Running Head: HEALTH ASSESSMENT THEORY COURSE DEVELOPMENT PLAN 1

Health Assessment Theory Course Development Plan

Jean A. O’Connor

State University of New York Polytechnic Institute

HEALTH ASSESSMENT THEORY COURSE DEVELOPMENT PLAN 2

Health Assessment Theory Course Development Plan

Western Nevada College

Department of Nursing

Carson City, Nevada

Nursing Program Course Syllabus

Course: Nursing 147 Health Assessment Theory

Prerequisites: BIOL 223, BIOL 224, BIOL 251

Semester: Fall Semester 2018

Unit (Credit) Hours: 2

Instructor: Jean O’Connor BSN, RN

Office Phone: (845) 555-1212

Office Hours: Monday, Wednesday 11am-1pm., and by appointment. Room 147

Email: joconnor@westernev.edu

Texts and Materials

Required texts:

American Psychological Association. (2010). Publication Manual of the American

Psychological Association (6th ed.). Washington, D.C.: American Psychological

Association.

Hogan-Quigley, B., Palm, M.L., & Bickley, L.S. (2017). Bates’ nursing guide to physical

examination and history taking (2nd ed.). Philadelphia, PA: Wolters Kluwer.

Materials:

Computer
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Recommended Readings:

Techniques of Physical Assessment: NCLEX-RN.

https://www.registerednursing.org/nclex/techniques-physical-assessment/

Clarke, C. (2014). Promoting the 6cs of nursing in patient assessment. Nursing Standard 28(44),

52-59.

Course Description

Health assessment theory students will integrate knowledge from previously learned concepts

and content from prerequisite and co-requisite courses. Students will learn evidence based

assessment skills including: comprehensive, partial, ongoing, focused, problem-oriented, and

emergency assessments of patients. Students will develop assessment skills that utilize an ethical,

and culturally sensitive approach to the care of a diverse patient population. Students will learn

to collaborate with patients, family, and other members of the health care team to communicate

health assessment findings. Student will facilitate the nursing process and methods of

prioritization to perform nursing assessments and nursing diagnosis of adult and geriatric

populations across the lifespan.

Correlating Program Outcome

1. Apply critical thinking skills relating nursing theories and research to evidence based clinical

practice.

2. Integrate the use of information and technology to access knowledge, promote

communication, and support decision-making.

4. Combine knowledge of cultures, diversity, social and economic factors with current evidence-

based health care in individual practice.

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5. Utilize principles of ethics, integrity, and mutual respect in caring for a diverse patient

population of varying developmental stages.

6. Collaborate with health care providers, family members, and community resources to plan for

patient care needs.

10. Apply learned knowledge in the reduction of illness and injury, and promotion of health and

wellness through self-care management education, and health care provider support (Maline,

Mathias, O’Connor, Prendergast, and Wechter, 2018).

Course Objectives

Upon successful completion of this course students will be able to:

1. Integrate knowledge of anatomy and physiology with evidence-based assessment skills used to

collect and validate health assessments on diverse adult and geriatric populations.

2. Develop a culturally sensitive, holistic, head-to-toe physical assessment on the adult, and

geriatric population.

3. Design a plan of care with patient, family, and health care team that include assessment

findings and health promotion.

Table 1

Course Objectives Mapped to Accreditation Commission for Education in Nursing Standards

(ACEN, 2017)

Course Objectives Bloom’s Taxonomy ACEN Essentials

Students will be able to Cognitive Domain 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.11
integrate knowledge of Level Synthesis
anatomy and (Costello, 2018)
physiology with
evidence-based
assessment skills used
to collect and validate
health assessments on
diverse adult and
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geriatric populations.

Students will develop a Cognitive Domain 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
culturally sensitive, Level Application 4.11
holistic, head-to-toe
physical assessment on Affective Domain
the adult, and geriatric Level Valuing
population across the
lifespan. Psychomotor Domain
Level Perceptual
Abilities
(Costello, 2018)
Students will design a Cognitive Domain 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.11
plan of care with Level Synthesis
patient, family, and
health care team that Affective Domain
include assessment Level Valuing
findings and health
promotion. (Costello, 2018)

Learner Outcomes

Table 2

Learning Outcomes Mapped to Course Objectives and Program Outcomes

Learning Outcomes Course Objectives Program Outcomes

1. Develops clinical 1, 2 1, 2, 4, 10
judgment integrating the
nursing process with
evidence-based assessment
skills for diverse adult and
geriatric patients in all
health care settings.

2. Applies cultural 2,3 4, 5

sensitivity and spiritual
awareness while caring for
diverse populations.

3. Utilizes effective, ethical, 2,3 2, 4, 5, 6, 10

and therapeutic
communication with
patients, families, and
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members of the health care

team.

Course Schedule

Table 3

Course Schedule

Week Module Topic Readings Assignments/Exam

s
1 1 Introduction Read course Introduce yourself
syllabus.

2 1 Introduction to health Bates

assessment, critical Chapters 1-3
thinking in health (Hogan-
assessment, interviewing Quigley et al.,
and communication 2017)
3 2 Taking a health history, Bates Test Module 1
cultural and spiritual Chapters 4-7 Chapters 1-3
awareness. (Hogan-
Beginning physical Quigley et al.,
exam/Vital 2017)
signs/recording findings.

4 2 Nutrition/Hydration Bates Cultural Sensitivity

Integumentary, head and Chapters 8-10 Paper
neck assessment (Hogan-
Quigley et al.,
2017)
5 2 Eyes, Ears, Nose, Throat Bates Test Module 2a:
assessments Chapters 11- Chapters 4-10
12
(Hogan-
Quigley et al.,
2017)
6 2 Respiratory and Bates Ch. 13- Case Study 1
cardiovascular 15
assessments (Hogan-
Peripheral Vascular Quigley et al.,
assessments 2017)
7 2 GI/Renal/Breast and Bates Ch. 16-
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Axillae assessments 17
(Hogan-
Quigley et al.,
2017)
8 2 Musculoskeletal Bates Ch. 18- Case Study 2
Assessment 20
Mental health and (Hogan-
Nervous system Quigley et al.,
assessments 2017)
19 2 Reproductive assessments Bates Ch. 21
(Hogan-
Quigley et al.,
2017)
10 3 Special Populations Bates Ch. 23- Test Module 2b
24 Chapters 11-20
(Hogen-
Quigley et al.,
2017)
11 ED Observations
12
13 Group Project
14 Finals Test Module 3
Chapters 21. 23-24
15 Wrap
Up/Course
Evaluations

Instructional Approaches

Students in this course will learn through a variety of instructional methods including lecture,

class discussion, shared work, group work, observation, and individual study. Textbook readings

will be pre-assigned, and content will be discussed in class. Student class discussion participation

is a graded expectation of this course. Additional suggested readings, journal articles, and

Internet supplements to reinforce the assigned readings will be provided. Students will work on

case studies related to course chapters and share findings with the class. Students will be divided

into small groups to work on collaborative assignments. There will be four module tests covering
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assigned readings throughout the course, and one short topic paper on cultural sensitivity related

to health assessments.

Grading Scale

Table 4

Method of Evaluation

Unit Exams (4) 60%

Case Studies (2) 20%
Group Project 10%
Cultural Sensitivity Topic Paper 5%
Class Discussion Participation 5%
Total Points 100%

Table 5

Grade Range Percentages

Grade Percent
A 94-100
A- 90-93
B+ 85-89
B 80-84
C 73-76
F <70

Methods of Evaluation 3 graded learning activities

1. Unit exams will follow the readings throughout the course. There will be four unit exams in

total that will test student’s ability to comprehend, apply, and synthesize content from the

readings, lecture, and supplemental materials.

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2. A short topic paper on a culturally sensitivity topic of the students choice as it relates to health

assessments and physical examination will combine the nursing process with awareness of

diverse cultures.

3. A group project designed to focus on a comprehensive health assessment of a patient will

synthesize course content, with assessment skills learned throughout the course.

Nursing Program Lesson Plan

Course: NURS 147 Health Assessment Theory

Date: November 1, 2018

General Topic: Group Project Assessment Power Point Presentation

Equipment Needed:

Observation in ED will require proper scrub attire and student identification.

For group project you will need:

1. The group project instructions and rubric

2. Required class text book
3. Blackboard on Computer for group assignments and communication
4. Lap top for Power Point presentation

Description of Learning Activity

Each of you will be placed into groups of 4 or 5 students and sent to observe in the emergency

department (ED) at WNMC for 4 hours. You will choose one type of health assessment:

comprehensive, partial, ongoing, focused, problem-oriented or emergency that you observed

during your time in the ED. You will develop a power point presentation in APA format on the

following findings:

1. Type of health assessment

2. The patient’s health history

3 Physical exam head-to-toe assessment

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4. Diagnostic criteria: labs, x-ray, ECG, CT scan etc,

5. Findings

6. Interventions

7. Cultural or religious considerations

Complete a comprehensive plan of care including patient, family, and any consults or inpatient or

outpatient services required.

Module-level Student Learning Outcomes

1. Contrasts different types of assessments

Bloom’s Taxonomy: Cognitive Domain, Level of analysis

2. Integrate assessment data to develop comprehensive plan of care

Bloom’s Taxonomy: Cognitive Domain, Level Synthesis

Student Learning Activity

Table 6

Student Learning Activity

Module Course Program

Outcome Objective Outcome

1 1, 2 1, 2, 5
2 1, 2, 3 1, 2, 4, 6, 10

Planned Learning Activity

Table 7

Planned Learning Activity and Time to Complete

Planned Learning Activity Time Frame

Emergency Room Observations 4 hours
Group work content power point assignment Out of class 2
weeks to
prepare
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Group work presentation 20 minutes

Group presentation question and answer time 15 minutes

Assessment Plan

Table 8

Assessment of Planned Learning Activity

Project Components Possible Points Earned Points Comments

Format: Power Point 20
presentation is organized,
well written, submitted on
time. Follows APA format
guidelines including title
page, spelling, grammar,
headings, citations,
references
Content: Power Point 20
Includes
 Type of Health
Assessment
 Health History
 Head-to-toe
Physical exam
 Diagnostic Criteria
 Findings
 Interventions
 Cultural or religious
considerations

Content: Power Point 20

includes a Comprehensive
Plan of Care
Team Work: Group work 20
is delegated equally, and
professionally. Group
work, and communication
are documented in
blackboard group project
folder. Group designs a
timeline for project
completion and
communication. Group
provides project
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assignment for peer

review.
Presentation: Group 20
members equally present
their power point
assessment to the class in a
cogent manner. Power
point is clear, visually
appealing, and covers all
expected topics of the
assignment. Group
members participate is
question and answer time
post presentation.
Grading Key:

20: Students meet or exceeds standards

18-19: Students perform at above average level, with minor errors

16-17: Students work is average, meeting minimum standards, multiple errors, or content

missing.

≤15: Work is below average, does not meet standard, multiple errors, content omitted.

Group Feedback

The feedback provided by my peers assisted me in revising my course schedule to the proper

amount weeks, adjusting headings, and eliminating words that did not match the criteria of my

course. I was reminded to use the learning plan-teaching tool for the lesson plan section. The

feedback was both constructive and positive.

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References

Accreditation Commission for Education in Nursing. (2017). ACEN standards and criteria

associate standard 4 curriculum. Retrieved from: http://www.acenursing.org/resources-

acen-accreditation-manual/

American Psychological Association. (2010). Publication Manual of the American

Psychological Association (6th ed.). Washington, D.C.: American Psychological

Association.

Clarke, C. (2014). Promoting the 6cs of nursing in patient assessment. Nursing Standard 28(44),

52-59.

Costello, C. (2018). Bloom’s thinking & learning. Retrieved from:

https://www.virtuallibrary.info/blooms-taxonomy.html
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Hogan-Quigley, B., Palm, M.L., & Bickley, L.S. (2017). Bates’ nursing guide to physical

examination and history taking (2nd ed.). Philadelphia, PA: Wolters Kluwer.

Maline, H., Mathias, V., O’Connor, J., Prendergast, B., & Wechter, A. Associate degree program

of Western Nevada College: faculty curriculum review. Unpublished manuscript, College

of Health Sciences, State University of New York Polytechnic Institute, Utica, NY.

Registered Nursing.org (2018). Techniques of Physical Assessment: NCLEX:RN. Retrieved

from: https://www.registerednursing.org/nclex/techniques-physical-assessment/