ANGELO STATE UNIVERSITY Bachelor of Science in Nursing NUR

Transcript

ANGELO STATE UNIVERSITY
Bachelor of Science in Nursing
NUR 4412
Obstetric and Pediatric Nursing
Spring 2015
Makensie McCormick, MSN, RN
Robert ‘Kelly’ Michael, EdD(c), MN, RN, PPCNP-BC
ANGELO STATE UNIVERSITY
Department of Nursing & Rehabilitation Sciences
COURSE NUMBER
NUR 4412
COURSE TITLE
Obstetric and Pediatric Nursing
CREDITS
(4-0-0)
PREREQUISITE COURSES
NUR 3410 Adult Health Nursing I, NUR 3320 Adult Health Nursing Practicum, NUR 3305 Research in Nursing, NUR 3301
Health Policy and Professional Issues
CO-REQUISITES
4212 – Obstetrics and Pediatric Nursing
PRE-REQUISITE SKILLS
Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are
an expectation of the Generic BSN program. Computer access requirements are further delineated in the
Undergraduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Nursing
Program Undergraduate Student Handbook should be reviewed before taking this course.
http://www.angelo.edu/dept/nursing/handbook/index.html
COURSE DELIVERY
The majority of course meetings will occur face-to-face on Wednesdays & Thursdays from 9:30-11:15AM. There are at
least four days when this course will be delivered in an online format using the Blackboard (Bb) course management
system. This course is managed via Bb on the Angelo State University web platform.
BROWSER COMPATIBILITY CHECK
It is the student’s responsibility to ensure that the browser used to access course material on his/her computer is
compatible with ASU’s Blackboard Learning System. The faculty members reserve the right to deny additional access to
course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this
course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time
of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via email notification
during times outside those posted for calls. Be sure to perform a browser test. Select the “Support” tab from the
Blackboard homepage (http://www.blackboard.angelo.edu) Select “Test your Browser” option.
Please see technical requirements for BSN classes at this link:
http://www.angelo.edu/dept/nursing/rn-bsn_program.php
FACULTY & OFFICE HOURS:
Makensie McCormick, MSN, RN
Assistant Clinical Professor of Nursing
Office: VIN 279
Phone 325.486.6879
E-mail: [email protected]
Office Hours:
M: (In Skills 8-11 AM); 11 AM- 1 PM
T: (Clinical) Call/email for appointment
W: (In Skills 8-11 AM); 11 AM- 1 PM
TH: 8-9:30 AM; (In Lecture 9:30-11:15 AM); 11:15 AM- 1 PM
F: Call/email for appointment
Appointments may be scheduled for alternate times if
prescheduled. To schedule an appointment, please email (This is
best!) or call my office phone and leave a message.
Robert K. Michael, EdD(c), MN, RN, PPCNP-BC
Assistant Clinical Professor of Nursing
st
Office: VIN 131 (on 1 Floor of Vincent)
Phone: 325.486.6851
E-mail: [email protected]
Office Hours:
By Appointment CST/USA (Face-to-face or Online).
-Monday, Tuesday, & Thursday during the hours of 9AM to 4PM
-Friday during the hours of 1PM to 4PM.
Please email (This is best) or call my office phone.
I try to respond to messages within 24 to 36 hours during work
hrs. If you have a question that an email response would suffice
then let me know this when you contact me.
COURSE DESCRIPTION
This course focuses on research-based care of childbearing and childrearing families. Students learn processes, concepts
and standards of care related to pregnancy, labor, childbirth, newborns, infants, children, adolescents and their families.
Students review common acute, chronic, and behavioral pediatric and obstetric conditions and complications.
COURSE OVERVIEW
We have designed this course to follow a framework of learning so as to support your individual learning needs. Our
design intentions follow four basic design principles of learning including being Learner-Centered (i.e. offering
autonomy, putting the student in charge of his/her learning, etc.), Community-Centered (i.e. realizing the benefit of
learning in groups), Knowledge-Centered (i.e. realizing that a basic command of knowledge in OB and PEDS content is
essential to functioning in this unique area of the nursing field), and Assessment-Centered (i.e. striving to identify and
help students develop the ability to identify learning gaps and needs). We have designed a series of classes and
assignments to address each of the areas noted in the course description in a meaningful and real-life way.
BSN PROGRAM OUTCOMES
Upon completion of the program of study for the Generic BSN, the graduate will be prepared to:
1. Integrate nursing and related theories into the planning and/or delivery of safe nursing care
2. Engage leadership concepts, skills and decision-making in the planning and/or implementation of patient safety and
quality improvement initiatives
3. Identify and appraise best research evidence to improve and promote quality patient outcomes
4. Utilize technology to access information, evaluate patient data, and/or document care
5. Participate in political/legislative processes to influence healthcare policy
6. Engage in effective collaboration and communication within interdisciplinary teams
7. Design and/or implement health promotion & disease prevention strategies for culturally competent care
8. Demonstrate standards of professional, ethical, and legal conduct
9. Practice and/or coordinate, at the level of the baccalaureate prepared nurse, to plan and/or implement patient
centered care
STUDENT LEARNING OUTCOMES
Student Learning Outcome
By completing all course requirements,
students will be able to:
Assignment(s) or activity(ies)
validating outcome achievement:

1. Differentiate normal developmental
and physiological findings from
abnormal development and
pathophysiologic variations in obstetric
and pediatric clients and their families.





2. Integrate theory, research, ethical
principles and legal regulations to
promote health and plan care for
obstetric and pediatric clients and their
families.
3. Evaluate protective and predictive
factors, including genetics, which
influence the health of individuals,
families, groups, communities, and









Classroom Participation
Quizzes
Peds Group Case Presentations-Q
Peds Writing Assignment –
“Letters to my…”
Unit Tests
ATI Exams
Quizzes
Peds Group Case Presentations
Unit Tests
ATI Exams
Case Study #1-Q
Peds Group Case Presentations
OB Genetics ten-minute paper-Q
Mapping to
BSN
Program
Outcomes
1;3;4;9
Mapping
to BSN
Essentials
Mapping
to QSEN
1;3;4;9
T&C-S
1;7;8;9
1;7;8;9
PCC-K
9
9
EBP-K
populations.
4. Employ assessment strategies of
learning readiness, developmental level,
and cultural/spiritual beliefs in the care
of obstetric and pediatric clients and
their families.
5. Utilize evidence-based information in
planning care for obstetric and pediatric
clients and their families.






Case Study #1-Q
1;9
1;9
PCC-S
Video Response Paper
3;4;7;9
3;4;7;9
EBP-KS
3
3
-
6. Employ advocacy measures to

Peds Writing Assignment –
implement change aimed at enhancing
“Letters to my…”
effectiveness, safety, and quality of care
in obstetric and pediatric clients and
their families.
NOTE: Q=QSEN; K=KNOWLEDGE; S=SKILLS; A=ATTITUDES
REQUIRED TEXTS AND MATERIALS
1. Pediatric Nursing: The Critical Components of Nursing Care (authors: Kathryn Rudd & Diane Kocisko) ISBN-13: 978-08036-2179-4
2. Maternal-Newborn Nursing: The Critical Components of Nursing Care, (2nd Ed.). (authors: Roberta Durham & Linda
Chapman) ISBN-13: 978-0-8036-3704-7
3. Publication manual of the American Psychological Association (6th ed.). (author: American Psychological Association,
2010).
4. Pediatric Nursing Care: Best Evidence-Based Practices (author: Susan L. Ward) ISBN-13: 978-8036-2694-2
5. Maternal-Newborn Nursing Care: Best Evidenced-Based Practices (author: Jamille Nagtalon-Ramos) ISBN-13: 978-08036-2246-3
Optional Textbooks:
Drug guide of choice
Medical dictionary of choice
Manual of diagnostic labs of choice
Nursing care planning book of choice
OTHER REQUIRED MATERIALS
 Computer with MAC or Windows Operating System
 High Speed Internet Access
GRADING SYSTEM
Course grades will be dependent upon completing course requirements and meeting the student learning
outcomes.
The following grading scale is in use for this course:
A = 90.00-100 points
B = 80.00-89.99 points
C = 70.00-79.99 points
D = 60.00-69.99 points
F = 0-59.99 points (Grades are not rounded up)
Course grades will be dependent upon meeting the learning objectives and completing course requirements.
We will be measuring your progress on the student learning outcomes in various ways. For written
assignments, I will allow revision of that assignment after an analysis is made. If you are not happy with your
personal progress towards meeting the outcomes, then feel free to revise your work and resubmit. If you
assign a higher level of mastery for yourself than noted in the rubric, then feel empowered to achieve your
goal.
*Students must successfully complete NUR 4412 and NUR 4222 simultaneously to receive credit in either
course.
EVALUATION AND GRADES
Graded assignments, activities and percent of the overall course grade:
Assessment Activity
OB Content – 50%
3 Unit Tests (all over OB content)
OB Topic Quizzes
Daily Classroom Participation in OB content
ATI Maternal Newborn – Practice Tests
ATI Maternal Newborn - Comprehensive Test
Pediatric Content – 50%
PEDS Topic Quizzes
Grade %
30 % (10 % each)
10 % (top 5 quizzes at 2 % each)
4%
2% (2 Quizzes at 1% each)
4%
10 % ( top 7 quizzes at 1.4 % each)
Daily Classroom Participation in PEDS content
4%
PEDS Immunization Quiz
3%
PEDS Writing Assignment – ‘Letters to my…’
12 % (3 letters at 4 % each)
PEDS Video Response Paper
3%
PEDS Group Case Presentation
12 %
ATI Nursing Care of Children – Practice Tests
ATI Nursing Care of Children - Comprehensive Test
TOTAL
2 % (2 Quizzes at 1 % each)
4%
100 %
TEACHING STRATEGIES
 Readings (Textbooks/ Handouts/ Internet resources)
 Lecture/Discussions/Online modules
 Individual, Pair and Group activities
 NCLEX practice questions/tests
 Case studies/Demonstrations
 Written assignments
 Tests / Quizzes
Students are expected to be “active learners.” It is a basic assumption of the instructor that students will be involved
(beyond the materials and lectures presented in the course) discovering, processing, and applying the course
information using peer-review journal articles, researching additional information and examples on the Internet, and
discussing course material and clinical experiences with their peers.
ASSIGNMENT/ACTIVITY DESCRIPTIONS
*Please note: Rubrics for all assignments and activities are located at the end of this syllabus.
Assignment Details/Grading Criteria:
Learning outcomes will be assessed by student performance on tests, the guidebook, group presentation and ATI
assessments.
1. Unit Tests: The purpose of these tests is to evaluate the student’s mastery of assigned material and competence in
meeting course objectives. There are three (3) unit tests for the OB section of this course. Tests are time limited. If a
student arrives late for a test, (s)he will only be allowed the remaining time to complete the test. Please see policies
below on LATE WORK OR MISSED ASSIGNMENTS POLICY, EXAM COUNSELING, and POLICY ON EXAM REVIEWS.
2. Classroom Participation: The purpose of classroom participation is to allow you the opportunity to engage in class
content i.e. asking questions, offering ideas to the group, listening actively to discussions, etc. as a way to help you
develop a broader understanding of obstetric and pediatric nursing content. This part of the course will entail your
active engagement during classroom times. Your classroom participation grade will also be based on attendance.
Failure to attend a pedi/OB class will result in points deducted.
3. OB Topic Quizzes: The purpose of this assignment is to allow you to check your personal knowledge and retention of
the assigned readings for the specific class days. Be prepared to take a quiz over assigned reading material at the
beginning of every lecture with the exception of the first day of class and any days that an exam is scheduled. Your
highest five (5) quiz scores will be used and averaged when calculating your final grade. Each quiz will be worth 2%
for a total of 10% of the grade. The quizzes will be given during the first 5-10 minutes of class. Students arriving late
or after the quiz has been administered will not be allowed to take the quiz. Each quiz will consist of questions to
best assess learning objectives. Material for the quizzes will be taken from the assigned readings from the Durham &
Chapman textbook.
4. Genetics Ten-Minute Paper: The purpose of this short assignment is to gauge students’ awareness of how
innovative technology can have great influence on personal and healthcare-related decisions related to fetal genetic
testing. It also serves as a reflection regarding the thoughts/feelings/attitudes towards this matter and how it will
shape nursing practice accordingly. This assignment counts as an OB topic quiz grade.
5. ATI Tests: The purpose of these tests is to evaluate the student’s mastery of assigned material and competence in
meeting course objectives. ATI tests evaluate student level of competence in obstetrics and pediatric nursing
material using the ATI system. There are several requirements for this part of the course grading system. First,
students must complete and score 85% or greater on two OB and two pediatric ATI practice tests outside of the
classroom. Second, these tests must be completed prior to sitting for the proctored OB and Pediatric nursing
comprehensive tests. Students must email Mrs. McCormick with Maternal-newborn results and Dr. Michael with
pediatric results in order to confirm that these have been completed. Practice exams must be completed by May 1st
at 5PM. Third, students will need to sit for the ATI comprehensive tests for OB and Pediatric nursing. Tests
percentages are noted in the grading schema above. Please see the Nursing Student Handbook for ATI scoring
breakdown.
6. PEDS Immunization Quiz The purpose of this assignment is to help you develop a broad understanding of the
purposes and uses of vaccines/immunizations in the pediatric population. Additionally this assignment will introduce
7.
8.
9.
10.
you to one of several available educational resources used by medical professionals. For this assignment, you will be
expected to access via the internet an educational resource website, create an account and complete the
Immunization course.
PEDS Topic Quizzes: The purpose of this assignment is to allow you to check your personal knowledge and retention
of the assigned readings for the specific class days. Topic quizzes will be given and graded in the pediatric portion of
this course. Your highest seven (7) quiz scores will be used when calculate your final grade. Each quiz will be worth
1.43 % for a total of 10% of the grade. The quizzes will be given during the first 15-20 minutes of class. Students
arriving late or after the quiz has been administered will not be allowed to take the quiz. Each quiz will consist of
questions to best assess learning objectives. Material for the quizzes will be taken from the assigned readings from
the peds textbooks.
PEDS Video Response Paper: The purpose of this assignment is to introduce you to the prevailing discussion
regarding vaccine safety and opposing side’s arguments. My hope is you will develop a broader understanding of
immunization uses to inform your future nursing practice regarding this issue. During class we will watch the video.
After the program, you will write a brief (1 page, single-spaced, hand written) response to the program addressing
specific questions related to the movie. Discussion will be held regarding the program and the questions. After
discussion, you will be expected to develop a half-page reflective-response to what was discussed. The responses
will be due by the end of the class. Since many of you use laptops, electronic copies will be accepted at the end of
class as well as hardcopies.
PEDS Writing Assignment – ‘Letters to my…The purpose of this assignment is to help you develop a broad
understanding of the important concepts of growth and development and the theories underpinning them. During
this assignment each of you will be expected to write several letters to individuals of significance to you explaining
specific concepts of growth and development, theories underpinning them, and explanations of nutrition and safety
guidelines for specific age groups. Details of specific items for inclusion in the letters are delineated in the rubric for
this assignment.
PEDS Group Case Presentation: The purpose of this assignment is to provide you opportunity to process through
patient care issues regarding a variety of pediatric subjects and develop knowledge and skills in teaching, both of
which are core nursing practice skills. You will be assigned into a group of five (5) students. Each group will be
assigned a topic and will be expected to design and develop a multifaceted case-study looking at the problem
THROUGH three (3) pertinent fundamental nursing concepts as a way to better understand how nurses manage
pediatric clients. The assignment will ask the groups to create pre-reading assignments or pre-work from
Fundamentals/Medical-Surgical/Pediatrics texts, pre-questions to assist students to revisit past knowledge and
develop new knowledge, and a case presentation to help the class process through a select topic on a class day
during the semester. This case presentation should include integration of pathophysiologic findings, physical
assessment findings, laboratory assessment and analysis, medications (uses/side effects/adverse effects),
treatments (physiological & psychological), and patient/family teaching and questions. Details of specific items for
inclusion in the cases are delineated in the rubric for this assignment.
GENERAL POLICIES RELATED TO THIS COURSE
All students are required to follow the policies and procedures presented in the following documents:
 Angelo State University Student Handbook located on the ASU website
http://www.angelo.edu/cstudent/documents/pdf/Student Handbook.pdf,
 ASU Undergraduate Catalog located on the ASU website
https://www.angelo.edu/content/files/16795-201213-undergraduate-catalog
 ASU Nursing Program Undergraduate Student Handbook, located on the Nursing website
http://www.angelo.edu/dept/nursing/handbook/index.html
IMPORTANT UNIVERSITY DATES
January 20
First day of class for Spring 2015 semester
March 16-20
Spring Holidays
April 6
Last day to drop a class or withdraw from the University for Spring 2015 Semester
May 8-15
Final Exams Week
May 15
Spring Semester ends
May 16
Spring Commencement
STUDENT RESPONSIBILITY & ATTENDANCE
Class attendance is necessary and required for successful and satisfactory completion of all course objectives; therefore,
students must attend all course sessions. If a situation arises that prevents the student from attending, he or she should
contact the instructor ASAP, preferably before lecture begins.
According to the undergraduate handbook, a week’s worth of cumulative absences in any one course will result in
faculty evaluation of the student’s ability to meet course objectives and may result in failure of the course. Three tardies
(over 5 minutes late for lecture, campus laboratory, or clinical) will equal 1 hour of absence. Failure to meet these
requirements hinders the student's ability to complete the course. Attendance will be checked for each lecture.
COMMUNICATION
Faculty will respond to email and/or telephone messages within 24-36 hours during working hours Monday through
Friday. Weekend messages may not be returned until Monday.
 Written communication via Blackboard: It is an expectation of this class that you use formal writing skills giving
appropriate credit to the source for your ideas. Follow APA (2010) 6th edition (2nd Printing or higher only)
guidelines for referencing.
 Written communication via email: All private communication will be done exclusively through your ASU email
address. Check frequently for announcements and policy changes.
 Virtual communication: Office hours with K. Michael may be done with the assistance of the telephone, Skype,
Join.me, Google Hangouts, etc.
Use Good "Netiquette":
• Check the discussion frequently and respond appropriately and on subject.
• Focus on one subject per message and use pertinent subject titles.
• Capitalize words only to highlight a point or for titles. Otherwise, capitalizing is generally viewed as SHOUTING!
• Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or
Ms./Mr. Jones unless invited by faculty to use a less formal approach.
• Cite all quotes, references, and sources.
• When posting a long message, it is generally considered courteous to warn readers at the beginning of the message
that it is a lengthy post.
• It is extremely rude to forward someone else's messages without their permission.
• It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as
criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are
being humorous.
(The "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette,
Florida Atlantic University, 1994, available from Netcom.)
ASSIGNMENT SUBMISSION
For grading purposes in this class, all pediatric assignments need to be submitted through the Assignments link in the
Blackboard course site.
Issues with technology use arise from time to time. If a technology issue does occur regarding an assignment
submission, email [email protected] for a pediatric section issue or [email protected] for an obstetric
section issue and attach a copy of what you are trying to submit. This lets your faculty know you completed the
assignment on time and are just having problems with the online submission feature in Blackboard. Once the problem is
resolved, submit your assignment through the appropriate link. This process will document the problem and establish a
timeline. Be sure to keep a backup of all work.
LATE WORK OR MISSED ASSIGNMENTS POLICY
 Due dates and times for assignments are posted.
 If you miss an exam or quiz, you will receive a zero for the missed exam or quiz. There are no make-up
exams/quizzes. If you are late to an exam, then you will only be allowed the remaining dedicated time for that exam.
 Failure to submit your assignments on the assigned date will result in a five percent deduction for each day after the
posted deadline. No papers or postings will be accepted more than 6 days past the assigned due date.
EXAM COUNSELING:
A student receiving a grade below 75% on test MUST receive test counseling. This counseling shall occur within one
week after the exam unless otherwise noted by the instructor. Students are responsible for making appointments with
their instructor for counseling. During this appointment the student and faculty member will outline a written plan for
improvement. Students in jeopardy of non-progression (performing below 70%) will be advised regarding their status
before the last drop date. The last drop date for Spring 2015 is April 6, 2015. Readmission criteria are outlined in the
current University Catalog.
POLICY ON EXAM REVIEWS:
Exam reviews provide students the opportunity to review exam content. An in-class exam review and the opportunity
for an individual exam review (requested by the student) will be provided after each exam. The time, duration, place,
and day of the review is determined by the course instructor. During in-class exam reviews, the instructor will review
only the questions on the exam that were missed by the majority of the class. Regarding individual exam reviews, the
student will be allowed to review questions, options, and correct answers on the respective exam with the instructor
present and following along with them. Professional behavior will be expected throughout the process. Faculty will be
present to answer questions during the exam review. If incivility occurs, then the student will be asked to leave the
exam review at that time. Once a student has completed an exam review, no further request to review the same exam
will be granted.
ACADEMIC HONESTY
Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their
online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action
and possible expulsion from ASU.
The Nursing Department adheres to the academic honesty statement as set forth in the Angelo State University Student
Handbook (2011-2012) http://www.angelo.edu/content/files/17358-university-honor-code . The University "faculty
expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain complete
honesty and integrity in the academic experience both in and out of the classroom setting and may initiate disciplinary
proceedings against a student accused of any form of academic dishonesty, including but not limited to, cheating on an
examination or other academic work, plagiarism, collusion, and the abuse of resource materials."
PLAGIARISM
Plagiarism at ASU is a serious topic. The Angelo State University’s Honor Code gives specific details on plagiarism and
what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as
one's own. Plagiarism is literary theft.
In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the
source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all
writing assignments. Quotes should be used sparingly. It is expected that you will summarize or paraphrase ideas giving
appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be
evaluated for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are
available at the ASU Writing Center http://www.angelo.edu/dept/writing_center/academic_honesty.php.
STUDENTS WITH DISABILITIES
1. “Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of
disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the
university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990
(ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation.”
2. “Student Contact: The Student Life Office is the designated campus department charged with the responsibility of
reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student’s
responsibility to initiate such a request by contacting the Student Life Office, Room 112 University Center, at (325) 9422191 or (325) 942-2126 (TDD/FAX) or by email at [email protected] to begin the process.”
Reasonable accommodations will be made for students determined to be disabled or who have documented disabilities.
INCOMPLETE GRADE POLICY (OP 10.11 Grading Procedures)
It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you
have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be
required.
STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS
“A student who intends to observe a religious holy day should make that intention known in writing to the instructor
prior to the absence.” Please see ASU Operating Policy 10.19.
COPYRIGHT POLICY
Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You
are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form
without written permission from the copyright holders or publishers.
SYLLABUS CHANGES
The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If
changes become necessary during this course, the faculty will notify students of such changes by email, course
announcements and/or via a discussion board announcement. It is the student’s responsibility to look for such
communications about the course on a daily basis.
WEBLINKS:
Board of Nursing for the State of Texas http://www.bne.state.tx.us/
BSN Student Resources
http://www.angelo.edu/dept/nursing/online_learning.php
http://www.angelo.edu/dept/nursing/student_resources/computer_requirements.php
COURSE EVALUATION
Students are provided the opportunity, and are strongly encouraged to participate in a course evaluation at the end of
the semester. Areas on the IDEA evaluation include:
1. Gain factual knowledge (terminology, classifications, methods, trends).
2. Learn fundamental principles, generalizations, or theories.
3. Learn to apply course material (to improve thinking, problem solving, and decisions).
4. Develop specific skills, competencies, and points of view needed by nursing professionals
5. Develop skills in expressing oneself orally or in writing.
TOPIC OUTLINE for this semester begins next page
WEEKLY TOPIC OUTLINE
Week
Lesson Topic/Objectives
Assessments/
Activities
Lecture / Group
Work via Case
Study #1 /
Discussion
Week 1:
Wednesday
Jan 21st
PEDS: Pediatric Nursing – Issues & Trends, Standards of Practice, & Family Centered
Care (Rudd & Kocisko Ch. 1, 2, 3)
(Kelly Michael)
1. Analyze the current causes of child morbidity and mortality and identify
opportunities for nurses to intervene
2. Differentiate family-centered care from relationship-based care.
3. Identify resources for pediatric health data and evidence-based practice
4. Explore child rights in relation to international convention regarding the rights of
the child
5. Explore ethical controversies related to pediatric health care: Child development,
privacy, and confidentiality
6. Differentiate consent, permission and assent
7. Differentiate how the process of promoting the best interest of children in the
issue of consent differs from obtaining consent from an adult
8. Describe characteristics of different types of families.
9. Identify four different parenting styles and analyze their impact on child
personality development.
10. Describe the effect of major family changes on children, including divorce, gaining
a stepparent, being placed in foster care, and adoption.
11. Review various family theories and identify their application to the nursing
process.
12. Identify a variety of family support services that might be available in a
community.
Thursday
Jan 22nd
OB: Course Overview & Introduction
Prenatal Care
(Durham & Chapman Ch. 1-3)
(Makensie McCormick)
1. Explore current trends, legal issues, research and standards of care perinatal care.
2. Identify leading causes of infant deaths.
3. Discussed current maternal and infant health issues.
4. Describe ethical issues in maternity nursing.
5. Explain standards of practice and maternity nursing.
6. Identify the critical components of conception, embryonic development, and fetal
development.
7. Describe the development and function of the placenta and amniotic fluid.
Lecture/
Discussion
Week 2:
Jan 28th
PEDS: Immunizations & Communicable Diseases
(Rudd & Kocisko Ch. 22)
(Kelly Michael)
1. Explain why children are more vulnerable than adults to infectious and
communicable diseases.
2. Describe the process of infections and modes of transmission.
3. Describe the role that vaccines play in reduction and elimination of infectious and
4. Contrast the clinical manifestations of common viral and bacterial, infectious, and
communicable diseases in infants and children.
5. Describe the medical and nursing management of common infectious and
Video /
Response
Paper /
Discussion /
Quiz
Jan 29th
OB: Prenatal Changes
(Durham & Chapman Ch. 4 & 5)
(Nagtalon-Ramos pg. 1-30)
1. Differentiate anatomic, physiologic, fetal and genetic aspects of pregnancy
including subjective, objective, and diagnostic assessments.
2. Link the anatomical and physiological changes of pregnancy to signs and symptoms
and common discomforts of pregnancy.
3. Describe appropriate interventions to relieve common discomforts of pregnancy.
4. Describe the elements of patient education and anticipatory guidance appropriate
for each trimester of pregnancy.
5. Calculate estimated date of birth, gravidity, and parity.
6. Relate common emotional and psychological responses to pregnancy to cultural,
societal, developmental and family factors.
7. Plan appropriate prenatal care including key history-taking, nutrition, screening,
assessments, tests, and teaching interventions.
Lecture/
Classroom
Participation/
Discussion
Week 3:
Feb 4th
Online
Module
PEDS: Overview of Growth & Development / Newborns & Infant Development
(Rudd & Kocisko Ch. 6 & 7 p. 113 – 121; )
(Kelly Michael)
1. Describe the general principles of Growth and Development
2. Describe the major psychological theories of development as formulated by
Piaget, Erikson, Freud, Kohlberg
3. Recognize major developmental milestones for infants
4. Plan assessments of the child’s growth and achievement of developmental
milestones.
5. Plan nursing interventions that are appropriate for the child’s developmental state
6. Recognize risks to normal developmental progression, and discuss assessments to
enhance a child’s development.
7. Discuss major nutritional concepts pertaining to the growth and development of
infants.
8. Describe nursing interventions to meet nutritional needs for infants.
Online Lecture
/ Letters to
my…
Feb 5th
OB: Antepartum testing & high risk pregnancy
1. Describe the purpose, indicators, procedures, and nursing actions for fetal tests
(amniocentesis, chorionic villus sampling, ultrasound, non-stress tests, contraction
stress tests, biophysical profile, etc).
2. Describe the primary complications of pregnancy and the related nursing and
medical care.
3. Identify potential antenatal complications for the woman, the fetus, and the
newborn related to high risk pregnancy issues.
4. Plan, prioritize, and evaluate care for high-risk labor and delivery (pre-eclampsia/
eclampsia, placental disorders, preterm labor, PROM, etc)
5. Describe the key aspects of discharge teaching for women with antenatal
complications.
Lecture /
Classroom
Participation /
Discussion
Feb 6 - Fri
Domestic Violence Educational Event 10 to 1PM - Legrand Center
Week 4:
Feb 11th
PEDS: Workshop Day for Presentations—bring texts/materials to help develop your
presentation. Groups will strategize together regarding presentations.
Feb 12th
OB: Intrapartum 1
(Durham & Chapman Ch. 8)
1. Describe the four stages of labor and the related nursing and medical care.
2. Explore key terms, processes, phases, physiological mechanisms, and fetal and
maternal responses to labor.
3. Demonstrate understanding of supportive care of the laboring woman.
4. Identify the five P's of labor.
5. Describe the mechanism of spontaneous vaginal delivery and related nursing care.
6. Compare and contrast pharmacological and non-pharmacological strategies to
relieve pain and provide comfort in labor.
Lecture /
Classroom
Participation /
Discussion
Week 5:
Feb 18th
PEDS: Neurologic Disorders & Mental Health Disorders
(Rudd & Kocisko Ch. 13 & 14 - AND - Corresponding content in Ward text)
(Kelly Michael)
1. Identify primitive reflexes what they mean and when they should disappear (253254)
2. Discriminate assessment, diagnosis / diagnostic testing, nursing interventions, and
caregiver education for abnormalities in children including [Ch. 13 hydrocephalus, sleep disorders, status epilepticus, syncope, headaches,
infections of the nervous system (meningitis…275-276); Ch. 14 - depression, and
ADHD]
3. Discriminate common medications, their uses, dosages and possible side effects or
warnings used as neuroleptics (carbamazepine, diazepam, divalproex, lorazepam,
phenobarbital, and phenytoin)
4. Utilize critical reasoning to evaluate a care of the patient with a Neurologic
Disorder
OB: Intrapartum 2
(Adrienne)
1. Define the terms used in electronic fetal monitoring.
2. Describe the components of fetal heart rate patterns essential to interpretation of
monitor strips.
3. Identify the modes of fetal monitoring and auscultation in electronic fetal
monitoring.
4. Articulate the physiology of fetal heart rate accelerations and decelerations.
5. Distinguish between category 1, 2, and 3 fetal heart rate patterns and appropriate
nursing actions based on these interpretations.
Quiz / Case
Study
Presentation /
Discussion
PEDS: Endocrine Disorders (Rudd & Kocisko Ch. 17)
AND Hematologic, Immunologic & Neoplastic Disorders (Rudd & Kocisko Ch. 19) - AND
- Corresponding content in Ward text)
(Kelly Michael)
caregiver education for abnormalities in children including hypopituitarism,
hyperpituitarism, precocious puberty, acquired hypothyroidism, Diabetes
mellitus Type 1
2. Utilize critical reasoning to evaluate a care of the patient with an endocrine
Quiz / Lecture
/ Case Study
Presentation /
Discussion
Feb 19th
Week 6:
Feb 25th
Lecture /
Classroom
Participation /
Discussion
disorder
caregiver education for abnormalities in children including iron deficiency anemia,
sickle cell disease, hemophilia, lead poisoning, neoplasm, leukemia
4. Utilize critical reasoning to evaluate a care of the patient with a Hematologic,
Immunologic & Neoplastic Disorder
Feb 26th
OB: Intrapartum 3
1. Analyze controversies, methods, complications, and interventions related to fetal
assessment, dystocia, and birth-related procedures.
2. Demonstrate understanding of knowledge related to induction of labor and
augmentation of labor.
3. Plan, prioritize, and evaluate care for fetal heart rate problems and key obstetrical
emergencies.
4. Identify and manage high-risk pregnancy labor and delivery to promote healthy
outcomes for the mother and infant.
5. Identify factors that place a woman at risk for cesarean birth.
6. Discuss the preoperative, intraoperative, and postoperative nursing care and
medical and anesthesia management for cesarean births.
7. Identify potential intraoperative and postoperative complications related to
cesarean birth and nursing actions to reduce risk.
Lecture/
Classroom
Participation /
Discussion
Week 7:
March 4th
Online
Module
PEDS: Toddler & Preschool Development
(Rudd & Kocisko Ch. 8 - AND - Corresponding content in Ward text) (Kelly Michael)
1. Describe the major psychological theories of development as formulated by
Piaget, Erikson, Freud, Kohlberg in relation to Toddler & Preschool Development
2. Recognize major developmental milestones for Toddler & Preschool individuals
3. Synthesize information from several theoretical approaches to plan assessments
of the Toddler & Preschool individual’s growth and achievement of developmental
milestones.
4. Plan nursing interventions that are appropriate for the Toddler & Preschool
individual’s developmental state
enhance a Toddler & Preschool individual’s development.
Toddler & Preschool individuals.
7. Describe nursing interventions to meet nutritional needs for Toddler & Preschool
individuals
Online Lecture
/ Letters to
my…
March 5th
OB: EXAM 1 (Testing Center)
Begin ATI
Practice Exams
this week
Week 8:
March 11th
PEDS: Cardiovascular Disorders
(Rudd & Kocisko Ch. 12- AND - Corresponding content in Ward text)
(Kelly Michael)
1. Describe the transition from fetal to pulmonary circulation.
2. Contrast the pathophysiology associated with congenital heart defects having
increased pulmonary circulation, decreased pulmonary circulation, mixed defects,
and obstructed systemic blood flow.
caregiver education for abnormalities in children including Congestive Heart
Failure, Hyperlipidemia, Hypertension, Rheumatic Heart Disease, Subacute
Bacterial Endocarditis, and Kawasaki Disease.
4. Utilize critical reasoning to evaluate a care of the patient with a cardiovascular
disorder
Quiz / Case
Study
Presentation /
Discussion
March 12th
OB: Postpartum
(Nagtalon-Ramos 85-106)
1. Describe the physiological changes that occur during the postpartum period.
2. Identify the critical elements of assessment and nursing care during the
postpartum period.
3. Prioritize and plan research-based postpartum and post-op care, including health
promotion, pain management, parental role transition, attachment/bonding, and
teaching.
4. Integrate pathophysiology, clinical therapy, assessment and care for common
postpartum complications (hemorrhage, infection, thromboembolic and
psychiatric disorders).
Lecture/
Classroom
Participation /
Discussion
Week 9:
Mar 16-20th
SPRING BREAK
Week 10:
March 25th
PEDS: Respiratory Disorders
(Kelly Michael)
1. Describe unique characteristics of the pediatric respiratory system anatomy and
physiology and how that might affect care of children with a respiratory condition
2. Contrast signs of respiratory distress and respiratory failure in children
3. Discriminate assessment, diagnosis, nursing interventions, and caregiver education
for abnormalities in children including croup, bronchiolitis, cystic fibrosis, asthma,
apnea, bronchopulmonary dysplasia (BPD), Asthma and SIDS
4. Utilize critical reasoning to evaluate a care of the patient with a respiratory
disorder (bronchiolitis or asthma)
Quiz / Case
Study
Presentation /
Discussion
March 26th
OB: Normal Newborn
(Robyn Harvey)
1. Analyze oxygenation, perfusion, thermoregulation and other aspects of transition
from intrauterine to extrauterine life in planning care for immediate and normal
newborn care.
2. Differentiate common neonatal physiologic and pathophysiologic problems,
interventions and care.
3. List the critical elements of neonatal and gestational age assessment.
4. Integrate knowledge of newborn physical, gestational, and behavioral findings and
Lecture /
Classroom
Participation /
Discussion
Week 11:
April 1st
variations into planning interventions, procedures, discharge and family teaching.
5. Describe the most common therapeutic and surgical procedures used for neonates
and the related nursing care.
6. Discuss methods used in neonatal pain management.
7. Describe common medications and laboratory/diagnostic tests administered to or
performed on neonates.
8. Incorporate principles of teaching and learning when providing newborn care
information to parents.
9. Provide parents with information regarding newborn care that reflects their
individualized learning needs.
PEDS: Renal Disorders
(Kelly Michael)
1. Discriminate physical assessment findings and abnormalities noted in renal system
disorders (352-355).
warnings used in renal disease (360)
caregiver education for abnormalities in children including UTI, Vesicoureteral
refux, nephrotic syndrome, acute postinfectious glomerulonephritis, HenochSchonlein purpura, hemolytic uremic syndrome
4. Utilize critical reasoning to evaluate a care of the patient with a renal disorder
Quiz / Case
Study
Presentation /
Discussion
April 2nd
OB: High Risk Newborn
(Robyn Harvey)
1. Describe the physiology and pathophysiology associated with selected
complications within the neonatal period.
2. Identify critical elements of assessment in nursing care of the high-risk neonate.
3. Describe the loss and grieving process experienced by parents whose infant has
died.
Lecture /
Classroom
Participation /
Discussion
Week 12:
April 8th
Online
Module
PEDS: School-Age & Adolescent Development
(Rudd & Kocisko Ch. 9 & 10- AND - Corresponding content in Ward text)
(Kelly Michael)
1. Describe the major psychological theories of development by Piaget, Erikson,
Freud, Kohlberg in relation to School-age & Adolescent individuals
2. Recognize major developmental milestones for School-age & Adolescent
individuals
3. Synthesize information from several theoretical approaches to plan assessments
of the School-age & Adolescent individual’s growth and achievement of
developmental milestones.
4. Plan nursing interventions that are appropriate for the School-age & Adolescent
individual’s developmental state
enhance a School-age & Adolescent individual’s development.
School-age & Adolescent individual’s.
7. Describe nursing interventions to meet nutritional needs for School-age &
Adolescent individuals
OB: EXAM 2 (VIN 241)
Makensie McCormick
Online Lecture
/ Letters to
my…
April 9th
Week 13:
April 15th
PEDS: Gastrointestinal Disorders
(Kelly Michael)
1. Describe the anatomic and physiologic characteristics of the developing
gastrointestinal system.
warnings used in gastrointestinal disease (324-326)
caregiver education for abnormalities in children including inguinal hernia,
Gastroesophageal reflux, pyloric stenosis, gastroenteritis, Hirschsprung’s
disease, intussusception and obesity.
4. Utilize critical reasoning to evaluate a care of the patient with a gastrointestinal
disorder
Quiz / Case
Study
Presentation /
Discussion
April 16th
Online
Module
OB: Breastfeeding & Nutrition
(Handout)
1. Use research findings and standards of care in planning breastfeeding
interventions and teaching.
2. Discuss the pros and cons of breast-feeding versus formula feeding.
3. Discuss the nutritional needs of newborns and infants.
Lecture /
Classroom
Participation /
Discussion
Week 14:
April 22nd
PEDS: Musculoskeletal Disorders
(Kelly Michael)
1. Distinguish different blood and body fluid analysis for the child with alterations in
musculoskeletal conditions (table 20-1..p. 451- 52)
caregiver education for abnormalities in children including clubfoot, metatarsus
adductus, genu varum, genu valgum, hip dysplasia, legg-calve-perthes disease,
slipped capital femoral epiphysis, scoliosis, and osteogenesis imperfect.
3. Utilize critical reasoning to evaluate a care of the patient with a musculoskeletal
disorder
Quiz / Case
Study
Presentation /
Discussion
April 23rd
OB: Family Planning/Contraception
(Dr. Susan Wilkinson)
1. Identify factors that place a woman at risk for adverse health conditions.
2. Discuss preventative screenings for women across the lifespan.
3. Describe how lifestyle factors such as diet exercise and cigarette smoking influence
the health of women.
4. Discuss the effects of obesity on women's health.
5. Discuss the physical and emotional changes related to perimenopause menopause.
6. Describe diagnostic procedures commonly used in women's health.
7. Discuss various causes and treatments of menstrual disorders.
8. Describe common alteration in women's health including medical management
and nursing actions.
Lecture /
Classroom
Participation /
Discussion /
Case Study
Week 15
April 29th
Ped: Dermatologic Diseases
(Kelly Michael)
1. Discuss skin integrity issues related to the hospitalized child (Critical Components
Boxes p. 474)
caregiver education for abnormalities in children including Dermatitis (diaper and
seborrheic), Atopic dermatitis, Acne, pappilomavirus (verruca / warts), Tinea
(captitis and corporis), Head lice, scabies
3. Utilize critical reasoning to evaluate a care of the patient with a dermatologic
disease
Quiz / Case
Study
Presentation /
Discussion
April 30th
OB: NO IN-CLASS LECTURE
*Assignment: Genetics Ten-Minute Paper Due by April 30th at 2300.
Response
1. Evaluate the influence innovative technology related to fetal genetic testing has on
healthcare-related decision-making and the effect it has on providing family-centered
care.
2. Summarize how this technological influence shapes nursing practice.
Friday May
1st
Week 16:
May 6th
Due Today by 5PM CST Confirmation of All ATI Practice Tests (2 OB & 2 PEDS)
May 7th
8-12AM
Week 17:
Thursday
May 14th
ATI Comprehensive Exams (Testing Center 8-12 AM)
No class since Peds ATI is scheduled on May 7th
OB FINAL EXAM DAY
Time: 8 to 10 AM (Testing Center)
NUR 4412 OB: Genetics Ten Minute Paper
Meets Course Student Learning Outcome: 3
Instructions:
The purpose of this assignment is to gauge your awareness of how innovative technology can have great influence on
personal and healthcare-related decisions related to fetal genetic testing. It also serves as a reflection regarding your
thoughts/feelings/attitudes towards this matter and how you will shape your nursing practice accordingly.
Please create a 1-2 page (double-spaced) response addressing the questions below. As the title implies, this assignment
is intended to only take around 10 minutes or less and to serve as a reflection, not a research paper. This assignment
does NOT require references or the use of APA formatting. Please make sure to follow the guidelines listed within the
grading rubric and use correct spelling/grammar throughout your response. Turn in your assignment via blackboard
under the “Assignments” tab. This assignment counts as an OB Topic Quiz Grade. ASSIGNMENT DUE BY APRIL 30TH AT
2300.
Questions:
1. Do you feel emerging and contemporary technology relating to the ability to screen for genetic mutations prior
to a child being born serves as a RESOURCE OR BARRIER in regards to providing family-centered care? (In other
words, do you feel that emerging technology in genetic screening serves as a resource when providing familycentered care or a barrier when providing family-centered care?). WHY?
2. How might technology assist a parent’s decision to electively terminate the pregnancy if a fetal genetic mutation
is discovered?
3. Based on your decision of technology allowing genetic testing to be a RESOURCE or a BARRIER to providing
family-centered care, how do you feel this will (a) shape nursing practice in general and more specifically (b)
shape your nursing practice?
Criteria
Points
Question 1: The student chooses whether advancements in technology related to
genetic testing serve as a RESOURCE or BARRIER in providing family-centered care
and gives appropriate rationale.
Question 2: The student provides a thoughtful and rational argument to this
question
Question 3: The student relates their choice of RESOURCE or BARRIER to (a)
nursing practice in general & (b) their future nursing practice.
Appropriate grammar/spelling is used throughout the paper. Students turns in
assignment by due date via blackboard.
Total
90
(30 points
per
question)
Student’s
Score
Q1:
Q2:
Q3:
10
100
Classroom Participation Rubric
Criteria
Exemplary
Asks questions, offers ideas to the group, listens
to discussions, participates in class activities, etc.
1 point
Unacceptable
Does not ask questions, offer ideas to the group,
listen to discussions, participate in class activities
etc.
0 Point
Video Response Paper Rubric
Criteria
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6 or 7
Evidence of
evaluation and
synthesis of
material
Exemplary
Provides well-developed answer to
question
3 Points
question
3 Points
question
3 Points
question
3 Points
question
3 Points
question
3 Points
Less than two grammar/spelling
mistakes throughout the paper;
Length of answers equals required
length
2 Points
Marginal
Provides minimal answer to question
2 Points
2 Points
2 Points
2 Points
2 Points
2 Points
More than two but less than four
grammar/spelling mistakes noted
throughout the paper; Length of answers
equals required length
1 Point
Unacceptable
Provides superficial answer or does
not answer question
0-1 point
not answer question
0-1 point
not answer question
0-1 point
not answer question
0-1 point
not answer question
0-1 point
not answer question
0-1 point
More than four grammar/spelling
mistakes noted throughout the paper;
Length of answers equals required
length
0 point
Total Points____ / 20
Rubric for PEDS Writing Assignments – “Letters to my…”
Criteria
Psychological
Theories
Exemplary
Provides a well-developed description of
three or more major psychological
theories of development of this age group
11-15 Points
Developmental
Milestones
all major developmental milestones
including the areas of gross-motor, finemotor, communication, & socialemotional
11-15 Points
physical growth and development for the
specific age group
11-15 Points
Offers a well-developed description of
ways to enhance ongoing developmental
progression, how to advocate for the
child & whom to contact is issues arise
11-15 Points
major Nutritional concepts pertaining to
this age group (caloric needs/healthy
food choices/balanced diet) & ways to
meet nutritional needs
11-15 Points
Safety concerns for the specific age group
& offers suggestions to prevent problems
11-15 Points
Less than two grammar/spelling mistakes
throughout the paper; Always uses
concepts and terminology appropriately
Physical
Enhancement
Nutrition
Safety
Grammar /
Writing
8-10 Points
Marginal
two major psychological theories of
development of this age group
Unacceptable
Provides a description of less than two
major psychological theories of
development of this age group
6-10 Points
Provides a marginal description of at
least three of major developmental
milestones including the areas of grossmotor, fine-motor, communication, &
social-emotional
6-10 Points
Provides a minimal description of
physical growth and development for
the specific age group
1-10 Points
Offers a minimal description of ways to
enhance ongoing developmental
progression, how to advocate for the
child & whom to contact is issues arise
1-10 Points
Offers a minimal description of major
Nutritional concepts pertaining to this
age group (caloric needs/healthy food
choices/balanced diet) & ways to meet
nutritional needs
1-10 Points
Offers a minimal description of Safety
concerns for the specific age group &
offers suggestions to prevent problems
1-10 Points
throughout the paper; Most of the time
uses concepts and terminology
appropriately
6-7 Points
0-5 Points
Provides a description of less than
three major developmental
milestones including the areas of
gross-motor, fine-motor,
communication, & social-emotional
0-5 Points
Does not discuss physical growth and
development for the specific age
group
0-Points
Does not offer ways to enhance
ongoing developmental progression,
how to advocate for the child &
whom to contact is issues arise
0-Points
Does not discuss major nutritional
concepts pertaining to this age group
& ways to meet nutritional needs
0-Points
Does not discuss Safety concerns for
the specific age group or offer
suggestions to prevent problems
0-Points
Does not use concepts and
terminology appropriately
0-5 Points
Rubric for PEDS Group Case Presentation
Criteria
1. Findings
2. Principles
3. Protective &
Predictive
Factors
4. Assessment
5. Evidencebased
Information
6. Fundamental
nursing
concepts
Exemplary
Presents a well-developed case
differentiating normal developmental
pathophysiologic variations in the
pediatric client and their family
11-13 Points
Presents a well-developed case that
integrates theory, research, ethical
promote health and plan care for the
pediatric client and their family.
11-13 Points
helps student participants evaluate
protective and predictive factors,
including genetics, which influence the
health of individuals, families, groups,
communities, and populations.
11-13 Points
helps student participants employ
assessment strategies of learning
readiness, developmental level, and
cultural/spiritual beliefs in the care of
pediatric clients and their families.
11-13 Points
helps student participants utilize
evidence-based information in planning
care for obstetric and pediatric clients
and their families.
11-13 Points
employs three (3) fundamental nursing
concepts
11-13 Points
Marginal
Presents a developing case that helps
student participants to differentiate
normal developmental and physiological
findings from abnormal development
and pathophysiologic variations in the
6-10 Points
Presents a developing case that
integrates theory, research, ethical
promote health and plan care for the
pediatric client and their family.
1-10 Points
student participants evaluate protective
and predictive factors, including genetics,
which influence the health of individuals,
families, groups, communities, and
populations.
1-10 Points
student participants employ assessment
strategies of learning readiness,
developmental level, and
cultural/spiritual beliefs in the care of
1-10 Points
student participants utilize evidencebased information in planning care for
obstetric and pediatric clients and their
families.
1-10 Points
Presents a developing case that employs
1 to 2 fundamental nursing concepts
Unacceptable
Case does not help student participants
differentiate normal developmental
pathophysiologic variations in the
0-5 Points
Case does not help students integrate
theory, research, ethical principles and
legal regulations to promote health
and plan care for the pediatric client
and their family.
0 Points
Does not present a case that helps
student participants evaluate
protective and predictive factors,
including genetics, which influence the
health of individuals, families, groups,
communities, and populations.
0-Points
employ assessment strategies of
learning readiness, developmental
level, and cultural/spiritual beliefs in
the care of pediatric clients and their
families.
0-Points
utilize evidence-based information in
planning care for obstetric and
0-Points
Case does not employ fundamental
nursing concepts
1-10 Points
0-Points
1-3 Points
Group schedules and meets with
professor less than 1 week prior to
presenting; Slides / Handouts /
Deliverables / etc. submitted to
instructor after Sunday before scheduled
presentation.
1-3-Points
throughout the paper; Most of the time
appropriately
4-6 Points
0-Points
Group does not schedule and meets
with professor the week prior to
presenting; Slides / Handouts /
Deliverables / etc. not submitted to
instructor by 11:59PM the Sunday
before scheduled presentation.
0-Points
Does not use concepts and terminology
appropriately
7. Group choice
of goal /
objective to
meet
8. Meeting and
Presentation
Materials
9. Grammar /
Writing
4-6 Points
Group schedules and meets with
professor 1 week prior to presenting;
Slides / Handouts / Deliverables / etc.
submitted to instructor by 11:59PM the
Sunday before scheduled presentation.
4-7 Points
Less than two grammar/spelling
mistakes throughout the paper; Always
appropriately
7-9 Points
0-3 Points

ANGELO STATE UNIVERSITY Bachelor of Science in Nursing NUR

Transcript

Documenti analoghi

ITAL1060 F15 - University of Guelph

ITA 1020C - St. John`s University

Patient Safety in the Pediatric Emergency Care Setting

ACTA BIOMEDICA

Syllabus for Econometrics 01: 220:322:09 Fall 2012

- Wiley Online Library

US and Canada Aborted Fetal Vaccines : In Pediatric

sant`angelo in formis - Arcidiocesi di Capua

printable PDF

Children`s Understanding of Emotions: Preliminary Data of the Test

Infusion Therapy Standards of Practice

depleted uranium induced fetal malformations

ESC Guidelines on the management of cardiovascular diseases