Remediation:

• Minimum two hour Focused

Review


complete an active



points to remember.

Remediation:

• Minimum three hour Focused

Review


complete an active



points to remember

Remediation:


Review





remember


Proctored Mental Health Assessment Retake*



A retake of the Proctored Mental Health Assessment is required if the student does not meet the expected level of achievement of Proficiency Level of 2 or greater. If a student meets the expected level of achievement of Proficiency Level of 2 or greater on the retake, that student can earn an additional point. This assessment will be calculated as 10% (total of 30 points for Fundamentals, Mental Health, Pharmacology assessments) of the total course grade.

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Pharmacology ATI Grading Rubric

Practice Pharmacology Assessment

2 pts. 2 pts.











Standardized Pharmacology Proctored Assessment

Level 3

4 pts.

Level 2

3 pts.

Level 1

1 pt.

Below Level 1

0 pts.

Remediation: • Minimum one hour Focused

Review


complete an active



points to remember.

Remediation: • Minimum two hour Focused

Review


complete an active



points to remember.

Remediation: • Minimum three hour Focused

Review


complete an active



points to remember

Remediation:


Review





remember


Proctored Pharmacology Assessment Retake*



A retake of the Proctored Pharmacology Assessment is required if the student does not meet the expected level of achievement of Proficiency Level of 2 or greater. If a student meets the expected level of achievement of Proficiency Level of 2 or greater on the retake, that student can earn an additional point. This assessment will be calculated as 10% (total of 30 points for Fundamentals, Mental Health, Pharmacology assessments) of the total course grade.

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VI. Performance Evaluation 1. Skills scheduled for performance evaluation:

IV insertion/IV push medication Tube insertion/Tube feeding

2. The student must make an appointment with the individual’s assigned clinical instructor

for a time to demonstrate a skill for evaluation. If the student fails to keep the appointment without notifying the faculty before the scheduled performance evaluation or the performance evaluation is not completed within the scheduled time frame for skill demonstration, a grade of “fail” will be recorded for the performance evaluation.


clinical area. The student will have a maximum of three attempts to demonstrate competency in each skill. In the event a student fails to demonstrate competency, it is the student’s responsibility to remediate and demonstrate the skill at a designated time scheduled by faculty. The student will not be allowed to perform the skill clinical until the skill has been repeated with a grade of “pass”. The student must demonstrate competency in each required skill or a “fail” will be recorded, and the student will be dismissed from the course.

4. The Level III equipment kit contains supplies and/or equipment necessary to perform

Level III skills for evaluation. The student is responsible for bringing required supplies and/or equipment to each performance evaluation.



V. Testing Policy To increase the student’s likelihood of success on the first take of NCLEX-RN Exam, testing in the ADN program will mirror the NCLEX-RN format in the following ways:

Major exams may be administered on the computer via BlackBoard Questions on BlackBoard will be delivered one at a time. Each question on BlackBoard must be answered as it becomes available and cannot

be revisited. Unit and final exams (computer or paper/pencil) will be timed, and the time allotted

for each question is 1.5 minutes per question. When allotted time expires, the students cannot answer any additional exam items. The exam grade will be the number of items answered correctly divided by the total

number of items on the test. Excluding the computer delivering the test and basic calculator provided by faculty,

students may not have access to or use any and all electronic devices during testing.

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This includes, but is not limited to: IPads, cell phones, and Apple watches or similar products.

VI. Late Policy Testing Responsible behavior requires the student to notify the instructor in advance of any exam (daily, unit, or final exam) which will not be taken as scheduled. When any exam is missed, it is the student’s responsibility on the day the student returns to class to be prepared to take the missed exam. The make-up exam time will be scheduled by the faculty. Points will be deducted from the earned score of all late daily, unit, and final exams taken within 5 working days of returning to class. Five (5) points will be deducted when a student misses the daily, unit, and final exam. The exam grade posted on Blackboard indicates the number of items answered correctly divided by the total number of items on the exam. The grade posted on BlackBoard does not reflect the number of points deducted for taking the late exam. The student is responsible for contacting the faculty to receive the final exam grade that includes the points deducted for late testing. A zero (0) will be recorded when the student fails to make-up a missed exam or submit assigned course work within 5 working days of returning to class. Final exams are given late only in special circumstances such as hospitalization. When a final exam is not taken as scheduled, the student must notify the instructor before the exam is given and arrange with the instructor to take the exam before grades are due at the end of the semester. If the student fails to contact the instructor to reschedule a time to take the final exam or fails to take the rescheduled final exam before grades are due at the end of the semester, a grade of zero (0) will be recorded. In the event circumstances prevent a student from taking the final exam before grades are due at the end of the semester, a grade of Incomplete (I) will be awarded according to college policy. Assigned Course Work Five (5) points will be deducted from any assigned course work submitted after the scheduled time. A zero (0) will be recorded when the student fails to submit an assigned course work within 5 working days of returning to class. ATI Assignments and Exams

Students are strongly encouraged to use Firefox when working on the ATI website to avoid

issues with the ATI website.

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Although work submitted electronically through ATI is logged in on Eastern Standard Time, the

deadline for submission will be based on Central Standard Time. Students must complete

practice exams, remediation, and proctored exams in the prescribed sequence. Failure to do so,

will result in lost points.

Clinical Assignments

There is no provision for making-up missed clinical assignments. VII. Review of Graded Material Students should make an appointment with faculty to review any graded material including, but not limited to, quizzes, exams, papers, and homework. Once all students are notified the graded material is available for review, students have 5 working days to review graded work. After 5 working days, graded material may not be reviewed. Electronic tests will be maintained on BlackBoard for one additional semester before being deleted. There is no provision for group review following a final exam. Grades for unit and final exams will be released to the student following faculty evaluation of exam statistical analysis. The student may not request to repeat any graded materials for a better grade. VIII. Attendance Policy Students are expected to come to class on time with assignments completed.

Theoretical instruction: Absences in excess of two (2) constitute excessive absence and may result in the student being dismissed from the program.

Campus lab and clinical instruction: Absences in excess of one (1) campus lab or one (1) clinical rotation constitutes excessive absences and may result in the student being dismissed from the program.

Three tardies shall constitute one absence. Please refer to the current Associate Degree Nursing Student Handbook for the complete attendance policy and definitions of “absence” and “tardy”. IX. Other Policies 1. Disclaimer In accordance with college policy as stated in the College Catalog, this publication is not to be construed as a contract between the student and the Associate Degree Nursing Program. All programs within the Division of Allied Health reserve the right to make changes at any time in

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individual courses, the curriculum leading to a degree or certificate, as well as policies contained in the ADN Information Packet, PCCUA College Catalog, student handbooks, and Web. Students must be familiar with, observant of, and subject to all rules and regulations of PCCUA.

2. Cell Phones Students may only use cell phones in class to record lecture. The cell phone must be placed on the faculty podium. Students will not send or receive text messages or use cell phones to take pictures or record videos during class. Students will not have a cell phone on their person or in the room during an exam. During clinical, all cell phones and accessory devices must be turned off unless the student needs to contact the faculty. Students will not send or receive text messages or use cell phones to take pictures or record videos during clinical.

3. Changes in Student Demographics

Student academic files must contain current data. If information such as name, address, or phone number changes, it is the student’s responsibility to submit immediately the new information, in writing, to the Administrative Assistant in the Division of Allied Health. 4. College Drug and Alcohol Policy All students are expected to abide by the college drug and alcohol policy as well as the Division of Allied Health’s Substance Abuse Testing Policy. Refer to the College and ADN Student Handbooks to review these policies. 5. Computer Lab The computer labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant. 6. Skills Lab The skills labs on the Helena-West Helena and Stuttgart campuses will be open from 8 a.m. until 4:15 p.m. for use by nursing students. In the event a lab is not open, Stuttgart students should contact the respective faculty member or the campus Vice Chancellor for access. HWH students should contact the nursing administrative assistant. 7. Related Campus Services Refer to the ADN Student Handbook or College Catalog for a list of student services. 8. ACTS The Arkansas Course Transfer System (ACTS) contains information about the transferability of

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courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer of applicable credits and the equitable treatment in the application of credits for admission and degree requirements. Course transferability is not guaranteed for courses listed in ACTS as “No Comparable Course.” Additionally, courses with an earned grade of “D” or less frequently do not transfer and institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE Website and selecting Course Transfer. 9. FERPA Policy Phillips Community College of the University of Arkansas complies with the Family Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and review all of his/her records that meet the definition of educational records. No third party has the right to review student records. Directory information can be provided, unless the student requests that it be withheld (PCCUA Student Handbook). 10. Health Insurance Phillips Community College of the University of Arkansas does not provide insurance for its students. The College strongly encourages each student to provide his/her own health insurance, and for that reason, the College has contacted an insurance agency. Forms for this insurance agency are available in the Registrar’s Office. 11. Discipline and Academic Dishonesty Policy See the Associate Degree Nursing Program Student Handbook for complete PCCUA Campus discipline and Academic Dishonesty Policy. 12. Academic Dishonesty in Allied Health Programs Cheating is the intentional use of or attempt to use unauthorized information or study materials. This includes, but is not limited to,

Copying from another student’s paper Using any unauthorized assistance in taking a quiz, exam or final exam, possession

during a test of any unauthorized materials which include, but are not limited to, crib notes or technology that would aid in cheating

Dependence on sources beyond those authorized by the faculty for writing papers, preparing presentation, reports, solving problems, or fulfilling assignments



Students in the Division of Allied Health are expected to do their own work. Therefore, any cheating inside or outside of the classroom is not tolerated. Students who cheat will receive a

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grade of zero on the assignment or exam and may also receive an “F” in the course and/or be dismissed from the program in which the student is enrolled. 13. Plagiarism Policy Webster (1990, p. 691) defines plagiarism as “stealing the language, ideas, or thoughts from another, representing them as one’s own original work.” STUDENTS MUST USE MICROSOFT WORD FOR ALL THEORY AND CLINICAL ASSIGNED PAPERS DONE OUTSIDE OF CLASS. PAPERS MUST BE SUBMITTED ELECTRONICALLY AND AS A HARD COPY. Plagiarism OCCURS when the student:

Reproduces another person’s work as if it was the student’s own.

Paraphrases another person’s work without citing the original source. Uses and paraphrases another person’s ideas without citing the original source. Uses another person’s organization without citing the source.

TO AVOID plagiarism the student will:

Cite the source with page number and place quotation marks around the statement with less than 40 words cited verbatim from the source. Please refer to the most current APA Manual for documentation of quotes greater than 40 words.

Cite the source when paraphrasing someone else’s writing. This means to restate the facts in your own words.

EXAMPLE:

SOURCE: Annually, half of the population 85 to 95, will succumb to myocardial infarction PARAPHRASED: Five out of ten people will die of heart attacks this year (the source, year). *Rearranging an author’s words is NOT paraphrasing! *Cite the source when using another person’s outline or organizational process. The student may cite commonly known information without plagiarizing. If the student has a question about what is considered commonly known information, the student should ask the instructor or document the source. The faculty believes healthcare information requires documentation, as this is not commonly known information. Please refer to the current Publication Manual of the American Psychological Association (APA) Manual for appropriate documentation of sources and use of punctuation. Any act of plagiarism in any level will result in a grade of 0 on the assignment.

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14. ADA Policy See ADN Student Handbook and/or program web page for student information related to accommodations for disabilities. 15. Student Learning Outcomes Refer to the NG 312 Course Outline for class student learning outcomes.

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NG 312

Course Student Learning Outcomes and Related Competencies

1. Apply nursing concepts to provide safe, quality, evidence-based, patient-centered nursing

care in a variety of healthcare settings to diverse patients with chronic and acute, unstable

conditions.

a. Conduct a focused, prioritized physical, behavioral, psychological, and spiritual

assessment of health and illness parameters in patients, using developmentally

and culturally appropriate approaches for patients with chronic and acute,

unstable conditions.

b. Differentiate important data related to patient needs based on assessment

findings.

c. Develop an individualized plan of care applying evidence-based practice

guidelines for patients with chronic and acute, unstable conditions.

d. Demonstrate patient-centered care that reflects an understanding of human

growth and development, pathophysiology, pharmacology, nutrition, medical and

nursing management for patients with chronic and acute, unstable conditions.

e. Differentiate among factors that are most important for creating a culture of

safety for patients with chronic and acute, unstable conditions.

f. Implement priority patient teaching that reflects developmental stage, age,

culture, spirituality, patient preferences, and health literacy considerations.

g. Prioritize nursing interventions to implement to prevent illness, and restore,

promote, and maintain physical and mental health of patients across the lifespan

in a variety of healthcare settings.

h. Select priority patient outcomes to evaluate the effectiveness and impact of

nursing care for patients experiencing chronic and acute, unstable conditions.

i. Deliver care within expected timeframe for patients with chronic and acute,


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j. Demonstrate how to properly provide patient-centered transitions of care and

hand-off communications, including discharge planning, to ensure the receiving

caregiver has the knowledge needed to provide safe care.

k. Apply cultural awareness/sensitivity concepts when providing care to diverse

patients with chronic and acute, unstable conditions.

l. Analyze the plan of care based on an ongoing evaluation of patient outcomes,

including recognition of alterations to previous patient conditions.

m. Demonstrate safe performance of psychomotor skills for efficient, safe, and

compassionate patient care including accurate calculation of dosages.


2. Apply clinical judgment to make patient-centered care decisions for patients.

a. Apply clinical judgment to make management decisions to ensure accurate and

safe nursing care, including addressing anticipated changes in the patient's

condition.

b. Apply clinical judgment when implementing all steps of the nursing process while

integrating best available evidence.

c. Relate the patient's condition to possible risks, then predict and manage

potential complications.

d. Prioritize nursing interventions in the care of patients with chronic and acute,


e. Apply knowledge of the impact of economic, political, social, and demographic

forces on the delivery of healthcare to patients with chronic and acute, unstable

conditions.

f. Apply information about the clinical microsystem and its impact on the nurse’s

ability to provide safe, quality care for patients with chronic and acute, unstable

conditions.

3. Select quality improvement processes to improve patient care.

a. Analyze quality improvement processes and nursing sensitive indicators present

on the care unit that may affect the care of patients with chronic and acute,


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b. Apply information about quality improvement projects on the nursing unit when

providing care for patients with chronic and acute, unstable conditions.

c. Identify gaps between local and best practice and suggest ways to close the

gaps to provide improved patient care.

d. Begin to analyze errors and identify system improvements for the goal of

improving patient outcomes.

e. Implement National Patient Safety Goals in the care of patients with chronic and

acute, unstable conditions.

4. Engage in collaboration and teamwork with members of the interprofessional team, the

patient, and the patient’s support persons when caring for patients with chronic and acute,


a. Analyze own communication with members of the healthcare team, including the

patient and the patient’s support network when making decisions and planning

care.

b. Communicate data collected during the patient assessment to the appropriate

interprofessional healthcare provider.

c. Apply patient safety and quality improvement concepts within the context of the

interprofessional team in the care of patients with chronic and acute, unstable

conditions.

d. Apply conflict resolution principles when working with the interprofessional team.

5. Analyze the role of information management principles, techniques, and systems, and

patient care technology to communicate, manage knowledge, mitigate error, and support

decision-making when caring for patients with chronic and acute, unstable conditions.

a. Analyze how the use of patient care technologies, information

systems/technologies, and communication devices are used to support safe

nursing practice when caring for patients with chronic and acute, unstable

conditions.

b. Analyze the role of information technology and information systems in improving

patient care outcomes and creating a safe care environment.

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c. Use patient care technologies as appropriate to address the needs of diverse

patients with chronic and acute, unstable conditions.

6. Apply leadership, management, legal, and ethical guidelines in practice as a professional

nurse.

a. Apply legal and ethical frameworks of nursing practice to the care of patients

with chronic and acute, unstable conditions.

b. Apply the ANA Standards of Practice to the care of patients with chronic and


c. Be accountable and responsible for nursing care given by self and/or delegated

to others as applied to the care of patients with chronic and acute, unstable

conditions.

d. Analyze the management skills and delegation principles used on the unit caring

for patients with chronic and acute, unstable conditions.

e. Analyze own role as a patient advocate when caring for patients with chronic and


f. Identify possible natural and manmade disasters that may occur in the area.

g. Begin to develop a plan for ongoing professional development and lifelong

learning.

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NG 312

CLINICAL GUIDELINES Clinical Labs 17. Classroom and clinical attire must adhere to the dress code as found in the current ADN

Student Handbook. 2. The student will attend and actively participate in a pre-conference before each clinical




4. The student is expected to use the campus lab to sufficiently practice Levels I, II, and

III clinical skills before performing a skill for evaluation, in preparation for clinical assignments, or any time additional skills practice is needed.



any significant change in patient status or error in care. 7. When procedures are to be performed, the student is expected to verify orders, gather required equipment, review the procedure, and notify the instructor of intent. DO NOT

ATTEMPT ANY PROCEDURE WITHOUT FIRST NOTIFYING THE CLINICAL

INSTRUCTOR AND OBTAINING PERMISSION TO PROCEED!

12. The student will adhere always to professional standards as well as institutional policies and protocols.

9. The student will abide by HIPPA guidelines at all times. The student will NOT leave the

clinical area with any identifying patient information (Rm#; initials, ect.). Patient

information includes, but is not limited to, nursing notes, scratch paper, and medication

records.

10. In the event a clinical absence is necessary, the student assumes responsibility and accountability for notifying the clinical instructor before the scheduled clinical. Failure to

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adhere to this protocol will result in disciplinary action. A second offense may result in immediate dismissal from the program. Instructors’ contact information is given to students before clinical rotations begin.

Campus Labs Students are expected to follow dress code policy for clinical site rotations and campus lab experiences. Violation of Safe Practice Violation of safe, evidence-based, patient-centered nursing practice is defined as an act of omission or commission that could result in injury, death, prolonged hospitalization or delayed recovery of the patient. This includes, but is not limited to: 1. Failure to protect the patient’s microbiological, chemical, physical, psychological, and/or

thermal safety 2. Inadequate use of the nursing process 3. Violation of previously learned principles 4. Unprofessional nursing behavior 5. Inappropriate independence or dependence in the clinical setting (Current ADN Student

Handbook) Procedure for Violation of Safe Practice 1. When a student demonstrates a behavior that is deemed a “Violation of Safe Practice”, the

student will be dismissed from the clinical setting. 2. The student and faculty will meet the next working day to discuss and document the

violation of safe practice. 3. The incident will be presented to the Promotion and Graduation Committee for review

before the next scheduled clinical. 4. If the “Violation of Safe Practice” is upheld by the Promotion and Graduation Committee,

the student will “Fail” the psychomotor/affective component of the course and receive a final course grade of “F”.



7. The student has the right to appeal the decision through the College grievance process. Students are allowed a maximum of one violation of safe practice throughout the entire curriculum.

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1. Hygiene 2. Self-care ⃰3. Basic head- to-toe assessment 4. Post-mortem care 5. External warming measures 6. Cooling measures 7. Active core rewarming 8. Vital signs 9. Dietary teaching 10. HRT/alternative therapies 11. Hand hygiene 12. Universal precautions 13. Isolation 14. Patient transfers 15. Ambulation 16. Positioning 17. Active/passive ROM 18. Sequential compression devices 19. Pressure ulcer assessment 20. Wound care 21. Restraints

38. Medication Administration a. Oral b. Parenteral Injection and *Intravenous c. Rectal

39. I & O 40. Daily weights 41. Blood gas analysis 26. Focused, prioritized assessment 27. Blood glucose monitoring 28. Urinary Catheterization 29. Catheter care 30. Catheter irrigation 31. Urine specimens 32. Straining urine 33. Enemas 34. Oxygen administration 35. Chest physiotherapy 36. Irrigation of eyes and ears 37. Sterile Technique 38. Dietary teaching

140

39. Tube insertion * 40. Tube feeding * 41. IV start 42. ICP monitoring 43. Neuro checks 44. Ostomy care 45. Blood administration (simulated) 46. Application of EKG leads 47. Application of FHM 48. Using immobilization and assistive devices

* Denotes critical skills that are the components of “skill performance evaluation”. ** CPR certification is the student’s responsibility. Before a student may enter the Level I Fall semester, a Health Care Provider CPR card valid through May 31st of the upcoming spring semester is required.

141


Be excited and have a commitment to lifelong learning Exhibit a spirit of inquiry. Be committed to innovation, continuous quality/performance improvement and

excellence Be committed to a career in nursing (first 4 bullets adapted from NLN Scope and

Practice for Academic Nurse Educators 2005) Be self-motivated and self-directed. Assume responsibility for learning. At least two (2) hours outside preparation is

recommended for each one (1) credit hour. Evidence of preparation is required

Be a responsible group member by participating in peer evaluation, sharing information, participating in learning activities, decision-making with others, and learning to give information in a clear concise form.


Faculty will:

Create an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.

Be responsible for assisting students to develop the nursing role and integrate the values and behaviors of the profession

Use a variety of assessment and evaluation strategies to determine student learning in classroom, laboratory, and clinical settings

Be responsible for formulating program and student learning outcomes and related competencies, and designing a curriculum that reflects contemporary healthcare trends as well as prepare graduates to function effectively in the healthcare environment

Function as change agents and leaders to create a preferred future for nursing education and practice

Maintain academic and experiential expertise Engage in scholarship as an integral part of teaching Use political, institutional, social, and economic forces to attain learning resources

and activities (adapted from NLN Scope and Practice for Academic Nurse Educators 2005).

142

INSTRUCTOR INFORMATION:

Instructor: Dr. Tarsha Smith, D. C.

Office Location: Nursing Bldg., Room 145

Office Phone #: (870) 338-6474 ext. 1137

Cell Phone #: (870) 816-6776

Campus E-mail: [email protected]

Other E-mail: [email protected]

Office Hours: As posted on classroom and office

door

COURSE DESCRIPTION (ACTS Equivalent Course Number = BIOL 2404)

BY 154 (Anatomy & Physiology I) is a lecture-laboratory course designed to familiarize the

student with the structures and functions of the systems of the human body. This course

explores the mechanisms of the body’s components under ideal conditions, and their

dysfunction under adverse conditions. Included in this exploration are the trends in

medical research and clinical applications of this research. At the end of this course,

students will have adequate knowledge of the discipline to enter and succeed in their

chosen health care professions. For transferability, Human Anatomy and Physiology I and

II, or equivalent must be taken at the same institution.

EXPECTED LEARNING OUTCOMES

Upon completion of Anatomy and Physiology I, students will explain, describe, discuss,

recognize, and/or apply knowledge and understanding of the following:

* General Body Organization and Function * Basic Biochemistry

* Cellular Structure and Function * Metabolism

* Histology * Integumentary System

* Skeletal System * Joints

* Muscular System * Nervous System

* Special Senses * Digestive System

* Reproductive System * Blood (Circulatory System)

* Cardiovascular System * Endocrine System

* Lymphatic System * Respiratory System

* Urinary/Excretory System * Microscope Usage/Lab techniques

*The student will participate in dissections.

Course Name: Anatomy and

Physiology I

Course Number: BY 154

Semester and Year: Fall, 2017

Meeting Time & Place: MW

8:00 – 9:20 am Nursing Bldg. 145

Required Laboratories: Wednesdays

2:00 – 4:50 pm Nursing Bldg. 145

Credit Hours: 4 (with lab)

Prerequisites: College-level placement in

English & reading or BY103

completion.

Prerequisites: College-level placement in

English & reading or BY103

completion.


143


The five PCCUA core competencies (STACC) are incorporated within the context of the subject

being taught. The competencies address skills the College has committed to developing in all

students. The competencies are:

(1) Social and Civic Responsibility (4) Communication

(2) Technology Utilization (5) Cultural Awareness

(3) Analytical and Critical Thinking

TEXT AND READING MATERIALS: Kenneth G. Saladin. Anatomy & Physiology: The

Unity of Form and Function, 8th edition, McGraw-Hill 2018. Digital text copies (for tablets and

PCs) are also permitted for this lab book.

LABORATORY MANUAL: David A. Morton & John L. Crawley. VanDeGraaf’s

Photographic Atlas for the Anatomy & Physiology Lab, 8th edition, Morton Publishing

Company 2016. Digital text copies (for tablets and PCs) are also permitted for this lab book. REQUIRED MATERIALS

In addition to the textbooks named above, students are required to purchase colored pencils,

and a three-ring binder for class and lab. Students may find the purchase and use of the

following items to be beneficial: highlighters, index cards, and a medical dictionary. Also,

students are required to access their text messages, GroupMe, or e-mail accounts periodically

for additional class information. Therefore, text messaging and/or computer access would be

ideal. Tablets and laptops are encouraged in class for educational purposes.

SUPPORT FOR LEARNING: In this course students have several options to assist with

learning course material, such as typed outlines and suggested websites to supplement the area

being taught. Students will also use LearnSmart, a link provided with their textbook, in

addition to SmartCourse, an online review provided with digital versions of the textbook.

COURSE EVALUATION & ASSESSMENT: There will be a number of grading opportunities

in this class, including: Chapter Quizzes, Combined Chapter Tests, Class and/or Individual

Projects, and a Final Exam. There will also be lab assignments and lab exams that will

constitute your grade for the course. The Grading Scale is as follows: GRADING SCALE 93 – 100% A

84 – 92% B

75 – 83% C

65 – 74% D

Below 65% F

EARLY ASSESSMENT OF LEARNING MEASURES: Students will be given a quiz on the

syllabus upon the second meeting of the course. Also, students will be assessed for learning

144

outcomes by week two of classes. This assessment will come in the form of a pre-quiz over the

chapter material, and a chapter test after the material has been presented in lecture.

INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME: If early assessment of

student learning indicates the student is having problems with the material, students will have

to meet with the instructor to develop an action plan. This action plan will include options for

instructor-led study sessions, peer tutoring sessions, and/or scheduling time to spend

completing assignments in the STEM Center.

ATTENDANCE POLICY

Students are expected to attend all scheduled classes and labs punctually. Students will be

referred upon their first absence. This is a four (4) hour class therefore missing more than 4

hours of class time is excessive. This applies to classes and labs. Please be informed that labs

are scheduled for 3 hours. Being tardy, absent or leaving early from lab counts toward these 4

hours.

Students missing more than 6 hours of class will become “excessively absent” and may be

dropped from the class and awarded a grade of “EW”. Students WILL be referred upon the

first absence. YOUR attendance is YOUR responsibility.

MISSED OR LATE ASSIGNMENTS AND EXAMS

It is the sole responsibility of the student to make arrangements with the instructor for

completing missed work. There will be NO MAKEUP EXAMS unless arrangements are

previously made with the instructor. You MUST make arrangements with the instructor prior

to the exam to be granted consideration for a makeup. Makeup exams must be scheduled as

soon as possible to avoid penalization.

If you miss a scheduled exam, it will be recorded as a zero. Also, the Makeup Exam option

should be used only ONCE a semester. If it is used more than once, you will START with a 20%

penalty on your makeup exam. There will be NO MAKEUP QUIZZES as they are used for

evaluation and attendance. TENTATIVE LECTURE SCHEDULE

UNIT I – Body Orientation and Chemical Composition (Atlas A, Chapters 1 and 2)

This unit examines the different planes and orientations from which the body is observed.

Also, students will explore the chemical composition of the cells and tissues of the body.

UNIT II – Cytology and Histology (Chapters 3, 4, and 5)

This unit compares and contrasts the cells and tissues of the human body. These structures

will be observed both the microscopic and macroscopic level. Students

TENTATIVE LECTURE SCHEDULE (continued)

will be able to recognize identifying structures associated cell and tissue types.

UNIT III – Integumentary & Skeletal Systems and Bone Tissue (Chapters 6, 7 & 8)

145

This unit examines the external surface of the body and the formation of bone tissue. Also

included in this unit is the identification of the bones of the human skeleton and various

bone markings. Students will also examine skin and bone disorders.

UNIT IV – Joints and the Muscular System (Chapters 9, 10, and 11)

This unit explores the joints of the body, the formation of muscle, and the gross

anatomy and physiology of joints and muscle of the human body. Students will also

compare and contrast joint and muscle disorders.

UNIT V - Nervous System (Chapters 12, 13, 14, and 15)

The Nervous System covers the Central and Peripheral Nervous System of the human body.

LABORATORY PROCEDURES

MATERIALS REQUIRED

Laptop/tablet, Three-ring binder, colored pencils, #2 pencils

LABORATORY GRADE

Each lab period is designed to either reinforce the lecture material or introduce a different

system to the class. Therefore, students will be active participants in all laboratory activities

in order to receive a laboratory grade. Students will NOT be permitted to participate in

the laboratory for that class session if they have missed the lab presentation.

Laboratory work will consist of microscopic and gross identification of various cells, tissues,

and structures of the human body. Laboratory is a significant percentage of the student’s

total grade. Students must be present for the Lab Exams. THERE WILL BE NO MAKE-UP

EXAMS GIVEN ON THE LAB EXAM. Any absence on the lab exam will result in a grade

of zero being given.

TENTATIVE LAB SCHEDULE (subject to change)

Introduction to Lab: Lab Procedures and The Microscope

Objectives – Students will learn/review proper laboratory procedures and safety guidelines.

Students will also learn to identify parts of the microscope and their function through a hands-

on activity and will learn to properly use, care for & store the microscopes.

TENTATIVE LAB SCHEDULE (subject to change) – continued

Unit I Laboratories: Body Orientation and Chemical Composition

Objectives – This unit examines the different planes and orientations from which the body is

observed. Also, students will explore the chemical composition of the cells and tissues of the

body.

Unit II Laboratories: Cellular Composition, Structure and Function

146

Objectives – Students will perform experiments to examine the way the cell membrane

functions. Students will also observe, compare, and contrast the organelles of plant and

animal cells through microscope slides and prepared specimens. Students will be able to

differentiate these cells and to identify structures associated with these cell types. Students will

also compare and contrast mitosis versus meiosis and DNA versus RNA through models and

experiments.

Unit III Laboratories: Cytology and Histology

Objectives – Students will observe, compare, and contrast various types of cells and tissues

through microscopic slides and slides of gross dissection of the human body.

Students will exhibit a mastery of classification and identification of these structures via

drawings and lab practicals.

Unit IV Laboratories: Musculoskeletal System

Objectives: Students will perform dissections on and observe the gross anatomy of the joints,

bones, and muscles of the body through comparative anatomy (feline vs. human).

UNIT V Laboratories: Nervous System

Objectives - Students will perform dissections on and observe the physiology of the

musculoskeletal system and the nervous system through the following procedures:

examination of models and slides, dissection of cats and sheep brains.

ACADEMIC HONESTY POLICY

Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be

defined as unintentionally or deliberately using another person’s writing or ideas as though

they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s

work and taking credit for it, paraphrasing information from a source without proper

documentation, mixing one’s own words with those of another author without attribution,

and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification

of the infraction to the Division Chair of Arts & Sciences in Phillips County (Mrs. Robin Bryant)

and the Vice Chancellor of Instruction (Dr. Deborah King). A second instance of academic

dishonesty will result in a failing grade for the course and may also result in disciplinary

sanctions including removal from the course and/or probation or suspension from the college.

CAMPUS SUPPORT SERVICES

Phillips Community College of the University of Arkansas provides student support services

that assist students in achieving their educational objective. Those services include advising,

financial aid, counseling and guidance, and safety and security.

147

ADA POLICY

Scott Post is the Vice Chancellor for Student Services and serves as the ADA Compliance

Officer. If you have a disability, please contact the Student Disabilities Coordinator for your

campus. For the Helena West Helena campus, the Disabilities Coordinator is Mr. George White

[(870) 338-6474, ext. 1135]. The process of student referral under the Americans with Disabilities

Act can be found in the Student Handbook.

FERPA POLICY

Phillips Community College of the University of Arkansas complies with the Family

Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and

review all of his/her records that meet the definition of educational records. No third party has

the right to review student records without the student’s permission, with very limited

exceptions. For more information contact the Registrar’s Office.

INSURANCE


students. The college does encourage each student to secure his/her own insurance, and for that

reason, the college has contacted an insurance agency to assist any student with individual

student insurance coverage. Forms for this insurance are available in the Registrar’s office.

ACTS

The Arkansas Course Transfer System (ACTS) contains information about the transferability of

courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer

of applicable credits and the equitable treatment in the application of credits for admission and

degree requirements. Course transferability is not guaranteed for courses listed in ACTS as

“No Comparable Course”. Additionally, courses with a “D” frequently do not transfer and

institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE

Website and selecting Course Transfer.

http://www.adhe.edu/divisions/academicaffairs/Pages/aa_acts.aspx

CLASSROOM BEHAVIOR

Electronic devices, such as cell phones, iPods, Bluetooth devices, etc., are not permitted and

must be turned off during class. These devices will NOT be permitted during tests at all.

Computers and tablets are encouraged for educational purposes

ONLY. Violation of these policies may result in disciplinary action. Additionally, students are

not permitted to bring food or drink into classrooms or to bring children to class.

**Because this class and lab involve a significant amount of exposure to live specimens and

other potentially hazardous substances, ANY misconduct in class or lab may result in a grade

of zero for the session in which the misconduct occurred.

Any form of serious misconduct may result in the student’s dismissal from the class/lab

period or dismissal from the course.


148

Week of: Assignment

Aug. 21 Syllabus presentation, Syllabus Quiz, Study Skills Presentation

Aug. 28 Chapter 1 Quiz, Chapter 1 lecture; Test – Chapter 1;

Sept. 4 NO CLASS ON MONDAY; Atlas A Quiz, Atlas A lecture;

Sept. 11 Atlas A lecture continued, Micro Boot Camp; Test –Atlas A

Sept. 18 Chapter 3 Quiz, Chapter 3 lecture; Histology Lab presentation

Sept. 25 Chapter 5 Quiz, Chapter 5 lecture; Histology Lab continued

Oct. 2 Test – Chapters 3 & 5; Histology Lab Continued

Oct. 9 Histology Lab practical; Chapter 6 Quiz, Chapter 6 lecture

Oct. 16 Chapter 6 lecture continued, Chapter 7 Quiz, Osteology Lab

Oct. 23 Chapter 7 lecture continued; Osteology Lab continued

Oct. 30 Test – Chapters 6 & 7; Osteology Lab (Bones) Practical

Nov. 6 Chapter 9 Quiz, Chapter 9 lecture, Muscles Lab presentation

Nov. 13 Chapter 9 lecture continued, Chapter 10 Quiz, Chapter 10 lecture

Nov. 20 Test – Chapters 9, 10, 11; NO CLASS OR LAB ON WEDNESDAY

Nov. 27 Muscle Lab continued; Muscles Lab Practical; Study Guide for Final

Exam issued

Dec. 4 Cranial Lecture; Test – Cranial Nerves; Review for Final

Friday, December 8 – Study Day (NO CLASSES)

Dec. 11 FINAL EXAMS (Final given on Monday, Dec. 11 at 8:00 a.m.)

November 2 (Thursday): Last day to drop & receive a “W”

November 30 (Thursday): Last day to receive an “EW”

149

Grade Recording Sheet “Our greatness weakness lies in giving up. The most certain way to succeed is

always to try just one more time.” -Thomas A. Edison

“Believe in yourself! Have faith in your abilities! Without a humble but reasonable

confidence in your own powers you cannot be successful or happy.”

-Norman Vincent Peale

“It always seems impossible until it is done.” -Nelson Mandela

QUIZZES TESTS (Lecture & Lab)

My Score Pts. Possible My Score Pts. Possible

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

Other Points or Projects:

_________________________ ______ ______

_________________________ ______ ______

_________________________ ______ ______

Grade Average = (your total points/total points possible) X 100%

http://www.brainyquote.com/quotes/quotes/m/mayaangelo578841.html


150

This signature states that I, ______________________________________, have read

(Student’s name)

and do understand the terms of this syllabus. Lack of knowledge of this syllabus and of

the referred policies does not negate the policies set forth in this syllabus.

_____________________________________ _______________________

Student Signature Date

____________________________________ ________________________

Student’s Printed Name Professor’s Signature

Student’s e-mail address: ________________________________________________

Student’s cell phone: ___________________________________________________

Disclaimer: This syllabus represents a proposed plan to execute the above policies and

objectives according to the included school and class calendar. The syllabus and the

policies, guidelines, and dates included are subject to change at the instructor’s

discretion.

151

INSTRUCTOR INFORMATION:

Instructor: Dr. Tarsha Smith, D. C.

Office Location: Nursing Bldg., Rm. 145

Office Phone #: (870) 338-6474 ext. 1137

Cell Phone #: (870) 816-6776

Campus E-mail: [email protected]

Other E-mail: [email protected]

Office Hours: As posted on classroom and office

door

COURSE DESCRIPTION (ACTS Equivalent Course Number = BIOL 2414)

BY 164 (Anatomy & Physiology II) is a lecture-laboratory course designed to continue the

student’s familiarization with the structures and functions of the systems of the human body.

This course explores the mechanisms of the body’s components under ideal conditions, and

their dysfunction under adverse conditions. Included in this exploration are the trends in

medical research and clinical applications of this research. At the end of this course, students

will have sufficient knowledge of the discipline to enter and succeed in their chosen healthcare

professions. For transferability, Human Anatomy and Physiology I and II, or equivalent

must be taken at the same institution.

EXPECTED LEARNING OUTCOMES

Upon completion of Anatomy and Physiology II, students will explain, describe, discuss,

recognize, and/or apply knowledge and understanding of the following:

* General Body Organization and Function * Basic Biochemistry

* Cellular Structure and Function * Metabolism

* Histology * Integumentary System

* Skeletal System * Joints

* Muscular System * Nervous System

* Special Senses * Digestive System

* Reproductive System * Blood (Circulatory System)

* Cardiovascular System * Endocrine System

* Lymphatic System * Respiratory System

* Urinary/Excretory System * Microscope Usage/Lab techniques

*The student will participate in dissections.

Course Name: Anatomy and

Physiology II

Course Number: BY 164

Semester and Year: Fall, 2017

Meeting Time & Place: MW

8:00 am – 9:20 am Nursing Bldg. 145

Required Laboratory: Wednesdays

2:00 pm – 4:50 pm Nursing Bldg. 145

Prerequisites: Successful completion

of Anatomy & Physiology I

Credit Hours: 4 (with

lab)


152


The five PCCUA core competencies (STACC) are incorporated within the context of the subject

being taught. The competencies address skills the College has committed to developing in all

students. The competencies are:

(1) Social and Civic Responsibility (4) Communication

(2) Technology Utilization (5) Cultural Awareness

(3) Analytical and Critical Thinking

TEXT AND READING MATERIALS: Kenneth G. Saladin. Anatomy & Physiology: The

Unity of Form and Function, 8th edition, McGraw-Hill 2018. Digital text copies (for tablets and

PCs) are also permitted for this lab book.

LABORATORY MANUAL: David A. Morton & John L. Crawley. VanDeGraaf’s

Photographic Atlas for the Anatomy & Physiology Lab, 8th edition, Morton Publishing

Company 2016. Digital text copies (for tablets and PCs) are also permitted for this lab book.

REQUIRED MATERIALS

In addition to the textbooks named above, students are required to purchase colored pencils,

and a three-ring binder for class and lab. Students may find the purchase and use of the

following items to be beneficial: highlighters, index cards, and a medical dictionary. Also,

students are required to access their text messages, GroupMe, or e-mail accounts periodically

for additional class information. Therefore, access to these services would be ideal. Tablets and

laptops are encouraged in class for educational purposes.

SUPPORT FOR LEARNING: In this course students have several options to assist with

learning course material, such as typed outlines and suggested websites to supplement the area

being taught. Students will also use LearnSmart, a link provided with their textbook, in

addition to SmartCourse, an online review provided with digital versions of the textbook.

COURSE EVALUATION & ASSESSMENT: There will be a number of grading opportunities

in this class, including: Chapter Quizzes, Combined Chapter Tests, Class and/or Individual

Projects, and a Final Exam. There will also be lab assignments and lab exams that will

constitute your grade for the course. The Grading Scale is as follows:

GRADING SCALE 93 – 100% A

84 – 92% B

75 – 83% C

65 – 74% D

BELOW 65% F

EARLY ASSESSMENT OF LEARNING MEASURES: Students will be given a quiz on the

syllabus upon the second meeting of the course. Also, students will be assessed for learning

153

outcomes by week two of classes. This assessment will come in the form of a pre-quiz over the

chapter material, and a chapter test after the material has been presented in lecture.

INTERVENTION BASED ON EARLY ASSESSMENT OUTCOME: If early assessment of

student learning indicates the student is having problems with the material, students will have

to meet with the instructor to develop an action plan. This action plan will include options for

instructor-led study sessions, peer tutoring sessions, and/or scheduling time to spend

completing assignments in the STEM Center.

ATTENDANCE POLICY

Students are expected to attend all scheduled classes and labs punctually. Students will be

referred upon their first absence. This is a four (4) hour class therefore missing more than 4

hours of class and/or lab time is excessive. This applies to classes and labs. Please be informed

that labs are scheduled for 3 hours. Being tardy, absent or leaving early from lab counts

toward these 4 hours.

Students missing more than 6 hours of class and/or lab will become “excessively absent” and

may be dropped from the class and awarded a grade of “EW”. Students WILL be referred upon

the first absence. YOUR attendance is YOUR responsibility.

MISSED OR LATE ASSIGNMENTS AND EXAMS (please note changes)

It is the sole responsibility of the student to make arrangements with the instructor for

completing missed work. There will be NO MAKEUP EXAMS unless arrangements are

previously made with the instructor. You MUST make arrangements with the instructor prior

to the exam to be granted consideration for a makeup. Makeup exams must be scheduled as

soon as possible to avoid penalization.

If you miss a scheduled exam, it will be recorded as a zero. Also, the Makeup Exam option

should be used only ONCE a semester. If it is used more than once, you will START with a 20%

penalty on your makeup exam. There will be NO MAKEUP QUIZZES as they are used for

evaluation and attendance.

TENTATIVE LECTURE SCHEDULE

UNIT I - Review of the Musculoskeletal System and the Nervous System (Chapters 10,

12, 13, 14, and 15)

We will begin APII with a review of the bones and muscles of the human body. This review

will be reinforced with comparative anatomy and dissection. The Nervous System covers

the Central and Peripheral Nervous System of the human body.

UNIT II – Cardiovascular and Respiratory Systems (Chapters 18, 19, 20 & 22)

This unit investigates the heart and lungs and their associated organs. Students will

also observe how these systems work together and are dependent upon each other.

UNIT III – Special Senses of the Body & the Endocrine System (Chapters 16 & 17)

154

This unit examines the different special senses of the body (sight, hearing, smell) and the

organ systems associated with these systems. Also, students will examine the

endocrine system and the effects of these gland and hormones on the rest of the human

body.

TENTATIVE LECTURE SCHEDULE (continued

UNIT IV – Urinary and Digestive Systems (Chapters 23, 24, and 25)

This unit explores the organs of the digestive tract and of the urinary systems.

Students will examine nutrition and metabolism, and will also see how these systems work

with other body systems.

UNIT V – Reproductive Systems and Homeostasis (Chapters 26, 27, 28, and 29)

This unit covers the Male and Female Reproductive Systems of the human body. Students

will also be able to compare and contrast these body systems and their physiology.

Students will also observe how all of these systems work in concert with one another to

achieve homeostasis. LABORATORY PROCEDURES

MATERIALS REQUIRED

Tablet/laptop, Three-ring binder, colored pencils, pencil or pen

LABORATORY GRADE

Each lab period is designed to reinforce the lecture material. Therefore, students will be

active participants in all laboratory activities in order to receive a laboratory grade.

Students will NOT be permitted to participate in the laboratory for that class session if

they have missed the lab presentation.

Laboratory work will consist of microscopic and gross identification of various cells, tissues,

and structures of the human body. Laboratory is a significant percentage of the student’s

total grade. Students must be present for the Lab Exams. THERE WILL BE NO MAKE-UP

EXAMS GIVEN ON THE LAB EXAM. Any absence on the lab exam will result in a grade

of zero being given.

TENTATIVE LAB SCHEDULE (subject to change)

UNIT I Laboratories - Review of the Musculoskeletal System and the Nervous System

Objectives - Students will perform dissections on and observe the physiology of the

musculoskeletal system and the nervous system through the following procedures:

examination of models and slides, dissection of cats and sheep brains.

TENTATIVE LAB SCHEDULE (subject to change) – continued

Unit II Laboratories: Cardiovascular and Respiratory Systems

Objectives – Students will perform dissections on and observe the physiology of the

cardiovascular and respiratory systems through the following procedures: Measurement of

155

hemoglobin, white blood cell count with a differential count, study of blood and cardiovascular

tissues; measurement of respired air, study of respiratory tissues; dissection of cow hearts;

examination of lung models and videos.

Unit III Laboratories: Special Senses of the Body and Endocrine System

Objectives – Students will perform experiments to examine the way our special senses function.

Students will also observe, compare, and contrast the various structures of the

special senses and their individual functions. This will be accomplished through active

participation and examination of structures.

Unit IV Laboratories: Urinary and Digestive Systems

Objectives: Students will perform dissections on and observe the gross anatomy of the

digestive and urinary systems of the body through microscopic and comparative gross

anatomy. The structures of feline anatomy will be observed through gross dissection and will

be compared and contrasted to human anatomy.

ACADEMIC HONESTY POLICY

Plagiarism, cheating, and other forms of academic dishonesty are prohibited. Plagiarism can be

defined as unintentionally or deliberately using another person’s writing or ideas as though

they are one’s own. Plagiarism includes, but is not limited to, copying another individual’s

work and taking credit for it, paraphrasing information from a source without proper

documentation, mixing one’s own words with those of another author without attribution,

and buying or downloading a paper from the Internet.

The penalty for academic dishonesty in this course is a "0" for the assignment with notification

of the infraction to the Division Chair of Arts & Sciences in Phillips County (Mrs. Robin Bryant)

and the Vice Chancellor of Instruction (Dr. Deborah King). A second instance of academic

dishonesty will result in a failing grade for the course and may also result in disciplinary

sanctions including removal from the course and/or probation or suspension from the college.

CAMPUS SUPPORT SERVICES

Phillips Community College of the University of Arkansas provides student support services

that assist students in achieving their educational objective. Those services include advising,

financial aid, counseling and guidance, and safety and security.

ADA POLICY

Scott Post is the Vice Chancellor for Student Services and serves as the ADA Compliance

Officer. If you have a disability please contact the Student Disabilities Coordinator for ADA

POLICY (continued)

your campus. For the Helena West Helena campus, the Disabilities Coordinator is Mr. George

White [(870) 338-6474, ext. 1135]. The process of student referral under the Americans with

Disabilities Act can be found in the Student Handbook.

156

FERPA POLICY

Phillips Community College of the University of Arkansas complies with the Family

Educational Rights and Privacy Act (FERPA) of 1974. A student has the right to inspect and

review all of his/her records that meet the definition of educational records.

No third party has the right to review student records. Directory information can be provided

unless the student requests that it be withheld.

INSURANCE


students. The college does encourage each student to secure his/her own insurance, and for that

reason, the college has contacted United Healthcare Student Resources. Forms for this

insurance are available in the Registrar’s office. ACTS

The Arkansas Course Transfer System (ACTS) contains information about the transferability of

courses within Arkansas Public Colleges and Universities. Students are guaranteed the transfer

of applicable credits and the equitable treatment in the application of credits for the admission

and degree requirements. Course transferability is not guaranteed for courses listed in ACTS as

“No Comparable Course”. Additionally, courses with a “D” frequently do not transfer and

institutional policies may vary. ACTS may be accessed on the Internet by going to the ADHE

Website and selecting Course Transfer.


CLASSROOM BEHAVIOR

Electronic devices, such as cell phones, iPods, Bluetooth devices, etc., are not permitted and

must be turned off during class. These devices will NOT be permitted during tests at all.

Computers and tablets are permissible as long as they are being used in the context of the

lecture or lab being presented. Violation of these policies may result in disciplinary action.

Additionally, students are not permitted to bring food or drink into classrooms or to bring

children to class.

**Because this class and lab involve a significant amount of exposure to live specimens and

other potentially hazardous substances, ANY misconduct in class or lab may result in a grade

of zero for the session or lab in which the misconduct occurred. Any form of serious

misconduct may result in the student’s dismissal from the class/lab period or dismissal from

the course with notification of the infraction to the appropriate administration and possible

expulsion from the course with a failing grade. Please refer to the Campus Disciplinary Policy

for any additional concerns.


157

Week of: Assignment

Aug. 21 Syllabus presentation, Syllabus Quiz, Musculoskeletal Review

Aug. 28 Musculoskeletal Quiz, Lab Practical – Musculoskeletal System

Sept. 4 NO CLASS ON MONDAY; Cranial Nerve Quiz; Cranial Nerve Lecture,

Cranial Nerve Lab

Sep. 11 Chapter 12 Quiz, Chapter 12 lecture; Chapter 14 quiz, Chapter 14 lecture

Sept. 18 Test – Chapters 12, 14, Cranial Nerves, Chapter 18 Quiz (Part I), Chapter

18 lecture, Ch. 18 Quiz (Part II)

Sept. 25 Chapter 18 lecture/lab continued, Test (Lab/Lecture) – Chapter 18

Oct. 2 Chapter 19 Quiz, Chapter 19 lecture, Arteries & Veins (Ch. 20)

Oct. 9 Chapter 19 lect. continued, Test (Lab/Lecture) – Chapters 19 & 20

Oct. 16 Chapter 17 Quiz, Chapter 17 lecture; Endocrine/Respiratory Lab

Oct. 23 Chapter 16 Quiz; Chapter 16 lecture; Endocrine/Respiratory Lab

Oct. 30 Test – Chapters 16 & 17; Chapter 23 quiz, Ch. 23 lecture, Fluffy Lab Nov.

6 Urinary & Digestive Lab (Fluffy), Chapter 22 Quiz, Chapter 22 Lect.

Nov. 13 Chapter 22 Lecture continued; Fluffy Lab continued

Nov. 20 Test (Lab/Lect) – Chapters 22 & 23; Chapter 25

Nov. 27 Study Guide for Final Issued; NO CLASS/LAB ON WEDNESDAY

Dec. 4 Lab “Final”; Review for Final Exam

Friday, Dec. 8 – Study Day (NO CLASSES)

Dec. 11 FINAL EXAMS (Final given on Monday, Dec. 11 at 8:00 a.m.)

November 2 (Thursday): Last day to drop & receive a “W”

November 30 (Thursday): Last day to receive an “EW”

158

Grade Recording Sheet

“Our greatness weakness lies in giving up. The most certain way to succeed is

always to try just one more time.” -Thomas A. Edison

“Believe in yourself! Have faith in your abilities! Without a humble but reasonable

confidence in your own powers you cannot be successful or happy.”

-Norman Vincent Peale

“It always seems impossible until it is done.” -Nelson Mandela

QUIZZES TESTS (Lecture & Lab)

My Score Pts. Possible My Score Pts. Possible

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

______ ______ ______ ______

Other Points or Projects:

_________________________ ______ ______

_________________________ ______ ______

_________________________ ______ ______

Grade Average = (your total points/total points possible) X 100%



159

This signature states that I, ______________________________________, have read

(Student’s name)

and do understand the terms of this syllabus. Lack of knowledge of this syllabus and of

the referred policies does not negate the policies set forth in this syllabus.

_____________________________________ _______________________

Student Signature Date

_____________________________________ ________________________

Student’s Printed Name Professor’s Signature

Student’s e-mail address: ________________________________________________

Student’s cell phone: ___________________________________________________

Disclaimer: This syllabus represents a proposed plan to execute the above policies and

objectives according to the included school and class calendar. The syllabus and the

policies, guidelines, and dates included are subject to change at the instructor’s

discretion.

Documents

Appendix A · RN Nursing Care of Children, ISBN: 978-1-56533-571-4 . RN Mental Health Nursing, ISBN: 978-1-56533-570-7 ... The proctored NG 107 ATI Custom Exam is used to measure