nur 1025 fundamentals of nursing ii iv/fund ii... · hesi fundamentals final comprehensive exam...

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Copyright © 2011 Corinthian Colleges, Inc. All rights reserved. SYL NUR 1025 Fund Nurs II Syl and Crs Outline 2011-9.15

NUR 1025 Fundamentals of Nursing II

Instructor

Name:

K. Amy McNeill-Day, RN, MSN Campus

Phone:

Everest College-

Henderson, NV.

702 567-1920 Ext 186

Course

Section: NUR 1025

Other

Telephone:

Office Hours: As posted Email

Address:

[email protected]

Credit Hours: 4.0 Theory

Hours: 40 hours

Prerequisites

Corequisites:

NUR 1020 and NUR 1140

NUR 1025L

Clinical

Hours: 60 hours

Grades and understanding course content are dependent upon consistent study and attendance.

Students are expected to designate an average of 108+ hours for out-of-class study and

assignments for this course.

Last Date Reviewed:

December, 2012

Course Description: This course is a continuation of the theory and concepts learned in

Fundamentals of Nursing I and continues with the information that introduces concepts basic

to beginning nursing practice. Emphasis is placed on the application of the nursing process to

provide and manage care as a member of the discipline of nursing. Upon completion, students

should be able to demonstrate beginning competence in caring for individuals with common

alterations of health. Students also learn about legal implications of nursing practice, safety

and definition and reporting sentinel events. Theory and procedures related to basic human

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needs are taught, demonstrated and practiced in class, nursing skills laboratory and in area

health care facilities

Course Objectives: Upon successful completion of this course, the student will be able to:

A. Nursing Process

1. Differentiate the components and characteristics of each step of the nursing process.

2. Utilize the nursing process as a framework for formulating a nursing care plan.

3. Define basic therapeutic nursing interventions in providing holistic care to culturally

diverse clientele.

B. Critical Thinking

1. Incorporate knowledge from natural sciences, technology and humanities as a foundation

for decision-making for providing basic nursing care to clients.

2. Identify critical thinking techniques and decision-making processes.

C. Communication

1. Identify the technical and legal aspects of documentation and how communication is used

in the nurse-client relationship.

2. Define communication and collaboration methods used between members of the health

care team.

3. Select basic, effective communication skills and apply to social and classroom

interactions.

D. Health Promotion

1. Examine social, cultural, ethnic, spiritual and economic factors that impact health care

beliefs of adult/geriatric clients and their families.

2. Discuss activities that will promote health for clients and families throughout the

lifespan.

E. Professional Role

1. Explain the role of a nurse from the historical aspect.

2. Define the scope of professional nursing care provided in various health care settings.

3. Discuss legal and ethical aspects of nursing, including the role of the student nurse.

4. Exhibit actions and interactions congruent with the ANA Nursing Code of Ethics and

the Nevada Nurse Practice Act.

5. Describe how the nurse exhibits the knowledge, skills and attitude in the utilization of

the Quality and Safety Education for Nurses (QSEN) and National Patient Safety

Goals.

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Policies: Refer to the Nursing Student Handbook

Texts:

Carpenito-Moyet, L. (2010). Handbook of Nursing Diagnoses. (13th ed). Philadelphia, PA:

Wolters Kluwer.

Carpenito-Moyet, L. (2010). Nursing Diagnoses Application to Clinical Practice. (13th ed).

Philadelphia, PA: Wolters Kluwer.

Taylor, C., & Lillis, C. (2010). Fundamentals of Nursing Text and Study Guide. (7th ed).

Philadelphia: Lippincott Williams & Wilkins.

Taylor, C., & Lillis, C. (2010). Study Guide to Accompany Fundamentals of Nursing. 7th ed.

Philadelphia: Lippincott Williams & Wilkins.

Weber. J., & Kelley. (2010). Health Assessment in Nursing. (4th ed). Philadelphia, PA:

Wolters Kluwer.

Weber. J., & Kelley. (2010). Lab Manual to Accompany Health Assessment in Nursing. (4th

ed). Philadelphia, PA: Wolters Kluwer

Wilson, P., Shannon, S. & Stang, M. (2008). Prentice Hall Nurse’s Drug Guide. (4th ed).

Philadelphia, PA: Prentice Hall.

Recommended Texts:

Andrews, M. & Boyle, J. (2007). Transcultural concepts in nursing. (5th ed.) Philadelphia:

Lippincott, Williams & Wilkins.

Eliopoulos, C. (2010). Gerontological Nursing. (7th ed). Philadelphia: Wolters Kluwer

Health/Lippincott Williams & Wilkins.

Hosley, J. & Molle-Matthews, E. (2006). Practical guide to therapeutic communication for

health professionals. St. Louis. Missouri: Saunders Elsevier.

Required Software: included with text

Instructional Methods: This course will combine lecture, clinicals, case studies, group exercises,

discussion and problem solving.

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Evaluation of Student’s Progress: Student’s academic progress will be evaluated by the above

with at least 76% for the final grade in order to progress. A score of 76% or greater must be

achieved on the final examinations and overall course grade in order to progress in the

program.

HESI Fundamentals Final Comprehensive Exam will be given on week 11th. Worth 20% of grade,

Students are required to complete the HESI Evolve Reach online programs and other

assignments for this course by the assigned dates and times announced in class.

Attendance for Class: Students are expected to attend all designated class meetings. It is

highly recommended that each student attend SSP since test content and chapters will be

covered. All students are expected to be in their seat and ready to start class at 8AM

Date of Last Review: DECEMBER 2012

Evolve Learning System

Students will be evaluated throughout the program using Evolve Learning System

Online. This program allows students to master nursing exams in a simulated NLCEX

question and answer environment and also sharpens reading comprehension and critical

thinking skills.

Website: https://evolve.elsevier.com Technical Support: 1-800-401-9962

APA Style Paper (due week 9) Late APA papers will be graded according to what is

stated in the student Handbook

Papers that you write in your program of study must follow the guidelines set by the

American Psychological Association (APA) 6th edition. Using the following format:

1 inch margins

Title page

References page

In-text citations

Correct reference page citations: (No websites) Evidence-based Journal Articles only

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CASE STUDIES (FUNDAMENTALS) Found on EVOLVE

1. Altered Nutrition

2. Constipation

3. Mobility

4. Pain

5. Sensory Function

6. Skin Integrity

*****Case studies are to be completed individually. Independent work is required to

receive full credit. Case studies are DUE week six (6) February 18, 2013 @ 8am. For

late case studies please refer to the student handbook. Case studies need to receive

100% *****

Homework: all students are expected to answer the “Developing Critical Thinking

Skills” at the end of each chapter, complete study guide chapter questions and review

“Practicing for the NCLEX” questions at the end of each chapter. The end-of-

Chapter “Developing Critical Thinking Skills” study questions will be handed in at 8am

during theory class. For late homework please refer to the student handbook.

PROFESSIONALISM: Professionalism is evaluated each class, lab, and clinical period at

the instructor’s discretion. Factors taken into consideration for this portion of the

grade include consistent good attendance and on-time class arrival, appropriate attire,

courteous and respectful participation, collaboration in team assignments,

demonstration of positive group dynamics, etc. The instructor may add components

based on the needs of the class.

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Teaching

Strategy

This course is divided into two components, classroom didactic and clinical. The

teaching strategy is developed from a curriculum designed to use various teaching

methods, and support different student learning styles. The curriculum presents

activities that support the course description, the course outcomes, and the

course higher reasoning skills. These include critical and analytical thinking,

communication, and problem solving. The curriculum approach takes advantage of

various instructional materials, tools, and applications to be used in an interactive

and engaging learning environment. This course will combine lecture with power

points presentations, laboratory, case studies, group exercises, group presentations,

discussion and problem solving. SMART boards® are used to enhance teaching and

learning by utilizing technology resources and multimedia applications in the

classroom.

Course

Evaluation

and

Grading

A score of 76% or greater must be

achieved on the final examination and

overall course grade in order to progress

in the program.

Grading Scale

Letter

Grade

Point

Scale Interpretation

A 92-

100 Superior

B 84-

91

Above average;

good

C 76-

83

Average;

standard

D 68-

75 Below standard

F 67 or

below Failing

Grade Categories Weight Total

Points

Didactic Components

Mid- term Exam 25% 300

Drug Calculation Quiz 5% 50

HESI Final

Comprehensive Exam 20% 200

Homework

Assignments /APA

Paper/Professionalism

10% 100

Weekly Quizzes 10% 50

Final Exam 25% 300

Clinical Components

Clinical participation,

required paperwork,

attendance,

Pass/

Fail

Pass/

Fail

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professionalism/skills

check-off

HESI Fund. Practice

Quizzes and Exams

Version A&B

Pass Pass

Case Studies (6) 5% 50

Total: 100% 1000

Attendance for Class: Students are expected to attend all designated class meetings.

Refer to the Student Handbook for the policies.

This syllabus is a representation of the course content, organization and evaluation

processes. The Campus Nursing Director and faculty teaching this course reserve the

right to reasonably alter the sequences of activities, evaluation and assignment dates.

Every effort will be made to inform class members in advance of such changes.

Students are responsible for following the syllabus and any changes instituted by the

faculty.

Date of Last Review: January 2013

Academic Dishonesty within the Nursing Department:

Everest College Nursing Department expects every student to engage in all scholastic pursuits

in a manner that is beyond reproach. Students are required to maintain complete honesty and

integrity in the classroom and/or laboratory. Any student found guilty of dishonesty in

scholastic work is subject to disciplinary action.

A. Academic dishonesty includes, but is not limited to, cheating on scholastic work, plagiarism

and collusion.

B. Cheating on scholastic work includes:

Copying from another student’s test paper or other scholastic work.

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Using, during a test, materials or equipment not authorized by the person administering

the test.

Collaborating, without authority, with another student during an examination or in the

preparation of scholastic work.

Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part,

the contents of an un-administered test.

Soliciting, bribing or coercing an instructor or student grader to alter the score or grade

achieved on a test or other scholastic work.

Substituting for another student, or permitting another student to substitute for one-

self, to take a test or prepare other academic work or laboratory

assignments/experiments.

Soliciting, bribing or coercing another person to obtain an un-administered

test/examination or information about an un-administered test/examination.

Using thoughts, words, or expressions of other’s works, including web-based information,

as one’s own (plagiarism).

All student conduct will support academic honesty. Any student who violates any of the

criteria under A or B above will receive an “F” or zero grade for that specific occurrence.

Academic Dishonesty constitutes unprofessional conduct and lack of good professional character.

Any student participating in any form of academic dishonesty will be scheduled to see

the Campus Nursing Director and may be dismissed from the program. The department

goal is that each student completes his or her own work in order to master the skills needed

to deliver safe, competent nursing care

_______________________________________________________________________________________

Any student who scores below 76% on their final examination will receive one

opportunity to retake the exam. The course lead instructor will provide the date of

the retake examination, and the retake must be completed before the end of the

Quarter. The maximum score for the retake examination will be 76%.

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Course Outline and Assignments

WEEK ONE (January 14- 20, 2013)

Instructional

Objectives

In Class-Learning

Activities

Out of Class Activities Total

Hours

Assessment

Activities

Upon completion of this unit the

student will be able to:

1. Discuss physiologic and functional

changes that occur with aging.

2. Describe nursing interventions to

promote health for older adults.

3. Identify the healthcare needs of older

adults in terms of chronic illnesses,

accidental injuries and acute care

needs

4. Identify the modifications needed to

Overview Syllabi and

Course, Beginning

introduction to

Patient Centered

Care and QSEN,

EBP, Quality

Improvement,

Teamwork, Safety

and Informatics, to

be used throughout

the clinical setting.

Aging Adult,

Assessing Frail Elderly

Reading:

Taylor’s

Chapter 18, 19, 20

Weber’s

Chapter 32

Homework:

Taylor’s :

Developing Critical

Thinking Skills (each

chapter)

Study tools:

Taylor & Weber Study

Reading/

homework

6+ hours

Weekly Quiz

10


conduct a health history or

assessment on a frail elderly client

5. Describe the various assessment tools

to be used on the frail elderly client.

6. Determine common nursing diagnosis

and interventions for the elderly

client.

7. Discuss Patient Centered Care, EBP,

QSEN, QI, Teamwork, Safety, and

Informatics as it applies in the

nursing process.

8. Discuss developmental concepts across

the life span.

(A1, A2, B1, B2, C1, C2, C3, D1, D2,

E1, E2, E3, E4)*

* Reflects course objectives.

clients.

Introduction to

Nursing Fundamentals

II; Nursing

assessment and

interventions of

clients in the LTAC

facilities.

Guide questions and

(Taylor) end-of-

chapter NCLEX

questions

WEEK TWO (January 21-27, 2013)

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Instructional

Objectives

In Class Topic and

Learning

Activities


Hours

Assessment

Activities



Chapter 21

1. Describe the communication process,

list the eight (80 ways people

communicate nonverbally and use

effective communication techniques

Chapter 22

1. Describe the teaching-learning process

including domains, developmental

concerns, and specific concerns

2. Discuss factor that should be

discussed in the learning process

3. Describe factors that influence

patients compliance, how to create and

implement a culturally competent age

specific teaching plan

Fluid and Electrolyte

and Acid-Base

Balance, Nursing

Process.

Bring an effective

communicator

Nurses as teachers

and counselors

This is a holiday so

the material will be

covered next week in a

2-hour class

Taylor’s

Chapter 21, 22, 40

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor Study Guide

Reading/h

omework

6+ hours

Weekly quiz

will be given

next week

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4. Discuss the nurse’s role as a

counselor, summarize how the nursing

process can help patients resolve

problems and describe how the counseling

role can help motivate patients towards

health-promotion

Chapter 40

1 Describe the location and functions of

body fluids, including factors that affect

variations in fluid compartments.

2. Describe the functions, regulation,

sources and losses of the main

electrolytes of the body.

3. Explain the principles of osmosis,

diffusion, active transport and filtration.

4. Describe how thirst and the organs of

homeostasis function to maintain fluid

homeostasis.

5. Describe the role of the buffer

systems and respiratory and renal

mechanisms in achieving and maintaining

questions and end-of-

chapter NCLEX

questions

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acid-base balance.

6. Identify the etiologies, defining

characteristics and treatment modalities

for common fluid, electrolyte and acid-

base imbalances.

(A1, A2, B1,B2,C1, C2, C3, D1, D2, E1,

E2, E3, E4)*

*Reflects Course Objectives

WEEK THREE (January 28-Fwbuary 3, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities


student nurse will be able to:

Chapter 5

1. Compare and contrast the different

types of nursing knowledge.

Theory of Research

and EBP

Historical influences,

Nursing Theory.

2-hour class to make

up for holiday last

week. Content from

week 2 and week 3

to be covered

Reading/

homework

6+ hours

Weekly

Quiz will

cover week

2 & 3

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2. Describe the four concepts common

to all nursing theories.

3. Discuss the significant, importance

and evolution of nursing research.

4. Explain the differences between

quantitative and qualitative research

methods.

5. Define informed consent as it applies

to research.

6. Describe evidence-based practice in

nursing, integrating the relevance of

nursing theory and nursing research

Chapter 8

1. Explain managed care, case

management, and primary healthcare.

2. Describe the members of the

interdisciplinary healthcare team.

3. Discuss trends and issues affecting

healthcare today.

4. Describe the role of nursing in

meeting the challenges in health care

Understanding the

healthcare delivery

system

Nursing and

continuity of care

Taylor’s

Chapter 5, 8, 9

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor Study Guide

questions and end-

of-chapter NCLEX

questions

15


today.

Chapter 9

1. Describe the role of nursing in

ensuring continuity of care, discuss the

importance of establishing an effective

nurse to patient relationship upon

admission to a health care facility and

the concepts of discharge planning.

.

WEEK FOUR (February4-10, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities


Hours

Assessment

Activities



Chapter 32

1. Discuss the processes involved in

wound healing.

2. Identify factors that affect wound

Skin integrity and

wound care

Identifying risks,

nursing intervention.

Maintain skin

integrity through

Taylor’s

Chapter 32, 34

Homework:

Taylor’s :

Developing Critical

Reading/

homework

5+ hours

Weekly Quiz

16


healing.

3. Identify clients at risk for pressure

ulcer development.

4. Describe the four states of pressure

ulcers.

5. Accurately assess and document the

condition of wounds.

6. Discuss how to prevent or minimize

pressure ulcers.

7. Outline the steps to changing a

dressing.

8. Discuss the principle of heat and cold

application.

Chapter 34

1. Describe the function and physiology

of sleep, identify variables that influence

rest and sleep, and describe nursing

implications that address age related

differences in sleep cycles.

2. Preform a sleep assessment, use

appropriate interview questions,

prevention and

intervention.

Wound classification,

pressure ulcers

staging and hot and

cold therapy.

Understanding sleep

and rest using

scientific rational and

age related

differences


chapter)

Study tools:

Taylor Study Guide


chapter NCLEX

questions

17


recognize if a sleep diary is needed and

perform a physical exam.

3. Develop a nursing diagnosis the

correctly identifies sleep problems,

describe nursing strategies to promote

rest and sleep based on scientific

rationale

4. Plan, implement and evaluate nursing

care related to selected diagnoses

involving sleep.

WEEK FIVE (February 11-17, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities


Hours

Assessment

Activities



Chapter 23

1. Identify the qualities, four skills, and

Nurse leader and

manager

Asepsis and infection

Taylor’s

Chapter 23, 27, 30

Homework:

Reading/

homework

6+ hours

Weekly Quiz

18


different styles of leaders

2. List the four managerial functions

3. Discuss the difference between

leadership and management

4. Summarize the steps in the process

of change

5. Identify areas where new nurses can

develop leadership qualities, recognize the

responsibility of delegation and describe

the role of a mentor.

Chapter 27

1. Explain the infection cycle, describe

the nursing intervention to break the

cycle of infection and list the stages of

infection

2. Identify patients at risk for infection,

identify situations where hand washing is

indicated, and

List nursing diagnoses for patients with

infections.

4. Describe strategies to implement the

control

Perioperative nursing

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor Study Guide


chapter NCLEX

questions

Studying

for mid-

term

6+

19


CDC guidelines for standard and

transmission-based precautions

5. Implement recommended techniques

for medical and surgical asepsis.

Chapter 30

1. Describe the surgical experience, types

of surgery and classifications, inform

consent, and advance directives, power

of attorney.

2. Identify patient psychological issues

during history and assessment phase.

3. Explain nursing interventions pre and

post-surgery.

4. Plan a care plan for the surgical

patient pre and post op.

WEEK SIX (February 18-24, 2013)

Instructional In Class Topic and Out of Class Activities Total Assessmen

20


Objectives Learning

Activities

Hours t

Activities



1. Compare and contrast the principle-

based and care-based approaches to

ethics.

2. Describe nursing practice that is

consistent with the code of ethics for

nursing

3. Describe the purpose of the Bill of

Rights for Nurses.

4. Recognize ethical issues as they arise

in nursing practice.

5. Describe typical concerns of the nurse

advocate.

STUDENTS NEED TO PASS MID-TERM

EXAM WITH 76%

Values, Ethics, and

Advocacy, Code of

Ethics.

This is a holiday so the

material will be covered

next week in a 2-hour

class

Taylor’s

Chapters 6, (content

will be on final)

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor Study Guide

Reading/

homework

3+ hours

Studying

for Mid-

Term:

REVIEW

QUIZZES,

CHAPTER

OUTLINES ,

CRITICAL

THINKING

SKILLS,

STUDY

GUIDE

QUESTIONS

AND NCLEX

QUESTIONS

21



chapter NCLEX

questions

WEEK SEVEN (February 25-March 3, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities



Chapter 41

1. Identify the dimensions of self-

concept: self-knowledge, expectation and

evaluation.

2. Identify variable that influence self-

concept.

3. Describe nursing strategies that are

effective in resolving self-concept

problems.

Self-Concept,

Sensory Stimulation;

Arousal Mechanism,

RAS, Sensory

Deprivation, Sensory

Overload, Sensory

Deficits, Factors

Affecting and Nursing

process.

Nursing and human

2-hour class to make

up for holiday last

week. Content from

week 6 and week 7

to be covered

Taylor’s

Chapters 41, 45

Weber’s

Reading

5+ hours

MID-

TERM

EXAM

CASE

STUDIES

DUE

22


Chapter 45

1. Identify factors that affect an

individual’s sexuality.

2. Preform a sexual assessment using

appropriate interview questions and

appropriate physical assessment.

3. Describe the types of sexual

dysfunctions and assessments priorities

for each,

4. Develop nursing diagnoses identifying

a problem with sexuality.

5. Plan, implement, and evaluate

nursing care related to select nursing

diagnoses involving problems with

sexuality.

6. Be able to assess your own personal

beliefs and values about sexuality and

how it may affect your ability to deliver

competent, compassionate , and

respectful care to patients with sexual

problems.

sexuality

Eye and Ear

Assessment and Nsg.

Interventions

Chapters 15 & 16

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor & Weber

Study Guide questions

and (Taylor) end-of-

chapter NCLEX

questions

23


7. Describe effective responses to sexual

harassment by patients or colleagues

WEEK EIGHT (March 4-10, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities

24




1. Explain the interdependent nature of

stressors, stress and adaptation.

2. Describe the physical and emotional

responses to stress.

3. Discuss the effects of short-term and

long-term stress on basic human needs,

health and illness and the family.

4. Describe the influences of spirituality

on everyday living, health and illness.

5. Identify the factors that influence

spirituality.

6. Describe nursing strategies to

promote spiritual health.

7. Describe the key components of a

spiritual assessment.

8. List common spiritual assessment

tools

Stress and

Adaptation,

Maintaining

Homeostasis, Nursing

process. Spirituality

assessing and

Religious Practices

Taylor’s

Chapters 42 & 46

Weber’s

Chapter 10 & 11

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor & Weber

Study Guide questions

and (Taylor) end-of-

chapter NCLEX

questions

Reading/

Homework

5+ Hours

Weekly quiz

25


WEEK NINE (March 11-17, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities

26




1. Describe the professional and legal

regulation of nursing practice.

2. Identify the purpose of credentialing,

using as examples accreditation, licensure

of registration and certification.

3. Identify grounds for suspending or

revoking a licensure or registration.

4. Differentiate intentional torts from

unintentional torts.

5. Discuss appropriate legal safeguard in

nursing practice.

6. Explain the purpose of incident

reports.

7. Describe the laws affecting nursing

practice.

Legal Implications of

Nursing, Legal

Regulation, Torts,

Safeguards, Laws

Affecting Nsg.

Practice.

Taylor’s

Chapters 7,

Homework:

Taylor’s :

Developing Critical


chapter)

Study tools:

Taylor Study Guide

questions and

(Taylor) end-of-

chapter NCLEX

questions

Reading/

homework

3+ hours

Weekly

Quiz

APA

Paper

Due

27


WEEK TEN (March 18-24, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities



1. Describe the type of loss.

2. Describe the grief process and the

stages of grief.

3. List the impending signs of death.

4. Identify the legal and ethical issues

concerning end-of-life care.

Loss, Grief and

Dying,

Complementary and

Alternative

Therapies.

Taylor’s

Chapters 28, 43

Homework:

Taylor’s :

Developing Critical


chapter)

Reading/

homework

5+ hours

Weekly Quiz

28


5. Identify factors that affect loss, grief

and dying.

6. Outline the nursing responsibilities

after death.

7. Describe ways in which nurses can use

knowledge of complementary and

alternative modalities to proving client

care.

8. Describe ways in which nurses can use

selected complementary and alternative

modalities for self-care and health

promotion.

Study tools:

Taylor Study Guide

questions and

(Taylor) end-of-

chapter NCLEX

questions

WEEK ELEVEN (March 25-31, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities

29


Students need to pass final Exam with a

passing grade of 76%

Final Exam

(NOT

COMPREHENSIVE)

HESI: Practice

Quizzes and Exams

for Version A & B

should be completed

before taking HESI

(84% and above)

Studying for Final:

REVIEW QUIZZES,

CHAPTER OUTLINES ,

CRITICAL THINKING

SKILLS, STUDY GUIDE

QUESTIONS AND NCLEX

QUESTIONS

Study for

final Exam

6-8 hours

WEEK TWELVE (April 1-7, 2013)

Instructional

Objectives

In Class Topic and

Learning

Activities

Out of Class

Activities

Total

Hours

Assessment

Activities

30


Students will complete the HESI

Fundamental

Comprehensive

HESI: Fundamentals

Comprehensive Exam

Review for HESI

EXAM

EVEREST COLLEGE

SCHOOL OF NURSING

ACKNOWLEDGEMENT OF RECEIPT OF

NUR 1022 FUNDAMENTALS OF NURSING I SYLLABUS

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I have received the 1022 Fundamentals of Nursing I syllabus which includes the grading policy, weekly readings,

assignments, quiz, test schedule, etc. The grading policy was reviewed and I was given the opportunity to ask questions

regarding the grading policy, and other items in the syllabus.

I have received the Clinical Expectations List and have reviewed its content and understand what is expected in

the clinical setting. I will conduct myself in a professional manner when attending clinicals and classes.

My signature below acknowledges that I understand the syllabus, expected requirements, clinical expectations, and the

Student Success Program (SSP) Policy.

Student Name (Print) Date

Student Signature

This form will be maintained in the student’s file throughout the nursing program.

nur 1025 fundamentals of nursing ii iv/fund ii... · hesi fundamentals final comprehensive exam...

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