This format is to be used for all courses submitted to the Council on Academic Affairs and/or the Council on Graduate Studies.
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1 Agenda Item #06-97 Effective Fall 2007 Eastern Illinois University New Course Proposal NUR 3303, Advanced Nursing Health Assessment This format is to be used for all courses submitted to the Council on Academic Affairs and/or the Council on Graduate Studies. Gray boxes (except check boxes) will expand as you type in them. Please check one: New course Revised course PART I: CATALOG DESCRIPTION 1. Course prefix and number, such as ART 1000: NUR Title (may not exceed 30 characters, including spaces): Advanced Nursing Assessment 3. Long title, if any: Advanced Nursing Health Assessment 4. Class hours per week, lab hours per week, and credit [e.g., (3-0-3)]: Term(s) to be offered: Fall Spring Summer On demand 6. Initial term of offering: Fall Spring Summer Year Course description (not to exceed four lines): Students build upon basic assessment skills to perform comprehensive nursing health assessment of individuals. History taking, including risk assessment, as well as physical and psychosocial assessment will be practiced. The development of sound clinical judgments based on accurate assessments will be applied. 8. Registration restrictions: a. Identify any equivalent courses (e.g., cross-listed course, non-honors version of an honors course). None b. Prerequisite(s), including required test scores, courses, grades in courses, and technical skills. Indicate whether any prerequisite course(s) MAY be taken concurrently with the proposed/revised course. Prior or Concurrent Enrollment Professional Nursing Practice NUR 3103 c. Who can waive the prerequisite(s)? No one Chair Instructor Advisor Program Coordinator Other (Please specify) d. Co-requisites (course(s) which MUST be taken concurrently with this one): None e. Repeat status: Course may not be repeated. Course may be repeated to a maximum of hours or time. f. Degree, college, major(s), level, or class to which registration in the course is restricted, if any: Students must be accepted into the RN to BS in Nursing Program. g. Degree, college, major(s), level, or class to be excluded from the course, if any: 9. Special course attributes [cultural diversity, general education (indicate component), honors, remedial, writing centered or writing intensive] None 10. Grading methods (check all that apply): Standard letter C/NC Audit ABC/NC ( Standard letter i.e., ABCDF--is assumed to be the default grading method unless the course description indicates otherwise.)
2 11. Instructional delivery method: Lecture and clinical laboratory combined (This is a drop-down menu.) PART TWO: ASSURANCE OF STUDENT LEARNING (See the CAA website for examples of items 1, 2, and 3.) 1. List the student learning objectives of this course: The student will: 1. Explain health assessment methods utilized for individuals through the lifespan. 2. Differentiate between normal and abnormal findings noted during health assessment. 3. Utilize appropriate communication skills when performing a health assessment and when documenting health assessment data. 4. Demonstrate an organized head-to-toe physical examination of an adult using appropriate technique. 5. Analyze nursing assessment data to identify the individual s level of wellness, health risks, and unmet health needs. a. If this is a general education course, indicate which objectives are designed to help students achieve one or more of the following goals of general education and university-wide assessment: EIU graduates will write and speak effectively. EIU graduates will think critically. EIU graduates will function as responsible citizens. This is not a general education course. b. If this is a graduate-level course, indicate which objectives are designed to help students achieve established goals for learning at the graduate level: Depth of content knowledge Effective critical thinking and problem solving Effective oral and written communication Advanced scholarship through research or creative activity This is not a graduate-level course. 2. Identify the assignments/activities the instructor will use to determine how well students attained the learning objectives: Student achievement of course objectives will be evaluated using content examinations (3 unit exams and a comprehensive final examination), documentation of a comprehensive health history of an adult, and the performance and documentation of a physical examination. Objective Exams Written Health History Explain health assessment methods used for individuals through the lifespan. Physical Assessment Performance X X X X Written Physical Assessment Differentiate between normal and abnormal findings noted during health assessment. X X X X 2
3 Utilize appropriate communication skills when performing a health assessment and when documenting health assessment data. Demonstrate an organized head-to-toe physical examination of an adult using appropriate technique. Analyze nursing assessment data to identify the individual s level of wellness, health risks, and unmet health needs. X X X X X X X X X X X 3. Explain how the instructor will determine students grades for the course: EVALUATION: Unit Exams 50 points each) Written health history 50 points) Written physical 50 points) Comprehensive final examination 100 points) 150 points 50 points 50 points 100 points Total 350 points 4. For technology-delivered and other nontraditional-delivered courses/sections, address the following: No sections of this course are entirely technology delivered. a. Describe how the format/technology will be used to support and assess students achievement of the specified learning objectives: b. Describe how the integrity of student work will be assured: c. Describe provisions for and requirements of instructor-student and student-student interaction, including the kinds of technologies that will be used to support the interaction (e.g., , webbased discussions, computer conferences, etc.): 5. For courses numbered , specify additional or more stringent requirements for students enrolling for graduate credit. These include: a. course objectives; b. projects that require application and analysis of the course content; and c. separate methods of evaluation for undergraduate and graduate students. This course is not numbered between 4750 and If applicable, indicate whether this course is writing-active, writing-intensive, or writing-centered, and describe how the course satisfies the criteria for the type of writing course identified. (See Appendix *.) 3
4 NUR 3303 is a writing active course, requiring the submission of 2 major written assignments. The type of writing required in the documentation of health assessments aids the student in learning appropriate terminology, accepted formats, and desired conciseness. PART III: OUTLINE OF THE COURSE Provide a week-by-week outline of the course s content. Specify units of time (e.g., for a course, 45 fifty-minute class periods over 15 weeks) for each major topic in the outline. Provide clear and sufficient details about content and procedures so that possible questions of overlap with other courses can be addressed. For technology-delivered or other nontraditional-delivered courses/sections, explain how the course content units are sufficiently equivalent to the traditional on-campus semester hour units of time described above. Week Week 1 Week 2 Week 3 Week 4 Week 5 Content and Procedures Overview and Introduction to Nursing Health Assessment Critical Thinking and Clinical Judgment Assessment of baseline health assessment knowledge Overview of course assignments Cultural Considerations in Health Assessment Growth and Development in Health Assessment Health Promotion Across the Lifespan Practice assessment of culture, growth and development, and health promotion activities Documentation of assessment findings related to culture, growth and development, and health promotion activities. Interviewing and the Complete Health History Risk Analysis Pain Assessment Practice of interview and health history, risk analysis and pain assessment. Practice of documentation of health history, risk analysis, and pain assessment. Techniques of Physical Assessment Performing the General Survey Assessment of Mental Status Video Mental Status examination Practice of physical assessment techniques, performance of general survey, and assessment of mental status. Practice of documentation of general survey and mental status assessment findings. Exam 1 Assessment of Nutritional Status Assessment of Skin, Hair, and Nails 4
5 Week 6 Week 7 Week 8 Week 9 Practice of assessment of nutritional status and physical examination of skin, hair and nails. Documentation of nutritional status assessments and assessment of skin, hair, and nails. Video of assessment of skin, hair, and nails. Assessment of the Head and Neck and Lymphatics Assessment of the Eyes Practice of assessment of head, neck, lymphatics, and eyes. Practice documentation of assessments of head, neck, lymphatics, and eyes. Video of assessment of head, neck and lymphatics. Video of assessment of eyes Submit: Written health history assignment Assessment of the Ears Assessment of the Nose, Mouth, and Throat Practice assessments of ears, nose, mouth, and throat Documentation of assessments of ears, nose, mouth, and throat Videos of assessment of ears, nose, and throat Assessment of the Lungs and Thorax Assessment of the Heart and Great Vessels Practice assessments of lungs and thorax, heart, and great vessels Documentation of assessments of lungs, thorax, heart, and great vessels Videos of assessments of lungs, thorax, heart, and great vessels Exam 2 Assessment of the Breasts and Lymphatics Assessment of the Abdomen Practice of examination of the breast, lymphatics, and abdomen. Documentation of findings related to the breast, lymphatics, and abdomen. Video of examination of the breast, lymphatics, and abdomen. Week 10 Assessment of Peripheral Vascular System and Lymphatics Assessment of the Musculoskeletal System Practice of examination of peripheral vascular system and musculoskeletal system. Documentation of findings related to the peripheral vascular system and musculoskeletal system. Videos related to the peripheral vascular system and musculoskeletal system assessments. Week 11 Assessment of the Neurologic System Practice assessment of neurologic system. Documentation of neurologic system assessment findings. 5
6 Video related to assessment of neurologic system. Week 12 Assessment of the Male and Female Genitalia, Anus, and Rectum Videos related to the assessment of the genitalia, anus, and rectum. Week 13 Putting It All Together - The Head-to-Toe Assessment Documentation of the physical examination Video of head to toe assessment Practice of head to toe physical examination. Week 14 Exam 3 Critical Thinking and documentation Practice and return demonstration head to toe assessment Week 15 Focused Assessment and Assessment in Emergency Situations. Practice and return demonstration head to toe assessment Submit written physical examination Final comprehensive examination PART IV: PURPOSE AND NEED 1. Explain the department s rationale for developing and proposing the course. This course contributes to the acquisition of assessment skills, one of the core competencies outlined by the American Association of Colleges of Nursing (AACN) in the document The Essentials of Baccalaureate Education for Professional Nursing Practice. The Commission on Collegiate Nursing Education (CCNE), which accredits baccalaureate programs in nursing, uses the Essentials as accreditation standards. a. If this is a general education course, you also must indicate the segment of the general education program into which it will be placed, and describe how the course meets the requirements of that segment. b. If the course or some sections of the course may be technology delivered, explain why. This is not a general education course. No sections will be completely technology delivered. 2. Justify the level of the course and any course prerequisites, co-requisites, or registration restrictions. This course builds upon basic level of assessment knowledge already attained by RNs who have earned associate degrees or diplomas in nursing. The higher level of skill and knowledge required to meet the learning objectives justifies placement of the course at the junior level. It is placed in the junior year of the RN to BS curriculum to provide advanced assessment skills for students who will progress to providing nursing care in less structured environments in a variety of health care settings. The focus on individual assessment reflects the curriculum structure of care to individuals that progresses to care for groups, communities, and populations. NUR 3103 is to 6
7 be taken concurrently or as a prerequisite because it provides an overview of the roles, core knowledge, competencies, and values of the professional nurse. 3. If the course is similar to an existing course or courses, justify its development and offering. This course is not similar to any existing course. a. If the contents substantially duplicate those of an existing course, the new proposal should be discussed with the appropriate chairpersons, deans, or curriculum committees and their responses noted in the proposal. NUR 3303 does not duplicate any existing course. b. Cite course(s) to be deleted if the new course is approved. If no deletions are planned, note the exceptional need to be met or the curricular gap to be filled. No courses will be deleted as a result of the addition of this course. 4. Impact on Program(s): a. For undergraduate programs, specify whether this course will be required for a major or minor or used as an approved elective. This course will be required for undergraduate students in the RN to BS in nursing curriculum. b. For graduate programs, specify whether this course will be a core requirement for all candidates in a degree or certificate program or an approved elective. If the proposed course changes a major, minor, or certificate program in or outside of the department, you must submit a separate proposal requesting that change along with the course proposal. Provide a copy of the existing program in the current catalog with the requested changes noted. This course does not change a major, minor or certificate program outside of the department. Catalog copy for the Program will be submitted with the proposals for the remaining courses of the curriculum at a future date. PART V: IMPLEMENTATION 1. Faculty member(s) to whom the course may be assigned: This course will be assigned to a nursing faculty member in the RN to BS in nursing program. The course will require one theory section and multiple clinical laboratory sections, depending on the number of students enrolled. If this is a graduate course and the department does not currently offer a graduate program, it must document that it employs faculty qualified to teach graduate courses. This is not a graduate course. 2. Additional costs to students: 7
8 Include those for supplemental packets, hardware/software, or any other additional instructional, technical, or technological requirements. (Course fees must be approved by the President s Council.) There will be a course fee of $30.00 to cover the costs of physical assessment equipment, pending approval by the President s Council. Students must have a good quality stethoscope (with a bell and diaphragm). 3. Text and supplementary materials to be used (Include publication dates): Seidel, H. M., Ball, J. W., Dains, J. E., & Benedict, G. W. (2006). Mosby s guide to physical examination (6 th ed.). St. Louis: Mosby. Seidel. H. M., Ball, J. W., Dains, J. E., Benedict, G. W. and Vanacore-Chase, D. (2006) Student laboratory manual for Mosby's guide to physical examination (6th ed.). St. Louis: Mosby. PART VI: COMMUNITY COLLEGE TRANSFER If the proposed course is a or 2000-level course, state either, "A community college course may be judged equivalent to this course" OR "A community college course will not be judged equivalent to this course." A community college course will not be judged equivalent to a or 4000-level course but may be accepted as a substitute; however, upper-division credit will not be awarded. A community college course is not judged equivalent to this course. PART VII: APPROVALS Date approved by the department or school N/A Date approved by the College of Sciences Curriculum Committee Date approved by the Honors Council (if this is an honors course) Date approved by CAA *In writing-active courses, frequent, brief writing activities and assignments are required. Such activities -- some of which are to be graded might include five-minute in-class writing assignments, journal keeping, lab reports, essay examinations, short papers, longer papers, or a variety of other writing-to-learn activities of the instructor's invention. Writing assignments and activities in writing-active courses are designed primarily to assist students in mastering course content, secondarily to strengthen students' writing skills. In writing-intensive courses, several writing assignments and writing activities are required. These assignments and activities, which are to be spread over the course of the semester, serve the dual purpose of strengthening writing skills and deepening understanding of course content. At least one writing assignment is to be revised by the student after it has been read and commented on by the instructor. In 8
9 writing-intensive courses, students writing should constitute no less than 35% of the final course grade. In writing-centered courses (English 1001G, English 1002G, and their honors equivalents), students learn the principles and the process of writing in all of its stages, from inception to completion. The quality of students' writing is the principal determinant of the course grade. The minimum writing requirement is 20 pages (5,000 words)
8. Registration restrictions: a. Identify any equivalent courses (e.g., cross-listed course, non-honors version of an honors course).
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