NUR 103 Practical Nursing III Spring 2017€¦ · NUR 103 Practical Nursing III is delivered as an 8 week late start, web-based course. This means that all of the required course

Isothermal Community College 1

NUR 103

Practical Nursing III

Spring 2017

Instructor Information

Kim Amos, PhD, RN, CNE (Interim Director)

[email protected]

Office number: (828) 395-1762

Cell number: (828) 980-5658 Office Location: RLC 2nd Floor, 302E

Best times to contact: Monday through Thursday, 9-4pm, Fridays by appointment

Carole Koehler, MSN, RN (Clinical Coordinator)

[email protected] Phone number: (828) 395-1647

Cell number: (828) 447-1904 Office Location: RLC 2nd Floor, 302C


Erin Maietta, BSN, RN

[email protected] Phone number: (828) 395-1446

Cell number: (704) 883-6874 Office Location: RLC 2nd Floor, 302B


Course Description:

This course is designed to assimilate the concepts within the three domains of the individual,

healthcare, and nursing. Emphasis is placed on biophysical and psychosocial concepts, professional

behaviors, healthcare systems, health policy, and quality improvement. Included in this course are

the mental health concepts. Upon completion, students should be able to demonstrate the

knowledge, skills, and attitudes necessary to provide safe, quality, and individualized entry level

nursing care.

Pre-requisites: NUR 102

Co-requisites: BIO 169

Credit Hours: 9

Contact Hours: Class 6, Lab 0, Clinical 9

Total Required Hours: Class 96, Clinical 144


Course Delivery

NUR 103 Practical Nursing III is delivered as an 8 week late start, web-based course. This means

that all of the required course hours will be completed in an 8 week period (last 8 weeks of spring

semester) and that less than 50% of the required course hours will be completed on-line. The total

breakdown of course hours includes the following:

Course In-class, in-lab, or

in-clinical activities

Web-based activities Total hours required

Class

56 hours 40 hours 6 x 16 = 96

Clinical—Focus Care

Experience (FCE)

hours

144 hours

(54 hours more than

the required 90 hours)

NCBON

Administrative Code

states that it must be at

least 90 hours

N/A 9 x 16 = 144

Totals

200 hours (83%) 40 hours (17%) 240


Required Textbooks:

Clayton, B. D., & Willihnganz, M. J. (2013). Basic pharmacology for nurses (16th ed.). St. Louis,

MO: Elsevier. (ISBN # 9780323086547). (E-Book ISBN # 9780323100052).

deWit, S. C., & O’Neill, P. (2014). Fundamental concepts and skills for nursing (4th ed.) St. Louis,

MO: Saunders Elsevier. (ISBN # 9781437727463). (E-Book ISBN # 9781455759286).

deWit, S. C., & Kumagai, C. K. (2013). Medical-surgical nursing: Concepts and practice (2nd ed.).

St. Louis, MO: Saunders Elsevier. (ISBN # 9781437717075).

(E-Book ISBN # 978155739646).

Giddens, J. F. (2013). Concepts for nursing practice. St. Louis, MO: Mosby Elsevier.

(ISBN # 9780323083768) (Includes E-Book).

Leifer, G. (2015). Introduction to maternity and pediatric nursing (7th ed.). St. Louis, MO: Saunders

Elsevier. (ISBN # 9781455770151). (E-Book ISBN # 9780323262941).

Mosby. (2014). Mosby nursing video skills student version DVD (4th ed.). (ISBN #9780323088633).

O’Toole, M. T. (Ed.). (2013). Mosby’s dictionary of medicine, nursing, & health professions (9th

ed.). St. Louis, MO: Elsevier Mosby. (ISBN # 9780323074032).

(E-Book ISBN # 9780323168816).

Ogden, S. J., & Fluharty, L. K. (2016). Calculation of drug dosages: A work text (10th ed.). St.

Louis, MO: Elsevier. (ISBN # 9780323310697).

Pagana, K. D., Pagana, T. J., & Pagana, T. N. (2015). Mosby’s diagnostic & laboratory test

reference (12th ed.). St. Louis, MO: Elsevier Mosby. (ISBN # 9780323225762).

(E-Book ISBN # 9780323225892).

Silvestri, L. A. (2016). Saunders comprehensive review for the NCLEX-PN examination (6th ed.). St.

Louis, MO: Saunders Elsevier. (ISBN # 9780323289313).

(E-Book ISBN # 9780323289320).

Skidmore-Roth, L. (2016). Mosby’s 2016 nursing drug reference (29th ed.). St. Louis, MO: Elsevier

Mosby. (ISBN # 9780323370240). (E-Book ISBN # 9780323370332).

Required Computer Access Codes:

Elsevier. (2012). Elsevier SimChart 1-year Access Code. (ISBN # 9781455710867).

Elsevier. (2012). SLS-LPN/LVN. (UG & AC). (ISBN # 9781455700110).


Course Overview:

Unit of Study

Concepts Covered Exam Date

Unit I: Alterations in

Cognition, Mood, and Coping

Unit II: Behavior;

Development; Self; Violence;

Cognition; Mood & Affect; Stress & Coping;

Behavior; Development; Self;

Violence; Assessment (Data Collection)

Exam #1

(Units I & II)

03-20-2017

Unit III: Alterations in Sensory

& Perception and Mobility

Sensory/Perception; Mobility; Assessment

(Data Collection)

Exam #2

(Units III & IV)

04-03-2017

Unit IV: Alterations in

Infection, Inflammation, &

Immunity

Infection; Inflammation; Tissue Integrity;

Immunity; Assessment (Data Collection)

Unit V: Alterations in

Oxygenation and Perfusion

Oxygenation; Perfusion; Assessment (Data

Collection)

Exam #3

(Units V & VI)

04-24-2017

Unit VI: Alterations in Fluid &

Electrolytes, Metabolism, &

Cellular Processes

Fluid & Electrolytes; Metabolism; Cellular

Regulation; Intracranial Regulation;

Thermoregulation; Assessment (Data Collection)

Unit VII: Professional

Development

Health, Wellness, & Illness; Professional

Behaviors; Communication; Clinical Decision

Making/Problem-Solving; Teaching &

Learning; Collaboration; Safety; Health Policy;

Healthcare Systems; Ethics; Legal Issues;

Accountability; Quality Improvement;

Informatics

N/A

Other

Math/Pharmacology

Competency

NUR 103 Math/Pharmacology 25 question Exam

04-03-2017 (#1)

04-24-2017 (#2)

HESI - PN

HESI Custom Exam for NUR 103

(75 questions)

04-27-2017

Final Exam

Comprehensive (Units I-V) 05-04-2017

HESI - PN

HESI Comprehensive NCLEX Predictor 05-02-2017


Concept Definitions

Concept

Definition

Individual Domain

1. Acid Base Regulation of acidity and alkalinity in body fluids and conditions that contribute to

imbalances.

2. Behavior Compulsive, problematic patterns of behavior resulting in psychological and/or

physiological dependence.

3. Cellular Regulation Reproduction, proliferation, & alteration of cellular growth.

4. Cognition Mental operations that relate to logic, awareness, intellect, memory, language, and

reasoning powers (Townsend, 2006).

5. Comfort An experience of emotional, spiritual, psychological and physical well-being.

6. Culture Comparative study and analysis of different cultures and subcultures in the world

with respect to their caring behavior, nursing, care and health-illness values, beliefs,

and patterns of behavior (Kelly-Heidenthal, 2003).

7. Development The sequential of cognitive, physical, emotional, psychosocial, and spiritual

milestones.

8. Diversity Refers to the individual’s variation both to innate and acquired characteristics such

as: age, gender, race, abilities, individual life experiences, and sexual orientation.

(Kelly-Heidenthal, 2003)

9. Elimination The secretion and excretion of body wastes from the kidneys and intestines and their

alterations.

10. Family A system that seeks to maintain balance and functions as a unit. Thus if one event

affects one family member all other members are affected (Delaune & Ladner, 2006).

11. Fluid and Electrolytes Processes that regulate the balance of water and electrolytes and conditions that

contributes to imbalances.

12. Grief & Loss A series of intense & psychological responses that occur following a loss, with a goal

of returning to homeostasis (Delaune & Ladner, 2006).


Concept

Definition

Individual Domain

13. Health, Wellness, & Illness Health, wellness, and illness encompass a lifelong process of holistic well-being and

the process of human flourishing which is an existential journey of hope, regret, loss,

illness, suffering, and achievement (NLN, 2010).

“Health is a dynamic state of being or experience in which the developmental and

behavioral potential of an individual is realized to the fullest extent possible and may

occur in the presence or absence of disease or injury” (ANA, 1980, p. 5; ANA, 2004,

p. 48).

“Wellness is a dynamic state of well-being to include self-responsibility and daily

decision making in the areas of nutrition, stress management, physical fitness,

preventive health care, and emotional health; and most importantly the whole being

the individual” (Berman & Snyder, 2011, p. 296).

“Illness is a highly personal state in which the person’s physical, emotional,

intellectual, social, developmental, or spiritual functioning is thought to be

diminished” (Berman & Snyder, 2011, p. 305).

14. Immunity The natural or induced resistance to infection and conditions associated with impaired

response.

15. Infection The invasion of body tissue by microorganisms with the potential to cause illness or

disease.

16. Inflammation The physiologic response to injury, infection, or allergens.

17. Intracranial Regulation Processes that impact intracranial compensation and adaptive neurological function.

18. Metabolism All physical and chemical changes that take place to sustain life and conditions that

contribute to imbalances.

19. Mobility Mechanisms that facilitate or impair a person’s ability to move.

20. Mood & Affect Mechanisms that influence the emotional state of an individual.

21. Oxygenation Mechanisms that facilitate or impair the body’s ability to supply oxygen to the blood.

22. Perfusion Mechanisms that facilitate or impair circulation of blood through tissue.

23. Reproduction The process of conception, gestation, and childbirth.

24. Self The sum of mind and body that constitutes the identity of a person. (Taber's, 2006).

Distortion may lead to psychosocial and physical manifestations.

25. Sensory/Perception Receiving and interpreting stimuli from the environment & utilizing the sense organs

and factors contributing to impaired response.


Concept

Definition

Individual Domain

26. Sexuality The sum of the physical, functional, and psychological attributes that are expressed

by one’s gender identity and sexual behavior, whether or not related to the sex organs

or to procreation (O’Toole, 2006, p. 1091).

27. Spiritual An experience or feeling of being alive, purposeful, and fulfilled with the ability to

make sense of life circumstances, beliefs about the universe, feelings of

transcendence, joy, hopefulness and love (Berman & Snyder, 2011; Carson & Arnold,

1996).

28. Stress and Coping The body’s attempt to return to homeostasis following a physiological response to

disequilibrium (Townsend, 2006).

29. Thermoregulation Factors that regulate body temperature.

30. Tissue Integrity Mechanisms that facilitate or impair skin and mucous membrane intactness.

31. Violence Communication or behaviors which threaten or demonstrate harm to self or others.

Nursing Domain

1. Assessment (Data

Collection)

Participation with the registered nurse in the holistic, systematic, and continuous

collection, analysis, and synthesis of relevant data for the purpose of appraising the

individual’s health status (NLN, 2010).

2. Caring Intervention Caring interventions are those nursing behaviors and actions that assist clients in

meeting their needs. These interventions are based on a knowledge and understanding

of the natural sciences, nursing theory, nursing research, and past nursing

experiences. Caring is the “being with” and “doing for” that assist clients to achieve

the desired results. Caring behaviors are nurturing, protective, compassionate, and

person-centered. Caring means “promoting health, healing, and hope in response to

the human condition (NLN, 2010).

3. Clinical Decision Making The use of critical thinking for decision making and problem solving to improve

outcomes. Clinical judgment is a process of observing, interpreting, responding, and

reflecting situated within and emerging from the nurse’s knowledge and perspective

(Tanner, 2006). Integration of best evidence provides rationale for informed decisions

(Craig & Smith, 2007). Decision making is guided by logic and reasoning to promote

the health of patients within a family context (NLN, 2010).

4. Collaboration Participation in an interdisciplinary health care team to promote safe, effective care

and positive client outcomes.

5. Communication Interactive process of exchange of information that may occur verbally, nonverbally

or through information technology.


Concept

Definition

Nursing Domain

6. Professional Behaviors Professional behaviors are characterized by a commitment to the profession of

nursing. The student adheres to standards of professional practice, is accountable for

her/his own actions and behaviors, and practices nursing within legal, ethical, and

regulatory frameworks. Professional behaviors also include a concern for others, as

demonstrated by caring, valuing the profession of nursing, and participating in

ongoing professional development (NLN, 2010).

Professional identity is evident in the lived experience of the nurse in his or her ways

of “being, knowing, and doing.” (NLN, 2010).

7. Teaching and Learning Facilitator/facilitation of the acquisition of knowledge through learning.

Healthcare Domain

1. Accountability Responsibility by health-care professionals for their own actions and judgment.

2. Advocacy Protecting, supporting, and intervening on behalf of the individual’s rights and

interests. Establishing a trusting relationship and respecting the individual’s right to

make their own choices.

3. Ethics A system of moral principles or standards governing relationships that is based on

professional nursing beliefs and values (Taber's, 2006; Carroll, 2006).

4. Evidence-based Practice Integrate best research with clinical expertise and patient values for optimum care,

and participate in learning and research activities to the extent feasible (IOM, 2003).

5. Health Care Systems Methods of healthcare delivery management and coordination.

6. Health Policy Decisions by government bodies and professional organizations aimed at directing

and influencing actions and decisions of organizations and individuals within the

health care system.

7. Legal Issues Rights, responsibilities and scope of practice as defined by the state nursing Practice

Acts, as well public and civil laws.

8. Quality Improvement Systematic processes to measure client outcomes, identify hazards and errors, and

develop changes to improve client care.

9. Safety A practice that ensures protection from harm or injury. To be safe, care must be

seamless, supporting the nurse’s ability to link the interdisciplinary healthcare team

and technologies to perform as a unified whole (IOM, 2001).

10. Informatics “Communicate, manage knowledge, mitigate error, and support decision making

using information technology” (IOM, 2003).


Course & Clinical Outlines: Will be provided by your instructor during the first week of class.

How to be Successful in This Class: Read the chapters in the textbook; Take notes in class; Study

every day (do not wait until the night before an exam); Review handouts and study guides on

Moodle; Complete HESI practice exams and remediate as needed; Practice math calculations; study

in groups with other students; online activities

ICC General Education Competencies (GEC):

Your achievement of competency in general education skills is incorporated into all the courses you

take at Isothermal. This course will focus on the skills listed below. For information on how they

will be evaluated, review the criteria that have been established by the college. These are available

on the college website (www.isothermal.edu).

1. Written Communication

2. Presentation Skills

3. Information Literacy

4. Critical Thinking

5. Quantitative Skills

6. Technology Skills

NCCCS PN CRP Course Objectives

Upon completion of the course, the learner will be able to:

1. Assimilate all concepts within the domain of the individual related to common alterations in

health [Individual Domain (ID)].

2. Provide safe, culturally competent, therapeutic nursing care to individuals with common

health alterations [Nursing Domain (ND)].

3. Safely provide therapeutic nursing care within the healthcare system for individuals with

common alterations in health [Health Care System Domain (HCSD)].

http://www.isothermal.edu/


NCCCS PN CRP Program Learning Outcomes (PLOs)

Model Concept-Based PN Curriculum Educational Outcomes

PN Program Learning

Outcomes

NUR 103 Student Learning

Outcomes

ICC General

Education

Competencies (GEC)

Upon completion of the Practical

Nursing Program, the graduate

will:

Upon completion of NUR 103

coursework (theory), the novice

nursing student should begin to:

Upon completion of

NUR 103, the student

should begin to

incorporate the

following GECs:

1. Participate in evaluating the

concepts of the holistic

individual and client

response in the promotion of

health, wellness, illness,

quality of life, and the

achievement of potential.

a) Participate in evaluating the

concepts of the holistic

individual and client response

in the promotion of health,

wellness, illness, quality of

life, and the achievement of

potential (ID).

N/A

2. Practice professional nursing

behaviors, within the ethical-

legal practice boundaries of

the LPN, incorporating

personal responsibility and

accountability for continued

competence.

a) Practice professional nursing

behaviors, within the legal

practice boundaries of the

practical nurse,

incorporating personal

responsibility and

accountability for continued

competence (ND).

N/A

3. Participate in providing

evidence-based nursing care,

from an established plan of

care, based on biophysical,

psychosocial and cultural

needs of clients in various

stages of growth and

development while assisting

them to attain their highest

level of wellness.

a) Participate in providing

evidence-based nursing care,

from an established plan of

care, based on biophysical,

psychosocial, and cultural

needs of clients in various

stages of growth and

development while assisting

them to attain their highest

level of wellness (ND).

Information Literacy


NCCCS PN CRP Program Learning Outcomes (PLO) (continued)


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:




Upon completion of NUR

103, the student should

begin to incorporate the

following GECs:

4. Reinforce and /or implement

the teaching plan developed

and delegated by the

registered nurse to promote

the health of individuals,

incorporating teaching and

learning principles.

a) Reinforce and /or implement

the teaching plan developed

and delegated by the

registered nurse to promote

the health of individuals,

incorporating teaching and

learning principles (ND).

N/A

5. Participate in the nursing

process to provide

individualized, safe and

effective nursing care in a

structured setting under

supervision.

a) Participate in the nursing

process to provide

individualized, safe and

effective nursing care in a

structured setting under

supervision (ND).

Critical Thinking

6. Demonstrate caring

behaviors in implementing

culturally-competent, client-

centered nursing care to

diverse clients across the

lifespan.

a) Demonstrate caring

behaviors in implementing

culturally-competent, client-

centered nursing care to

diverse clients across the

lifespan (ND).

Quantitative Skills

7. Participate in Quality

Improvement (QI) by

identifying hazards and

errors and by suggesting, to

the RN, changes to improve

the client care process.

a) Participate in Quality

Improvement (QI) by

identifying hazards and

errors and by suggesting, to

the RN, changes to improve

the client care process

(HCSD).

N/A

8. Utilize informatics to access,

manage, and communicate

client information.

a) Utilize informatics to access,

manage, and communicate

client information (HCSD).

Technology Skills


NCCCS PN CRP Program Learning Outcomes (PLO) (continued)


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:




Upon completion of NUR

103, the student should

begin to incorporate the

following GECs:

9. Participate in collaboration

with the interdisciplinary

healthcare team, as assigned

by the registered nurse, to

support positive individual

and organizational outcomes

in a safe and cost effective

manner.

a) Participate in collaboration

with the interdisciplinary

healthcare team, as assigned

by the registered nurse, to

support positive individual

and organizational outcomes

in a safe and cost effective

manner (ND).

Written

Communication

Assessment of Learning Outcomes

PLOs 1- 9 relate to NUR 103 and are measured by unit exams and clinical assignments. The

benchmark will be that students will score a minimum of 80 or higher on each assessment.

Looking Ahead: Cumulative Reflection Paper

A cumulative reflection paper is submitted at the end of NUR 103. Students should keep examples

of their written, graded work from NUR 101 to NUR 103 to use when writing this paper. Post the

typed, 1-2 page paper to Moodle by: Monday, May 1, 2017 by midnight (see also p. 16).


POLICIES AND STATEMENTS

General Class Policies: Cellphones and laptops are allowed in the classroom but should be

muted/silenced. Recording devices are not allowed in the classroom (Refer to the “Classroom

Guidelines” located in the Practical Nursing (PN) Student Policy Manual).

General Clinical Policies: Students are expected to be prepared for each assigned clinical day by

adhering to the clinical guidelines as outlined in PN Student Policy Manual.

Attendance Policy: Students are expected to be present and on time for all scheduled

classes, labs, or clinical experiences. Extenuating circumstances or emergencies will be

handled on an individual basis (Refer to the “Attendance Policy” located in the PN

Student Policy Manual).

Academic Integrity Statement: You are expected to rely only on your own knowledge when

taking tests and completing independent assignments. Cheating in any form, including plagiarism

(the use of an author’s words or ideas without providing proper documentation), will not be

tolerated and may result in loss of academic credit for the course and/or a failing grade on the

assignment. See Student Rights, Responsibilities, and Judicial Procedures, Section VIII, of the

ICC Student Handbook (Refer to the Academic Dishonesty Policy in the PN Student Policy

Manual).

Smoking Policy: There is no smoking permitted on the grounds of the RLC.


GRADING POLICY

Grading

The final course letter grade will be assigned

according to the following:

Letter Grade Numerical Range

A 93-100

B 85-92

C 80-84

F 79 or below

The final course grade is calculated based

on the following percentages:

Unit Exams 75%

HESI 103 5%

Final Exam 20%

100%

*An 80 or above is required for all nursing

courses and a grade of “C” is required in

co-requisites to progress in the program.

Nullification Policy. If less than 50% of students answer a test item correctly, then the following

guidelines are to be used:

If the test question was determined to be invalid:

A. Credit may be given for more than one choice or

B. Nullify the test item by giving credit for all choices

Rounding Policy. Exam grades will not be rounded. Only the final course grade will be rounded

from the nearest 100th (2 decimal places). Example: 84.43 = 84.4 84% (C), 84.45 = 84.5 = 85% (B).

Process for computing NUR 102 grades

Assignment Multiply by percentage Points earned

Unit Exams average _____

X 0.75 =

HESI 103 _____

X 0.05 =

Final Exam average _____

X 0.20 =

Total Points earned: ______ Course letter grade: ______

Learning activities are provided to assist students to be successful in class.

Students are responsible for all materials covered in class/clinical and must earn their

grade. Any unannounced (pop) quizzes given on a day that a student is absent cannot be

made up, and a grade of “0” will be received for that quiz.

The clinical grade is not used to compute the above course grade. However, students must

pass both the course and clinical components of the course in order to pass the course

(See also Clinical Outline).


METHODS OF EVALUATION/ASSESSMENT

To demonstrate attainment of course objectives for this course the student must:

Achieve an overall average of 80% in the course. Grades will not be rounded until the

final course average is calculated (See PN Student Policy Manual).

Satisfactorily complete all clinical/lab requirements (e.g., competence verifications including

skill return demonstrations, clinical papers, care plans, concept maps, etc.).

1. Unit Exams (75%)

a) Unit Exams will be given as announced and/or scheduled. Testing will begin as scheduled.

b) Make-up Exams utilizing alternate formats (essay, fill-in the blank etc.) will be given at the

discretion of the instructor for any student that is late or misses a scheduled exam.

c) Scheduling a Make-up Exam is the responsibility of the student. If a make-up exam is not

scheduled within 5 calendar days after the missed exam, then the grade will be recorded as a

zero (See PN Student Policy Manual).

d) Early Alert Remediation is required for any student who does not make 80% on any unit

exam. The student is required to make an appointment with the instructor to discuss

remediation before taking the next exam. The remediation assignment will be at the

discretion of the instructor (e.g., Saunders Comprehensive Review questions; HESI Adaptive

quizzing, etc.). Failure to make an appointment and/or complete the remediation will

result in the student being prohibited from taking the next unit exam. e) Review of Unit Exams will be permitted at specified times or at the instructor’s discretion.

f) Exam Item Justification Forms must be submitted directly to the testing faculty member or

lead instructor only within 24 hours following the exam review (See PN Student Policy

Manual).

2. NUR 103 HESI Exam (5%)

Health Education Services Inc. (HESI) provides standardized exams and other educational

material designed to prepare student nurses for professional licensure, and predict their likely

success in licensure exams, such as the NCLEX-PN. The exams are computerized and

administered online.

HESI Preparation

Before taking the proctored HESI exam, each student is required to take the assigned

practice exam(s).

A student’s verification of the practice exam must be completed at least 72 hours prior to

the proctored exam to ensure the student has had ample time to prepare for the proctored

exam.

On the day of the proctored exam, evidence of completion will be verified by the faculty

member and is the student’s “Ticket to Test.”

If a student does not take/submit the practice exam(s), the student must make an

appointment with the faculty member to discuss further actions

http://en.wikipedia.org/wiki/NCLEX-RN


3. Final Exam (20%)

a) A Comprehensive Final Exam will be administered at the conclusion of the course.

b) The final exam is designed to measure the mastery of the course objectives and student

learning outcomes (SLOs).

c) No Makeup Final Exam will be given without prior arrangements made by the student and

the instructor’s approval.

d) No Exam Item Justification Forms will be accepted since the final exam is cumulative (See

Practical Nursing Student Policy Manual).

4. Learning Activities (Pass/Fail)

The student will complete learning activities designed to assist the student in further application

of course concepts. Learning activities will include the following:

Pop quizzes may be given unannounced at the discretion of nursing faculty to measure the

student’s application, analysis and synthesis of course content and key nursing concepts.

Web-Based Modules: The modules are to be completed weekly and posted to Moodle by

the assigned due dates (See Course Calendar). This will be the student’s “Ticket to Test”

(See Web-Based Module Booklet).

NCLEX-PN Prep: During this course, the student is required to take proctored standardized

exams.

a. The student is required to complete 30 NCLEX-PN questions per day for a total of

210 practice questions per week. The student must have a minimum total of 1680

NCLEX-PN practice questions by the end of the NUR 103 semester.

b. The student is expected to submit a copy of their NCLEX-PN practice results by

11:55 pm as designated on the NUR 103 Course Calendar.

Dosage Calculation / Pharmacology Competency Exam assesses safe practice and critical

thinking skills in regards to medication preparation and administration. The Dosage

Calculation & Pharmacology Competency Exam is a Pass/Fail exam. Students will be

given two attempts to pass the exam with an 80 or higher. Dosage Calculation and

Pharmacology modules completed in NUR 101 & NUR 102AB required students to

complete: chapter reading/exercises; chapter worksheets; one posttest for each chapter (the

pretest and additional posttests are optional if more practice is needed). Failure to score an

80 or higher on the second attempt will result in dismissal from the program.

Cumulative Reflection Paper is submitted at the end of NUR 103. Students should keep

examples of their written, graded work from NUR 101 to NUR 103 to use when writing this

paper. Post typed, 1-2 page paper to Moodle by: Monday, May 1, 2017 by midnight (See

also Cumulative Reflection Paper guidelines in NUR 103 Course Outline).


5. Focused Client Care Experience (Pass/Fail)

Grading for the clinical component of the course is based on satisfactory preparation and/or

satisfactory performance in the clinical or lab simulation setting (See PN Student Policy

Manual).

The student is expected to bring their clinical papers, skills booklet, textbooks, and other

required clinical items deemed necessary for each clinical or simulation experience. Failure

to bring required items demonstrates the student is unprepared and will result in an

“Unsatisfactory” for the clinical day and a Performance Improvement Contract (PIC).

All assignments are due on the specified date.

Late /incomplete papers will not be accepted. And since clinical documentation

describes the essence of patient care experience and synthesizes student learning, failure to

complete clinical papers/assignments will result in an “Unsatisfactory” for the clinical day.

For additional information, see the NUR 103 Clinical Outline: Focused Client Care

Experience

Late work will NOT be accepted. Assignments are due at the beginning of the class period or

as specified. If an assignment is late, then the grade will be recorded as zero.

Missed quizzes/assignments cannot be made-up and the grade will be recorded as a zero.

Clinical Evaluation

Introduction: This clinical evaluation tool (CET) consists of nine program learning outcomes with

specific performance criteria. The nine outcomes were drawn from the North Carolina Community

College System Practical Nursing Concept Revision Project. The performance criteria for each

competency include cognitive, affective, and psychomotor domains of learning and provide a

complete evaluation of an individual student’s clinical performance. The use of this clinical

evaluation tool makes it possible to see the student’s development over time as he/she progresses

through the specific course, as well as through the nursing curriculum. It also provides standard

measures for student, course, and program evaluation. This clinical evaluation tool is to be used

in each clinical course. A formal evaluation is completed and shared with the student at the

conclusion of the rotation. In some courses, faculty will also use this tool for mid-rotation

evaluation. The tool can also be used at other times during the rotation and can serve as the

basis for a learning contract.

ISOTHERMAL COMMUNITY COLLEGE

PRACTICAL NURSE EDUCATION

NUR 103 FCCE CLINICAL EVALUATION (Completed by FACULTY)

NAME _________________________________ FACILITY ________________________________ YEAR _________________

A satisfactory level of clinical performance must be maintained in order to pass NUR 103. Any student receiving one or more

“Unsatisfactory” marks on the final evaluation will not pass clinical. A “Needs Improvement” or “Unsatisfactory” at midterm must be

“Satisfactory” by the final evaluation.

KEY: Satisfactorily Meets Objectives = S Needs Improvement = NI Unsatisfactory Performance = U

At the completion of the NUR 103 clinical experience, the advanced nursing student should begin to implement the following behaviors at

a “Satisfactory” level with instructor guidance.

Evaluated Behaviors MIDTERM

Comments FINAL

Comments

Assimilate all concepts within the domain of

the individual related to common alterations

in health (Individual Domain).

Participate in evaluating the concepts of

the holistic individual and client response

in the promotion of health, wellness,

illness, quality of life, and the

achievement of potential

U NI S U S

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Provide safe, culturally competent,

therapeutic nursing care to individuals with

common health alterations (Nursing Domain).

Practice professional nursing behaviors,

within the legal practice boundaries of

the practical nurse, incorporating

personal responsibility and accountability

for continued competence

U NI S U S

Participate in providing evidence-based

nursing care, from an established plan of

care, based on biophysical, psychosocial,

and cultural needs of clients in various

stages of growth and development while

assisting them to attain their highest level

of wellness

U NI S U S

Reinforce and/or implement the teaching

plan developed and delegated by the

registered nurse to promote the health of

individuals, incorporating teaching and

learning principles

U NI S U S

Participate in the nursing process to

provide individualized, safe and effective

nursing care in a structured setting under

supervision

U NI S U S

Demonstrate caring behaviors in

implementing culturally-competent,

client-centered nursing care to diverse

clients across the lifespan

U NI S U S

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Provide safe, culturally competent,

therapeutic nursing care to individuals with

common health alterations (Nursing Domain).

(cont.)

Participate in collaboration with the

interdisciplinary healthcare team, as

assigned by the registered nurse, to

support positive individual and

organizational outcomes in a safe and

cost effective manner

U NI S U S

Safely provide therapeutic nursing care

within the healthcare system for individuals

with common alterations in health (Health

Care System Domain).

Participate in Quality Improvement (QI)

by identifying hazards and errors and by

suggesting, to the RN, changes to

improve the client care process

U NI S U S

Utilize informatics to access, manage,

and communicate client information

U NI S U S

NUR 103 FOCUSED CLIENT CARE EXPERIENCE CLINICAL EVALUATION (continued)

MIDTERM FINAL

Faculty

Comments

Faculty

Signature

__________________________________Date:

__________________________________Date:

_____________________________________Date:

_____________________________________Date:

Student

Comments

Student

Signature

I have been advised on my progress and understand my

standing. I understand that I have the right to add my

comments/rebuttal should I disagree with the

evaluation.

__________________________________Date:

I have been advised on my progress and understand my

standing. I understand that I have the right to add my

comments/rebuttal should I disagree with the evaluation.

_____________________________________Date:


Academic Resources

College Resources:

1. The Advising Center – Located in the Student Center Building near the West entrance of the

facility. Contact information: 828-395-1436 or [email protected]

2. Helpdesk – Students may contact the IT Helpdesk for technical support for Moodle, student e-

mail, or Patriot Port. Contact information: 828-395-1437 or [email protected]

3. Library – The ICC Library is at the Main Campus and offers a variety of services to students

including access to the Open Computer Lab. Contact information: 828-395-1307. The electronic

resources or databases can be accessed in the RLC Nursing Computer Lab.

4. Wireless Internet – Free wireless internet access is provided at ICC. The college’s wireless

“ICC-GUEST” network is open to all visitors and does not require a special password. In

accessing the college’s wireless internet service, all users agree to abide by the terms of the ICC

computer resources/internet policy (See college policies).

5. The Writing Center – Located in the Administration Building in Room 211. Its goal is to enable

students to become successful and self-sufficient writers. Tutors and tutorials are offered (e.g.

formatting assistance, printing assignments, etc.).

6. The Math Tutoring Lab – Located in the Administration Building and is available to provide

assistance to students enrolled in many of the math courses offered at ICC. Schedule and

courses vary. Please call: 828-395-1302 for more information.

7. Supplemental Instruction (SI) – It is a peer-tutorial program available in courses, which have

traditionally been challenging for students, such as chemistry, A&P, history, and math. Ask your

advisor for more information concerning this free service.

8. Early Intervention Information Forms – Students who exhibit patterns of inadequate attendance,

missed assignments, behavioral issues, social issues, or difficulty with learning will be referred

by faculty via the “Early Intervention Form” to the Dean of Learning Support and Retention for

counseling.

(For additional information, please see the ICC Student Handbook)

Nursing Resources:

1. Nursing Faculty - Students have access to nursing faculty during office hours, clinical, and/or

during facilitated lab times. The student is expected to request assistance from the nursing

faculty assigned to the course content first.

2. Educational Plan – Students are required to complete an individualized plan each semester,

which will serve as a strategic plan for completing community college academic goals.

mailto:[email protected]

mailto:[email protected]


Further Information

ADA Statement: If you have a documented disability, it is your responsibility to contact

Disability Support Services at: 828-395-1732 to discuss classroom accommodations.

Inclement Weather/ Alternate Assignment: In case of unplanned class cancellation, you are

expected to read your textbook chapters and complete any make-up assignments as posted on

Moodle.

What Students Can Expect of Isothermal What Isothermal Expects of Students

In their commitment to learning and to the

achievement of a true learning-centered

community, Isothermal personnel will:

Meet student needs by demonstrating

professional, friendly, and courteous service

in all aspects of student life

Maintain high professional and academic

standards

Serve as role models in the development of

leadership skills

Respect diversity and treat all students fairly

Be available to students and helpful with

student problems

Communicate clear learning objectives and

expected outcomes

Provide timely feedback in the assessment of

learning outcomes

Stay current in subject matter

Practice effective teaching/learning

strategies that promote critical thinking

In their commitment to learning,

students will:

Accept responsibility for learning

Attend and participate in all classes

Complete required exercises and

assignments as directed

Develop a time management plan that

includes adequate time for study

Maintain an open-minded attitude

toward learning

Strive to become independent critical

thinkers

Seek help as needed from appropriate

sources

Be respectful and considerate of others

Assume responsibility for knowing and

adhering to all college policies

Acknowledge that learning how to

learn is the ultimate objective of

education

Recognize that struggle and discomfort

often precede the rewards that

accompany goal completion and

success

Note: From Isothermal Distinction – Community of Learners; Statement of Expectations. Isothermal Community College, (Revised 2004)


References

American Nurses Association [ANA]. (2001). Code of ethics for nurses with interpretive

statements. Washington, DC: American Nurses Association.

American Nurses Association [ANA]. (1980). Nursing: A social policy statement. Kansas City,

MO: American Nurses Association.

American Nurses Association [ANA]. (2010). Nursing's social policy statement (3rd ed.).

Washington, DC: American Nurses Association.

American Nurses Association [ANA]. (2004). Standards of clinical nursing practice (3rd ed.).

Washington, DC: American Nurses Publishing.

Berman, A., & Snyder, S. (2011). Kozier & Erb's fundamentals of nursing (9th ed.). Upper Saddle

River, NJ: Prentice Hall, Inc.

Carroll, P. (2006). Nursing leadership and management: A practical guide. Clifton Park, NY:

Delmar Cengage Learning.

Carson, V. B. & Arnold, E. N. (1996). Mental health nursing: The nurse patient journey. St.

Louis, MO: W. B. Saunders Company.

Craig, J. V., & Smith, R. (2007). The evidence-based practice manual for nurses (2nd ed.).

Philadelphia, PA: Churchill Livingstone Elsevier.

Delaune, S. C., & Ladner, P. K. (2006). Fundamentals of nursing: Standards and practice (3rd

ed.). Clifton Park, NY: Cengage Learning.

Institute of Medicine [IOM]. (2001). Crossing the quality chasm: A new health care system for the

21st century. Washington, DC: National Academy of Science.

Institute of Medicine [IOM]. (2003). Health professions education: A bridge to quality.

Washington, DC: The National Academies Press.


Kelly-Heidenthal, P. (2003). Nursing leadership and management. New York, NY: Cengage

Delmar Learning.

National League for Nursing [NLN]. (2010). Outcomes and competencies for graduates of

practical/vocational, diploma, associate degree, baccalaureate, master's, practice

doctorate, and research doctorate programs in nursing. New York, NY: National League

for Nursing.

O’Toole, M. (2006). Mosby's pocket dictionary of medicine, nursing & health professions (5th ed.).

St. Louis, MO: Mosby Elsevier.

State of North Carolina. (2009). Nursing practice act. Retrieved from http://www.ncbon.com/

myfiles/downloads/nursing-practice-act.pdf

Taber's. (2006). Taber’s cyclopedic medical dictionary (20th ed.). Philadelphia, PA: F. A. Davis

Company.

Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in

nursing. Journal of Nursing Education, 46(6), 204-211.

Townsend, M. C. (2006). Psychiatric mental health nursing: Concepts of care in evidence-

based practice (5th ed.). Philadelphia, PA: F. A. Davis Company.

Documents

NUR 103 Practical Nursing III Spring 2017€¦ · NUR 103 Practical Nursing III is delivered as an 8 week late start, web-based course. This means that all of the required course