nur 102ab practical nursing ii fall 2016 · 2020-01-31 · nur 102 practical nursing ii is...

Isothermal Community College 1

NUR 102AB

Practical Nursing II

Fall 2016

Instructor Information

Kim Amos, PhD, MS(N), CNE, RN (Interim Program Director)

[email protected]

Phone number: (828) 395-1762 Office Location: RLC 2nd Floor, 302E

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

Carole Koehler, MSN, RN, (Clinical Coordinator)

[email protected] Phone number: (828) 395-1446 Office Location: RLC 2nd Floor, 302C

Best times to contact: Monday & Wednesday, 2-4pm

Erin Maietta, BSN , RN

[email protected] Phone number: (828) 395-1446 Office Location: RLC 2nd Floor, 302B

Best times to contact: Monday & Wednesday, 2-4pm

Course Description:

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

nursing, and healthcare. Emphasis is placed on the concepts within each domain including clinical

decision making, caring interventions, biophysical and psychosocial concepts, communication,

collaboration, teaching and learning, accountability, safety, informatics, and evidence-based

practice. Included in this course are the maternal/newborn concepts. Upon completion, students

should be able to provide safe nursing care across the lifespan incorporating the concepts identified

in this course.

Pre-requisites: NUR 101

Co-requisites: BIO 168 for NUR 102AB; BIO 169 for NUR 102 BB

Credit Hours: 10 (NUR 102 AB = 4; NUR 102 BB = 6)

NUR 102 AB Contact Hours: Class 3, Lab 0, Clinical 3

NUR 102 BB Contact Hours: Class 4, Lab 0, Clinical 6

Total Required Hours: Class 112, Clinical 144


Course Delivery

NUR 102 Practical Nursing II is delivered as a split, web-based course. This means that all of the

required course hours will be completed in two sections (NUR 102AB and NUR 102BB) and that

less than 50% of the required course hours will be completed on-line. NUR 102BB is delivered the

first 8 weeks of fall semester and NUR 102BB is delivered in the first 8 weeks of spring semester.

At the end of NUR 102AB, students will receive a letter grade and at the end of NUR 102BB,

students will receive a letter grade. The total breakdown of course hours includes the following:

Course In-class, in-lab, or

in-clinical activities

Web-based activities Total hours required

NUR 102AB

Class

38 hours 10 hours 3 x 16 = 48 hours

Clinical/lab simulation

48 hours 3 x 16 = 48 hours

NUR 102BB

Class

51 hours 13 hours 4 x 16 = 64 hours

Clinical

96 hours 6 x 16 = 96 hours

Totals

233 hours (91%) 23 hours (9%) 256 hours


Required Textbooks:

Clayton, B. D., & Willihnganz, M. J. (2017). Basic pharmacology for nurses (17th ed.). St. Louis,

MO: Elsevier. (ISBN # 9780323311120). (E-Book ISBN # 9780323376945).

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. (2017). Medical-surgical nursing: Concepts and practice (3rd ed.).

St. Louis, MO: Saunders Elsevier. (ISBN # 9780323243780).

(E-Book ISBN # 9780323243797).

Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). St. Louis, MO: Mosby Elsevier.

(ISBN # 9780323374736) (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).

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. (2017). Mosby’s 2017 nursing drug reference (30th ed.). St. Louis, MO: Elsevier

Mosby. (ISBN # 9780323448260). (E-Book ISBN # 9780323448239).

Required Computer Access Codes:

Elsevier. (2016). Nursing concepts online-LPN/LVN Access Code. (ISBN# 9780323446426)

(includes: SimChart; SLS-LPN/LVN; Adaptive Quizzing; Online Mosby Nursing Video Skills,

HESI Case Studies)


Course Overview:

Unit of Study

Concepts Covered Exam Date

NUR 102 AB

Unit I: Accountability in

Healthcare

Accountability; Health, Wellness and Illness; Quality

Improvement; Informatics; Safety; Ethics; Clinical

Decision Making/Problem Solving; Collaboration;

Communication; Teaching & Learning

11/16/16

Unit II: Alterations in Fluid

& Electrolytes, Acid-Base,

& Elimination

Fluid & Electrolytes; Acid Base; Elimination; Caring

Interventions (Starting an IV, IV Meds, Blood

Transfusion, Central Lines); Assessment (Abnormal

Data Collection)

11/30/16

Unit III: Alterations in

Oxygenation

Oxygenation; Caring Interventions (Trach Care, Chest

Tubes); Assessment (Abnormal Data Collection)

12/7/16

Unit IV: Alterations in

Mobility

Mobility; Sensory/Perception; Comfort; Assessment

(Abnormal Data Collection)

12/14/16

Other

HESI - PN

HESI Practice Exam for NUR 102AB

(100 questions)

12/14/16

102AB Final Exam

Comprehensive (Units I-IV) 12/14/16


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).

13. Health, wellness, and 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).


Concept

Definition

Individual Domain

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.

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.


Concept

Definition

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.

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.


Concept

Definition

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:

1. Further develop knowledge of concepts within the domain of the individual

[Individual Domain (ID)].

2. Be able to provide safe, culturally competent, therapeutic nursing care to individuals

[Nursing Domain (ND)].

3. Be able to safely and ethically provide therapeutic nursing care within the healthcare system

for individuals [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 102AB Student Learning

Outcomes

ICC General

Education

Competencies (GEC)

Upon completion of the Practical

Nursing Program, the graduate

will:

Upon completion of NUR 102AB

coursework (theory), the novice

nursing student should begin to:

Upon completion of

NUR 102, 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) Examine the pathophysiology,

prevalence, and clinical course

of individuals with specific

alterations in health impacting

quality of life, and the

achievement of potential (ID).

b) Examine internal and external

environmental factors that

impact the health and well-

being of individuals with

common health alterations

(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) Demonstrate ethical, legal, and

professional behaviors specific

to the scope of practice of

the PN within the healthcare

system (ND).

b) Practice safely and ethically

within the healthcare system

according to the nursing practice

act, healthcare system, and

National Patient Safety Goals

(HCSD).

c) Utilize educational opportunities

for continued learning and self-

development (HCSD).

N/A


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


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:

Upon completion of NUR 102



Upon completion of NUR

102, the student should

begin to incorporate the

following GECs:

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) Retrieve information about

evidence-based healthcare

practices from internet

sources (HCSD).

Information Literacy

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) Apply teaching and learning

principles while reinforcing

the teaching plan developed

by the registered nurse (ND).

N/A

5. Participate in the nursing

process to provide

individualized, safe and

effective nursing care in a

structured setting under

supervision.

a) Practice the role of the

practical nurse under the

direction and supervision of

the registered nurse (ND).

Critical Thinking

6. Demonstrate caring

behaviors in implementing

culturally-competent, client-

centered nursing care to

diverse clients across the

lifespan.

a) Incorporate all concepts

within the domain of nursing

to safely provide therapeutic

care to individuals with


(ND).

Quantitative Skills


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


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:

Upon completion of NUR 102



Upon completion of NUR

102, the student should

begin to incorporate the

following GECs:

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) Suggest changes to the RN

for improvement of client

care and organizational

outcomes (HCSD).

N/A

8. Utilize informatics to access,

manage, and communicate

client information.

a) Employ information

technology to support

problem solving and critical

thinking used in clinical

decision making (HCSD).

Technology Skills

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) Communicate professionally

and effectively while safely

providing therapeutic care to

individuals with common

health alterations (ND).

b) Participate in collaboration

with the interdisciplinary

healthcare team as assigned

by the RN in using cost

effective nursing strategies

and quality improvement

processes (ND).

Written

Communication


Assessment of Learning Outcomes

PLOs 1- 9 relate to NUR 102AB 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 the program. Students should keep

examples of their graded assignments/work from NUR 101, 102AB, 102BB, and 103 to use when

writing this paper.

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 (See also: “Traditional (Face-

to-Face Classroom Regulations” located in the Practical Nursing (PN) Student Policy Manual.

General Web-Based Policies: Students are expected to complete the web-based modules on time

and submit to Moodle by the due dates (See also: "Web-Based Regulations" 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/Lab Regulations" 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 (See 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 (See also: Academic Dishonesty Policy in the PN Student Policy Manual).


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 80%

Final Exam 20%

100%

*An 80 or above is required for all nursing

courses and a grade of “C” is required in

corequisites to progress in the program.

Process for computing NUR 102AB grades

Assignment Multiply by

percentage

Points earned

Unit Exams average _____

X 0.80 =

Final Exam average _____

X 0.20 =

Total Points earned: ______ Course letter grade: ______

Learning Activities are provided to assist students to be successful in the course. Learning

Activities are required and are scored as Pass/Fail. Learning Activities do not count as

part of the course grade. Failure to complete a learning activity will result in a

Performance improvement Contract (PIC). (See : PIC located in the PN Student Policy

Manual)

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 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 average is calculated. Numerical grades are carried two decimal places until the final

grade is determined. A numerical grade ending in 0.50 or higher will be rounded to the next

whole number (See PN Student Policy Manual).

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

verifications /skill return demonstrations, clinical papers, concept maps, etc.).

Satisfactorily complete all Learning Activities.

1. Unit Exams (80%)

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, BoardVitals, 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. 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).


3. 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.

Assignments

1) Math/Pharmacology Modules (See Course Outline)

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

by the assigned due dates (See Moodle & Course Calendar). This will be the student’s

“Ticket to Test.”

The web-based modules include the following:

1. Elsevier eBook highlights shared with the instructor.

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

standardized exams.

a. The student is required to complete 10 NCLEX-PN questions per day for a

total of 70 practice questions per week. The student must have a minimum

total of 840 NCLEX-PN practice questions by the end of the NUR 101

semester.

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

results each by the specified due date

(See Moodle & Course Calendar)

3. Core Medication Drug Cards (See Web-Based Module Booklet)

4. Nursing Journal Article Summary (See Web-Based Module Booklet)

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.

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


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.

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. Failure to

complete a learning activity will result in a Performance improvement Contract (PIC).

(See PN Student Policy Manual)

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

zero.

4. Simulation Clinical Requirements (Pass/Fail)

Simulation clinical performance is graded as “Pass” or “Fail.” Grading for the clinical

component of the course is based satisfactory preparation and/or satisfactory performance in the

simulation clinical setting (See PN Student Policy Manual).

The student is expected to complete simulation clinical prep assignments (see Course

Outline), which are considered the “Ticket to Enter” the clinical on simulation practice and

simulation return days.

Simulation lab prep assignments include:

Completion of assigned Mosby Nursing Online Video Skills Module(s) before

simulation clinical returns. These may be completed in the RLC Nursing Computer

Lab or at home from the Evolve website

(https://evolve.elsevier.com/cs/store?role=student)

The student must complete a simulation clinical return demonstration and/ or competency

validation for all identified concepts, procedures, skills, etc. in the lab as assigned on

weekly modules and course outline.

Failure to complete required simulation clinical prep assignments demonstrates the student

is unprepared for simulation clinical and will result in an “Unsatisfactory” for the

simulation lab day and a Performance Improvement Contract (PIC).

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

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

bring required clinical items demonstrates the student is unprepared for clinical and will

result in an “Unsatisfactory” for the clinical day and a Performance Improvement Contract

(PIC).


All clinical papers/ assignments are due at the end of the clinical day or as instructed by the

clinical faculty.

Late /incomplete papers will not be accepted. Simulation clinical documentation describes

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

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

simulation clinical day.

Clinical Evaluation

a. Students must receive a satisfactory in all areas of the final portion of the Clinical Evaluation

Tool to pass clinical.


NUR 102AB Math & Pharmacology Module Assignments

Students are expected to complete the following assignments. The following textbooks will be used

to assist you with learning nursing math and pharmacology:

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

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

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

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

Using the Ogden & Fluharty textbook, students are required to complete the “Pre-Test(s)” and

read/review the chapter. Then, students will complete the “End of Chapter Worksheet” and “Post-

Test(s)” by the assigned due dates (see below).

Using the Clayton & Willihnganz textbook, students are required to read/review the assigned

chapter and complete the “Additional Learning Resources” and NCLEX review questions at the end

of each chapter by the assigned due dates (see below).

Students should seek the assistance of an instructor if having difficulty with a particular assignment.

Questions from this content may also be included with unit exams.

Clayton & Willihnganz

Pharmacology Text

Ogden & Fluharty

Math Calculation Text

Chapters 1-11 (Completed in NUR 101) Chapters 1-14 (completed in NUR 101)

See 102AB Course Outline Chapters 15-17 (IV chapters)

Chapter 18 (Pediatric chapter)

The Math & Pharmacology assignments will be further evaluated on the Math Competency Exam

in NUR 102BB.

ISOTHERMAL COMMUNITY COLLEGE

PRACTICAL NURSE EDUCATION

NUR 102AB CLINICAL EVALUATION

NAME _________________________________ FACILITY ________________________________ YEAR _________________

A satisfactory level of clinical performance must be maintained in order to pass NUR 102. 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 102 clinical experience, the advanced beginner nursing student should begin to implement the following

behaviors at a “Satisfactory” level with instructor guidance.

Evaluated Behaviors MIDTERM

Comments FINAL

Comments

Further develop knowledge of concepts within

the domain of the individual (Individual

Domain).

Examine the pathophysiology, prevalence,

and clinical course of individuals with

specific alterations in health impacting

quality of life, and the achievement of

potential

S NI U S U

Examine internal and external

environmental factors that impact the

health and well-being of individuals with


S NI U S U

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Be able to provide safe, culturally competent,

therapeutic nursing care to individuals

(Nursing Domain).

Demonstrate ethical, legal, and

professional behaviors specific to the

scope of practice of the PN within the

healthcare system

S NI U S U

Apply teaching and learning principles

while reinforcing the teaching plan

developed by the registered nurse

S NI U S U

Practice the role of the practical nurse

under the direction and supervision of the

registered nurse

S NI U S U

Incorporate all concepts within the domain

of nursing to safely provide therapeutic

care to individuals with common health

alterations

S NI U S U

Communicate professionally and

effectively while safely providing

therapeutic care to individuals with


S NI U S U

Participate in collaboration with the

interdisciplinary healthcare team as

assigned by the RN in using cost effective

nursing strategies and quality improvement

processes

S NI U S U

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Be able to safely and ethically provide

therapeutic nursing care within the healthcare

system for individuals (Health Care System

Domain).

Practice safely and ethically within the

healthcare system according to the nursing

practice act, healthcare system, and

National Patient Safety Goals

S NI U S U

Utilize educational opportunities for

continued learning and self-development

S NI U S U

Retrieve information about evidence-based

healthcare practices from internet sources

S NI U S U

Suggest changes to the RN for

improvement of client care and

organizational outcomes

S NI U S U

Employ information technology to support

problem solving and critical thinking used

in clinical decision making

S NI U S U

NUR 102AB 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

Deadline to Withdraw from Classes: December 8th, 2016 (For NUR 102AB)

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.

Campus Safety: The College cares about the health and safety of its students. Please become

familiar with safety information via the College’s Campus Safety webpage, Student Handbook,

flyers across campus, and other College publications. You may sign up to receive campus safety

alerts and warnings via text at http://www.isothermal.edu/services/campus-safety/regroup.html.

The instructor of the course will review safety information relevant to the course.

If there is an imminent, life-threatening emergency, call 911 (9-911 from a campus phone). For

other emergencies or if you become aware of a crime, contact Campus Enforcement at 828-298-

5850.

Sexual Harassment and Sexual Violence: The College is committed to providing and promoting

an atmosphere in which students can engage fully in the learning process. Incidents of sexual

harassment or violence that disrupts the learning process may be reported to the Title Coordinators.

Cindy Moore, Director of Human Resources 828-395-1294 [email protected]

Karen Jones, Director of Student Services 828-395-1429 [email protected]

Donna Hood, Dean of Continuing Education 828-395-1404 [email protected]

Jeremiah McCluney, Principle-REaCH 828-395-4164 [email protected]

Reports will be confidential. Anonymous reports may be submitted via the College’s website

(www.isothermal.edu/services/campus-safety/report-concern.html)

College counselors are available to provide confidential personal counseling assistance and referrals

at 828-395-1660 or 828-395-1732.

Notice of Availability of Institutional and Financial Aid Information: The College distributes

consumer information to students through a variety of sources, including the College Catalog and

Student Handbook. For the convenience of students, the College has created a web page to provide

quick and easy access to institutional and financial aid information. This resource is available at

www.isothermal.edu/curretn-students/consumer-information/. Printed paper copies are available

upon request in Student Services.

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.

http://www.isothermal.edu/services/campus-safety/regroup.html

http://www.isothermal.edu/services/campus-safety/report-concern.html

http://www.isothermal.edu/curretn-students/consumer-information/


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.

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