KNOWLEDGE, SCIENCE AND THEORY OF THE PROFESSION I

Course Syllabus (Semester 5)

COURSE NUMBER

NUR 204

Pre-requisite(s)
Co-requisite(s):

Admission to Nursing Major

NUR 201; NUR 202; NUR 203; NUR 206

NUMBER OF IN-CLASS CLOCK HOURS

60

NUMBER OF OUTSIDE HOURS

154 hours 55 minutes

NUMBER OF CREDIT HOURS

NUMBER OF WEEKS IN COURSE

15

DAYS
TIME

Tuesdays
9:00 am 1:00 pm

FACULTY

Kevin Gulliver, MSN, RN, CNE

Office hours: Wednesdays 1:00 3:00 PM, and by appointment
Office Phone #: 702-831-5022

COURSE DELIVERY METHOD

Residential

TEXT

Ackley, B. J., Ludwig, G. B., & Makic, M.F. (2016). Nursing diagnosis
handbook: An evidence-based guide to planning care (11th ed.) St.
Louis, MO: Mosby Elsevier
American Psychological Association. (2010). Publication manual of the
American Psychological Association (6th ed.). Washington, DC:
Author.
Edelman, M., Madle, C., & Kduzma, E. (2014). Health promotion
throughout the life span (8th ed.). St. Louis, MO: Elsevier.
Jarvis, C. (2016). Physical Examination & Health Assessment (17th
ed.). St. Louis, MO: Elsevier.
Swearingen, P. L. (2015). All-in-one: Care Planning Resource (4th ed.).
St. Louis, MO: Elsevier Mosby
Wilkinson. J. & Treas, L., Barnett, K., & Smith, M. (2015).
Fundamentals of nursing: Theory, concepts and applications (3rd ed.,
Vols. 1-2). Philadelphia, PA: FA Davis.

ADDITIONAL RESOURCES:

Giddens, J. F. (2016). Concepts for Nursing Practice (2nd ed). St.

Louis, MO: Mosby Elsevier
Purdue University. (2014) Purdue OWL. Retrieved
https://owl.english.purdue.edu/owl/resource/560/01/

AZC LV NUR 204 Syllabus August 2016

from

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COURSE DESCRIPTION

Health promotion in community-based settings with emphasis on well

children and well older adults. Therapeutic communication and
therapeutic use of presence; Nursing Process as a guide to effective
thinking, clinical reasoning, and clinical decision-making; life span
health assessment including health history; and basic psychomotor
skill acquisition with application in NUR 206 with well children and well
adults.

COURSE OBJECTIVES:
By the end of this course the learner will be able to:
Course Learning Outcomes
Part 1 - Fundamental Foundations for Practice
1. Relate ways of knowing and unknowing to the concepts
of therapeutic communication and therapeutic use of
presence in the nurse-patient relationship.
2. Demonstrate use of the Nursing Process as a guide for
effective thinking, clinical reasoning, and clinical
decision-making.

(Kevin, need your help with this section)

Course Objectives

Program Objectives

Part 2 - Well Child

1. Apply learning from the arts and sciences to the study of
health promotion focused care for community dwelling
well children.
2. Classify care, information, and communication
technologies used to promote and improve health
outcomes and support a safe environment for community
dwelling well children.
3. Summarize the essential components of a well-child
comprehensive health history.
4. Illustrate the steps and psychomotor skills needed to
complete a well-child basic health assessment.
5. Recognize health promotion strategies that are
evidence-based and appropriate for use with community
dwelling well children.
Part 3 - Well Older Adult
1. Apply learning from the arts and sciences to the study of
health promotion focused care for community dwelling
well older adults.
2. Classify care, information, and communication
technologies used to promote and improve health
outcomes and support a safe environment for community
dwelling well older adults.
3. Summarize the essential components of a well older
adult comprehensive health history.
4. Illustrate the steps and psychomotor skills needed to
complete a well older adult basic health assessment.
5. Recognize health promotion strategies that are
evidence-based and appropriate for use with community
dwelling well older adults.

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TEACHING-LEARNING STRATEGIES:
This course is designed to facilitate the learners understanding and implementation of culturally sensitive health
promotion and wellness strategies across the life span. A variety of teaching methods are used including but not
limited to: lecture, discussion, demonstrations, simulation, problem-based learning, role playing, small group
activities, student presentations, guest speakers, case studies, writing assignments, and a variety of multimedia
presentations.
EVALUATION METHODS & GRADED COURSE REQUIREMENTS:
Type

Learner Engagement

Name

Exam #3 (Week 5)
Exam #4 (Week 7)
Exam #5 (Week 10)

Jarvis Laboratory Manual: Complete Study Guide

for each Chapter
Week 1- 2 (Ch. 1 through 10; 27-29; 31)
Week 6 (Ch. 12 through 18; 23)
Week 7 (Ch.18)
Week 8 (Ch. 19-20; 22)
Week 10 (Ch. 24-26)
Week 13 (Ch. 30)
Exam 1: Health, Wellness and Disparities,
Therapeutic Communication
Exam 2: ADPIE and Nursing Process, Health and
Physical Assessment, Vital Signs
Exam 3: PPE, Sterility and Safe Environment
Exam 4: Integumentary, Respiratory System
Exam 5: Skeletal, Muscular and Neuro Cardiac

Exam #6 (Week 11)

Exam #7 (Week 12)

Exam 6: GI and GU System

Exam 7: Medication Exam

Exam #1 (Week 3)
Exam #2 (Week 4)

AZC LV NUR 204 Syllabus August 2016

Course
Points

Course
Weight

10

10%

10

10%

10
10
10

10%
10%
10%

10
10
10

10%
10%
10%

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Type

Presentation
Written Assignment
Examination

Course
Points

Name

Quizzes:
Week 1, Week 2, Week 6, Week 8, Week 13,
Week 14 & Week 15
Health Associated Infection Presentation
Institute for Healthcare Improvement (IHI)
HAI Health Associated Infection
Comprehensive Final Examination:
TOTAL

5
5
10
100

Course
Weight

5%
5%
10%
100%

CLASS TOPIC OUTLINE:

Week

Semester
Dates

8/30/16

9/6/16

9/13/16

Topic

Course Introduction
Jarvis Laboratory Manual 7th ed.
*Students to work on study guide for each
chapter (Refer to N204 syllabus: 10% of
course grade
Health & Wellness
Healthy People 2020
Health Assessment
Facilitating Hygiene
Measuring Vital Signs + Pain
Assessment
Therapeutic Communication:
nurse-patient relationship, active
listening, silence
Barriers to communication:
Developmental delay, language,
sensory and cognition
Math for Meds Quiz #1: Baseline
(Currens Math for Meds Book)
Life Span: Infancy thru Older
Adult (Erickson Stages)
Experiencing Health & Wellness
Health Disruptions: psychosocial
factors, sensory perception, grief
& dying, elimination, skin,
oxygenation, pain and discomfort
Communicable and NonCommunicable Disease
Routine Screenings
Overview:
Medication Administration
6 rights
Injection sites
Exam #1: Health, Wellness, Health
Disparities, Therapeutic Communication

AZC LV NUR 204 Syllabus August 2016

Learning Activity(ies)/
Assignment(s)

Before Class:
Reading:
Edelman (2014), pp. 1-8, 45-50, 81-102
Jarvis (2016) pp. 11-66, 127-180; Online Case
Studies
Wilkinson V1 217-219, 308, 465-467, 478, 574604, 784, 788
Wilkinson V2 128, 211-214, 363-408, 402-404 604
Print and Bring to Class:
Healthy People 2020 (Summary PDF)
https://www.healthypeople.gov/sites/default/files/H
P2020Framework.pdf
After Class:
Blackboard Discussion Question: Consider one of
the emerging populations or specific cultural
groups discussed in class. Explain why you feel
this population is considered at-risk for health and
wellness issues. Reference and critique at least
one web-based video to support your answer.
Before Class:
Reading:
Edelman (2014), pp. 195-213, 297-318, 335-348,
542-543
Wilkinson V1 & V2 CH 9, 10, & 26
Website Resource:

After Class:
Blackboard Discussion Question:

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Week

Semester
Dates

Topic

Learning Activity(ies)/
Assignment(s)

Nursing Process
Critical Thinking
Communication: SBAR
Therapeutic Communication
Skills: empathy, respect,
genuineness, concreteness,
confrontation.
ADPIE (Assessment, Diagnosis,
Planning,
Implementation/Intervention and
Evaluation)
Physical Assessment (covered
under NUR 206 on Week 2)
Health Promotion Teaching Plan Due
Exam #2: ADPIE, Nursing Process,
Health and Physical Assessment, Vital
Signs
Infection Control and Asepsis:
Hand washing, Gloves PPE,
Sterility
Community Acquired & Resistant
Pathogens: MRSA, VRE, C.dif &
TB
Observation: General vs
Focused
Exam #3: PPE, Sterility and Safe
Environment

9/20/16

9/27/16

10/4/16

Group Presentation of Community

Acquired & Resistant Pathogens
Health and Wellness: Needs
Assessment: Nutrition, Pain,
Safety, Functional Ability,
Developmental, Environmental,
Cultural, Spiritual, Psychosocial,
Family, Knowledge Deficit,
Depression
Psychosocial Health & Illness
Culture and Ethnicity
Teaching and Learning
Health and Wellness:
Immunizations
Immunization Record Review
Scenarios
o Well Child
o Well Older Adult
Cultural Diversity Community Panel

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Week

Semester
Dates

10/11/16

10/18/16

10/25/16

10

11/1/16

11

11/8/16

12
13

11/15/16
11/22/16

Topic

Learning Activity(ies)/
Assignment(s)

Health Promotion Case Study:

Pediatric Due
Skin Integrity & Wound Healing
Nutrition
Endo Nursing Assessment and
Physical Assessment
Disease Screening: Diabetes
Exam #4: Integumentary, Endocrine
Respiratory System
Cardiac System
Nursing Assessment and Physical
Assessment
Oxygenation in Nursing Care
Disease Screening: Cardiac
Disease, Respiratory conditions
(COPD, Asthma, Allergies
Disease Screening: Breast and
Prostate
Health Promotion Case Study: Adult
Due
Exam # 5: Respiratory & Cardiac
Skeletal & Muscle
Neuro
Nursing Assessment and Physical
Assessment
Exam #6: Skeletal, Muscular,& Neuro
GI, GU
Urinary Tract Infections (UTI)
Nursing Assessment and Physical
Assessment
Disease Screening: Colon
Cancer, Bladder Cancer,
Pancreatic Cancer, Liver Cancer
Exam #7: GI and GU System
Medication Safety: Legal &
Ethical Considerations, abuse,
misuse & noncompliance; age
population specific needs and
concerns
Nursing Assessment and Physical
Assessment Age Population
Specific Variations
Exam #8: Medication Exam
Fluids, Electrolytes & Acid-Base
Balance

Jarvis Laboratory Manual Workbook

Complete and submit for grades

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Week

Semester
Dates

14

Topic

11/29/16

Learning Activity(ies)/
Assignment(s)

Documenting & Reporting

Community Health Nursing

Evidence-Based Practice: Theory

& Research
Interprofessional Disciplinary
Team:
Public Health Nursing and Social
Work
Support for Community Dwelling
Well Children and Older Adults
Comprehensive Final Examination

15

12/6/16

16

12/13/16

GRADING POLICY
Refer to Arizona College Baccalaureate Nursing Program Nursing Student Handbook: 2013-2014. Grades for this
course will be assigned using the following scale:
Letter Grade

A
B
C
D
F

Excellent
Above Average
Average
Below Average Not Passing
Failure Not Passing

Scale

GPA Value

93 100
85 92
77 84
69 76
68 or below

4.0
3.0
2.0
1.0
0.0

Faculty reserves the right to change syllabus in writing or by announcement.

Mission Statement
The mission of the Department of Nursing at Arizona College is to prepare professional nurse leaders who are
skilled in problem-solving, are responsible to health needs of diverse cultures, and provide high quality, safe and
compassionate evidence-based care that enhances quality of life for individuals, groups, communities, and
populations. This is accomplished through the provision of a baccalaureate nursing education program that
promotes and supports student success. Faculty members are committed to evidence-based teaching and a
learner-centered environment. They promote and exemplify values of altruism, autonomy, human dignity, integrity,
mindfulness, and social justice, which promote personal and professional growth, lifelong learning and competent
professional practice in our graduates.
Assignments:
o

Late assignments may be accepted at the instructors discretions, but will have a 10% grade reduction for
each calendar day late for a total of three (3) days. If the student fails to submit the assignment after the
three day period, it will result in a zero (0) grade.

Students are expected to complete all assignments and exams. Failure to complete required assignments
may jeopardize a students ability to pass the course. No points will be given for assignments submitted
three (3) days past the due date, but submission is still required. Extra points are not awarded on nursing
coursework.

Students are expected to complete the required reading prior to coming to class in order to receive full
points for the assignments.

Discussion question posts, case studies and other assignments are due by the date listed in the syllabus.

Case studies:
o

Case studies must be typewritten following the APA format (including title page, references) with

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required 3-4 page typed paper, double spaced, 12-font size. The title page and reference page are not
counted as part of the required pages.
o

Handwritten assignments will NOT be accepted

Late case study questions will NOT be accepted for any reason. Students must have completed the
questions and turned them in at the start of class in order to participate in the group discussion and in
order to receive points for the case studies.

Discussion Questions:
o Students are expected to post their Initial Discussion question post by date specified in the Syllabus.
o A minimum of one Substantial post is expected replying to a classmates Initial Discussion question.
o A Substantial post consists of the following:
Contributes to the content of the discussion while stimulating further discussion.
Provides addition information on the topic, supported with professional resources.
Is scholarly in nature using a profession tone.
Consists of proper academic writing such as spelling, grammar, sentence structure,
etc.
o Academic integrity is required in all posts.
Quizzes and Exams:
Quizzes and exams will be administered on dates as assigned in the topical outline. Testing must be completed
on the date assigned. Students failing to take an assigned quiz or exam will receive a zero. Make up quizzes or
exams will only be allowed in cases of extreme emergency, and will be subject to the 10% grade reduction for
late assignments. Students will receive the percentage of points available for quizzes and exams.
o
o
o
o
o

If a student is allowed to take a make-up quiz or exam, the quiz or exam must be taken prior to the
next scheduled class.
The quizzes will be during the first 30 minutes of class.
A student who is tardy on a test day may be admitted to the test, but will not be permitted any extra
time to complete the quiz.
Quizzes and exams will not be reviewed in the class. If you want to review the quiz or exam, you will
need to make an appointment to come by the office.
The format of the quizzes can include all types of questions. No books, notes or electronic devices may
be used when taking a quiz or completing an exam. All book bags, electronic devices, and belongings
are to be placed in the front of the class room. The students desk must be cleared of all items except
for a pencil and a colored piece of cardstock issued to the student to cover answers during the exam.
No make-up quizzes are permitted unless under extreme circumstances and with faculty approval. If
the student misses a quiz, the make-up quiz must be taken on the designated make-up test day/time.
The student who takes a make-up quiz will receive a 10% deduction. Failure to take the quiz on the
scheduled make-up day will result in a grade of a zero placed in the gradebook. No quizzes may be
taken prior to the scheduled date outlined in the syllabus.
Students who achieve a 77% or less on a quiz are required to meet with the instructor within 7
semester days of the posting of the grade to review the quiz. Students who achieve greater than 78%
on a quiz have the option to meet with an instructor to review the quiz within 7 semester days of the
posting of the grade to review the quiz.

Cheating, Plagiarism, Absences, Tardiness or other Breaches of Class Discipline

Time Allotment for Education

The BSN program is an extremely rigorous program of study and each nursing course requires a significant
commitment of the students time and energy to be successful.
Arizona College follows Program Integrity Rules and Regulations (PIR) required by the United State
Department of Education (DOE). For degree programs, such as the Nursing Program, a student is
expected to spend a minimum of one (1) to three (3) hours on outside work for every one (1) hour s/he is in
class, dependent on the type of class (theory, lab, or clinical). This can equate to 30-40+ additional hours

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per week. When this time is added to travel, sleep, and personal and home responsibilities, it leaves very
little free/leisure time during the week.
Keep in mind PIR hours are based on the average; therefore, it may take some students greater than or
less than 1:1 to 3:1 hour ratio.
Research findings on successful completion of Registered Nursing Programs support limiting outside
employment to no more than twenty (20) hours per week. The faculty at Arizona College highly
recommends choosing Nursing School as your only job. Often when a student attempts to work in addition
to going to nursing school, s/he finds that schoolwork suffers and may even contribute to failure in the
program.
If a student is employed, it is recommended he/she inform his/her employer about enrollment in the full-time
Nursing Program and attempt to negotiate for an alternate work schedule, especially during final exams.
There will be NO excused absences related to your work schedule.
Students may not work the night shift prior to clinical days. Attending clinical without proper rest could lead
to error when the student is providing patient care. Students deemed not safe due to either not being
adequately prepared and/or behavior that can result from inadequate sleep will be sent home and will be
considered absent for the day. If faculty ascertains that a student worked the night before clinical, then the
student will be sent home and considered absent.

Attendance and Tardy Policy

Nursing education prepares students to develop professional and clinical competence and to assume
professional accountability. Attendance and professional behavior are expected in all classroom, laboratory
and clinical settings. Attendance, prompt arrival, preparedness, and participation correspond to
professionalism and professional accountability.
Nursing courses prepare students for safe patient care and faculty expects students to attend ALL class,
laboratory, and clinical sessions to develop the theoretical and practice components of the professional
nursing role.
Students must be available the entire semester and should not make plans to be away during class
sessions.
Attendance is mandatory for the Nursing Program. Absence may result in dismissal from the Nursing
Program. Any concerns related to this requirement should be discussed with the Dean of Nursing prior to
the semester.

Return to Class or Clinical Following Health Changes

Any student who has experienced an emergency room visit, hospitalization, or an acute illness, trauma or
pregnancy/delivery must submit a completed Healthcare Provider Release to return to clinical/class.

Student must provide verification of the visit.

The release must state the student is physically and mentally/emotionally able to provide direct
nursing care to patients without restrictions.
The release must be signed by the healthcare provider and dated.
NO Call/NO Show
A student who is absent from clinical, classroom, or lab/simulation without giving proper
notice is a "no call/no show" and must meet with faculty. A second no call/no show may
result in program dismissal.

Classroom
Students are expected to attend all classes. If an absence does occur due to serious illness of the student
or a family member:

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Students are responsible to obtain all class notes and assignments as well as notify faculty
in advance of absence whenever possible.
Students may not arrive late or leave early as these behaviors disrupt the learning environment.
Faculty has the right to deny entrance to the class if students arrive after the start of class.
Absences may result in the inability to develop and demonstrate clinical practice objectives and
meet the required contact hours for credit. This will result in the student receiving a failing grade.

Safe Practice in Clinical/Laboratory Settings

The student in the Nursing Program is expected to demonstrate safe behavior while promoting the actual or
potential wellbeing of clients, healthcare workers, and self in the biological, psychological, sociological, and
cultural realms and demonstrating accountability in preparation for and provision of nursing care. Indicators
include:

Regulatory
Ethical
Biological, Psychological, Social, and Cultural Realms
Accountability
Human Rights

Review examples of these indicators in the Nursing Student Handbook

Academic Integrity
Violations of academic integrity are those that permit a student to gain an unfair advantage over other
students. Any purposeful deception in the preparation and/or submission of papers and assignments and
completion of exams, tests or quizzes is considered cheating and is a violation of academic integrity. This
list is not all inclusive and instructors may establish additional standards based on the nature of the course
or the setting in which the course takes place. The following actions can subject a student to disciplinary
action up to and including dismissal from the College and program.

Copying from others during an examination

Communicating exams answers with another student during an exam
Taking an exam for another student or having someone take an exam for you
Using unauthorized materials, prepared answers, written notes or information during an exam
Tampering with an examination AFTER it has been corrected then returning it for more credit
Removing tests from classroom, duplicates or questions and answers during any test review session
Offering another's work as one's own (plagiarism)
Collaborating or sharing answers for a take-home exam or assignment UNLESS it is specifically
authorized by the instructor
Submission of any written material that is fraudulent and/or untruthful
Offering money, any item of service to a faculty member or any other person to gain academic
advantage for oneself
Lying by deliberately misrepresenting by words, actions, or deeds any situation or fact in part or in
whole, for the purposes of enhancing one's academic standing or for the purpose of avoiding or
postponing the completion of any assignment, duty, test, in a course, internship, or clinical experience
Sanctions
First Offense
Mandatory sanctions

Zero credit for entire paper, exam, quiz, homework, lab

Second Offense
Mandatory Sanctions

Failing grade for the course

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Second offense may or may not be in the same course, program or term as the
first offense to invoke this sanction. Withdrawal from course will not alter the
awarding of a failing grade

Discretionary Sanctions

College suspension for up to three months

Permanent expulsion from Arizona College

Third Offense
Mandatory

Permanent Expulsion from Arizona College

Third offense need not be in the same location, course, program or term as 1st and
2nd issues.

A student may appeal the consequences-See Arizona College Grievance Policy in the Student Handbook.

Clinical Absence
In the event of serious illness or an emergency situation, a student may find an absence from the clinical
setting unavoidable. Students must notify the clinical faculty and the clinical agency in advance of time
expected at the clinical site. Students must notify the faculty by cell phone and email 2 hours prior to the
start of the scheduled clinical day or as soon as possible when the student is aware that an absence is
unavoidable.

Any student absent on the day of orientation may not continue in the rotation without instructor prior
approval of the absence.
Late arrival to clinical experiences may place the student at risk for achieving course competences,
including professional behaviors, Leaving early may only occur with prior faculty approval.
An absence from a clinical experience may jeopardize successful achievement of clinical course
competencies
Due to clinical space limitations, the nursing Program does not routinely provide makeup clinical
hours.
Any make-up opportunity will be subject to faculty availability, clinical site availability, and approval
of the Dean of Nursing or designee.
When absence results in the inability to develop and demonstrate clinical practice objectives and
meet the required credit hours the student will receive a failing grade.

Disabilities and Special Accommodations

Any student having a temporary medical condition inhibiting/restricting their activities must supply a written
explanation from their physician. Should a student become unable to participate fully in the programs activities,
he/she may be given and incomplete or withdrawal.
The student must notify the Dean of Nursing before the first class meeting if requesting accommodation. Special
accommodation will be given only with appropriate documentation of special needs. Individual faculty will not
provide extra time, different environments, or dictionaries during testing without official documentation of disability.
Withdrawing from this Course
Withdrawal from a course is the responsibility of the student. The last day to withdrawal from this course without
consequences is prior to the Wednesday in the 2nd week of the course.
In the Event of an Emergency
If an emergency exists, the Dean of the Nursing Department or his/her designee will give directions to the faculty
and students to leave the building in an orderly fashion by the nearest exit.
Tutoring

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Tutoring is available by appointment. The purpose of tutoring is to help the student gain an increased
understanding of the topics discussed in class. The expectation is that the student will come prepared for the
tutoring session. Prior to the tutoring session, the lecture material provided in class and the reading assignments
should be reviewed. The student should come prepared for tutoring with questions.
You may also download Arizona College catalog regarding other college policy and procedures at
http://www.arizonacollege.edu/catalog/

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Appendix A
Write a two-page, 500 word count limit, paper that addresses health and wellness behaviors of a well-child or wellolder adult. Address the following details:

Incorporate one Conceptual Model within the paper.

Compare and contrast two ways that health & wellness behaviors are experiences.

Application of the concepts of health and wellness into your professional nursing practice.

The paper must be in APA 6th edition format. It must include a title page and a reference page with at least three
professional references. Make sure to use correct citation in the body of the paper.
All written papers must be completed using Microsoft Word unless otherwise specified in the assignment
instructions. Academic papers must include an Introduction paragraph and Conclusion as well as be written in the
third person.
Please upload a copy of the assignment to the Assignment dropbox in your Blackboard and bring a copy of your
paper to class for discussion.

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