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Isothermal Community College 1

NUR 101

Practical Nursing I

Fall 2016

Instructor Information

Kim Amos, PhD, RN, CNE (Program Director)

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

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

Carole Koehler, MSN, RN (Clinical Coordinator)

[email protected] Phone number: (828) 395-1647 Office Location: RLC 2nd Floor, 302C

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

Erin Maietta, BSN, RN

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

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

Course Information:

Course Description:

This course introduces the concepts within the three domains of the individual, healthcare, and

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

decision making, professional behaviors, caring interventions, biophysical and psychosocial

concepts, communication, collaboration, teaching/learning, safety, ethical principles, legal issues,

informatics, and evidence-based practice. Upon completion, students should be able to provide safe

nursing care across the lifespan incorporating the concepts identified in this course.

Pre-requisites: Admission to PNE program

Co-requisites: BIO 168

Credit Hours: 11

Contact Hours: Class 7, Lab 6, Clinical 6

Total Required Hours: Class 112, Lab 96, Clinical 96


Course Delivery

NUR 101 Practical Nursing I is delivered as a 12 week accelerated, web-based course. This means

that all of the required course hours will be completed in the first 12 week period of fall semester

and that less than 50% of the required course hours will be completed on-line. The total breakdown

of course hours includes the following:

Course In-class, in-lab, or

in-clinical activities

Web-based activities Total hours required

Class

87 hours 25 hours 112

Lab

80 hours 16 hours 96

Clinical

96 hours 96

Totals

263 hours (86%) 41 hours (14%) 304


Textbooks and Other Required Supplies:

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

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

deWit, S. C., & O’Neill, P. (2014). Fundamental concepts and skills for nursing (4th ed.) St. Louis,

MO: Saunders Elsevier. (ISBN # 9781437727463). (E-Book ISBN # 9781455759286).

deWit, S. C., & Kumagai, C. K. (2017). Medical-surgical nursing: Concepts and practice (3rd ed.).

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

(E-Book ISBN # 9780323243797).

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

(ISBN # 9780323374736) (Includes E-Book).

Leifer, G. (2015). Introduction to maternity and pediatric nursing (7th ed.). St. Louis, MO: Saunders

Elsevier. (ISBN # 9781455770151). (E-Book ISBN # 9780323262941).

O’Toole, M. T. (Ed.). (2013). Mosby’s dictionary of medicine, nursing, & health professions (9th

ed.). St. Louis, MO: Elsevier Mosby. (ISBN # 9780323074032).

(E-Book ISBN # 9780323168816).

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

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

Pagana, K. D., Pagana, T. J., & Pagana, T. N. (2015). Mosby’s diagnostic & laboratory test

reference (12th ed.). St. Louis, MO: Elsevier Mosby. (ISBN # 9780323225762).

(E-Book ISBN # 9780323225892).

Silvestri, L. A. (2016). Saunders comprehensive review for the NCLEX-PN examination (6th ed.). St.

Louis, MO: Saunders Elsevier. (ISBN # 9780323289313).

(E-Book ISBN # 9780323289320).

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

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

Required Computer Access Codes:

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

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

HESI Case Studies)


Course Overview:

Unit of Study

Concepts Covered Exam/ Date

Units of Study

Unit I: Introduction

to Healthcare

Health Care System; Evidence-Based Practice; Health

Policy; Legal Issues; Ethics; Quality Improvement;

Accountability; Professional Behaviors; Informatics;

Advocacy

Exam #1

8-31-16

Unit II: Nursing

Process

& Critical Thinking

Clinical Decision-Making/Problem-Solving;

Communication; Collaboration; Teaching/Learning

Exam #2

9-7-16

Unit III:

Holistic Assessment

Data Collection; Sensory/Perception; Comfort;

Stress/Coping; Cognition; Metabolism; Intracranial

Regulation; Thermoregulation; Perfusion;

Oxygenation; Sexuality

Exam #3

9-21-16

Unit IV:

Infection, Mobility,

& Safety

Infection; Inflammation; Tissue Integrity; Immunity;

Mobility; Safety

Exam #4

9-28-16

Unit V:

Nutrition &

Elimination

Nutrition/Elimination; Health/Wellness/Illness Exam #5

10-05-16

Unit VI:

Pharmacology &

Medication

Administration

Caring Interventions: Pharmacology; Medication

Administration

Exam #6

10-12-16

Unit VII:

Growth &

Development;

Culture; Spirituality;

Death/Dying

Development; Self; Family; Diversity; Culture;

Spirituality; Grief & Loss

Exam #7

11-02-16

Unit VIII:

Fluid &

Electrolytes

Fluid/Electrolytes; Acid/Base Exam #8

11-09-16

Other

NUR 101

HESI - PN

HESI Custom Exam for NUR 101

(75 questions)

11-10-16

Final Exam

Comprehensive (Units I-VIII) 11-10-16


Concept Definitions

Concept

Definition

Individual Domain

1. Acid Base Regulation of acidity and alkalinity in body fluids and conditions that

contribute to imbalances.

2. Behavior Compulsive, problematic patterns of behavior resulting in psychological

and/or physiological dependence.

3. Cellular Regulation Reproduction, proliferation, & alteration of cellular growth.

4. Cognition Mental operations that relate to logic, awareness, intellect, memory,

language, and reasoning powers (Townsend, 2006).

5. Comfort An experience of emotional, spiritual, psychological and physical well-

being.

6. Culture Comparative study and analysis of different cultures and subcultures in

the world with respect to their caring behavior, nursing, care and health-

illness values, beliefs, and patterns of behavior (Kelly-Heidenthal, 2003).

7. Development The sequential of cognitive, physical, emotional, psychosocial, and

spiritual milestones.

8. Diversity Refers to the individual’s variation both to innate and acquired

characteristics such as: age, gender, race, abilities, individual life

experiences, and sexual orientation. (Kelly-Heidenthal, 2003)

9. Elimination The secretion and excretion of body wastes from the kidneys and

intestines and their alterations.

10. Family A system that seeks to maintain balance and functions as a unit. Thus if

one event affects one family member all other members are affected

(Delaune & Ladner, 2006).

11. Fluid and Electrolytes Processes that regulate the balance of water and electrolytes and

conditions that contributes to imbalances.

12. Grief & Loss A series of intense & psychological responses that occur following a loss,

with a goal of returning to homeostasis (Delaune & Ladner, 2006).


Concept

Definition

Individual Domain

13. Health, Wellness, & Illness Health, wellness, and illness encompass a lifelong process of holistic

well-being and the process of human flourishing which is an existential

journey of hope, regret, loss, illness, suffering, and achievement (NLN,

2010).

“Health is a dynamic state of being or experience in which the

developmental and behavioral potential of an individual is realized to the

fullest extent possible and may occur in the presence or absence of

disease or injury” (ANA, 1980, p. 5; ANA, 2004, p. 48).

“Wellness is a dynamic state of well-being to include self-responsibility

and daily decision making in the areas of nutrition, stress management,

physical fitness, preventive health care, and emotional health; and most

importantly the whole being the individual” (Berman & Snyder, 2011, p.

296).

“Illness is a highly personal state in which the person’s physical,

emotional, intellectual, social, developmental, or spiritual functioning is

thought to be diminished” (Berman & Snyder, 2011, p. 305).

14. Immunity The natural or induced resistance to infection and conditions associated

with impaired response.

15. Infection The invasion of body tissue by microorganisms with the potential to

cause illness or disease.

16. Inflammation The physiologic response to injury, infection, or allergens.

17. Intracranial Regulation Processes that impact intracranial compensation and adaptive

neurological function.

18. Metabolism All physical and chemical changes that take place to sustain life and

conditions that contribute to imbalances.

19. Mobility Mechanisms that facilitate or impair a person’s ability to move.

20. Mood & Affect Mechanisms that influence the emotional state of an individual.

21. Oxygenation Mechanisms that facilitate or impair the body’s ability to supply oxygen

to the blood.

22. Perfusion Mechanisms that facilitate or impair circulation of blood through tissue.

23. Reproduction The process of conception, gestation, and childbirth.

24. Self The sum of mind and body that constitutes the identity of a person.

(Taber's, 2006). Distortion may lead to psychosocial and physical

manifestations.

25. Sensory/Perception Receiving and interpreting stimuli from the environment & utilizing the

sense organs and factors contributing to impaired response.


Concept

Definition

Individual Domain

26. Sexuality The sum of the physical, functional, and psychological attributes that are

expressed by one’s gender identity and sexual behavior, whether or not

related to the sex organs or to procreation (O’Toole, 2006, p. 1091).

27. Spiritual An experience or feeling of being alive, purposeful, and fulfilled with the

ability to make sense of life circumstances, beliefs about the universe,

feelings of transcendence, joy, hopefulness and love (Berman & Snyder,

2011; Carson & Arnold, 1996).

28. Stress and Coping The body’s attempt to return to homeostasis following a physiological

response to disequilibrium (Townsend, 2006).

29. Thermoregulation Factors that regulate body temperature.

30. Tissue Integrity Mechanisms that facilitate or impair skin and mucous membrane

intactness.

31. Violence Communication or behaviors which threaten or demonstrate harm to self

or others.

Nursing Domain

1. Assessment (Data

Collection)

Participation with the registered nurse in the holistic, systematic, and

continuous collection, analysis, and synthesis of relevant data for the

purpose of appraising the individual’s health status (NLN, 2010).

2. Caring Intervention Caring interventions are those nursing behaviors and actions that assist

clients in meeting their needs. These interventions are based on a

knowledge and understanding of the natural sciences, nursing theory,

nursing research, and past nursing experiences. Caring is the “being with”

and “doing for” that assist clients to achieve the desired results. Caring

behaviors are nurturing, protective, compassionate, and person-centered.

Caring means “promoting health, healing, and hope in response to the

human condition (NLN, 2010).

3. Clinical Decision Making The use of critical thinking for decision making and problem solving to

improve outcomes. Clinical judgment is a process of observing,

interpreting, responding, and reflecting situated within and emerging from

the nurse’s knowledge and perspective (Tanner, 2006). Integration of best

evidence provides rationale for informed decisions (Craig & Smith,

2007). Decision making is guided by logic and reasoning to promote the

health of patients within a family context (NLN, 2010).

4. Collaboration Participation in an interdisciplinary health care team to promote safe,

effective care and positive client outcomes.

5. Communication Interactive process of exchange of information that may occur verbally,

nonverbally or through information technology.


Concept

Definition

Nursing Domain

6. Professional Behaviors Professional behaviors are characterized by a commitment to the

profession of nursing. The student adheres to standards of professional

practice, is accountable for her/his own actions and behaviors, and

practices nursing within legal, ethical, and regulatory frameworks.

Professional behaviors also include a concern for others, as demonstrated

by caring, valuing the profession of nursing, and participating in ongoing

professional development (NLN, 2010).

Professional identity is evident in the lived experience of the nurse in his

or her ways of “being, knowing, and doing.” (NLN, 2010).

7. Teaching and Learning Facilitator/facilitation of the acquisition of knowledge through learning.

Healthcare Domain

1. Accountability Responsibility by health-care professionals for their own actions and

judgment.

2. Advocacy Protecting, supporting, and intervening on behalf of the individual’s

rights and interests. Establishing a trusting relationship and respecting the

individual’s right to make their own choices.

3. Ethics A system of moral principles or standards governing relationships that is

based on professional nursing beliefs and values (Taber's, 2006; Carroll,

2006).

4. Evidence-based Practice Integrate best research with clinical expertise and patient values for

optimum care, and participate in learning and research activities to the

extent feasible (IOM, 2003).

5. Health Care Systems Methods of healthcare delivery management and coordination.

6. Health Policy Decisions by government bodies and professional organizations aimed at

directing and influencing actions and decisions of organizations and

individuals within the health care system.

7. Legal Issues Rights, responsibilities and scope of practice as defined by the state

nursing Practice Acts, as well public and civil laws.

8. Quality Improvement Systematic processes to measure client outcomes, identify hazards and

errors, and develop changes to improve client care.

9. Safety A practice that ensures protection from harm or injury. To be safe, care

must be seamless, supporting the nurse’s ability to link the

interdisciplinary healthcare team and technologies to perform as a unified

whole (IOM, 2001).

10. Informatics “Communicate, manage knowledge, mitigate error, and support decision

making using information technology” (IOM, 2003).


Course & Clinical Outlines: Will be provided by your instructor during the first week of class.

How to be Successful in This Class: Read the chapters in the textbook; Take notes in class; Study

every day (do not wait until the night before an exam); Review handouts and study guides on

Moodle; Complete HESI practice exams and remediate as needed; Practice math calculations; study

in groups with other students; online activities

ICC General Education Competencies (GEC):

Your achievement of competency in general education skills is incorporated into all the courses you

take at Isothermal. This course will focus on the skills listed below. For information on how they

will be evaluated, review the criteria that have been established by the college. These are available

on the college website (www.isothermal.edu).

1. Written Communication

2. Presentation Skills

3. Information Literacy

4. Critical Thinking

5. Quantitative Skills

6. Technology Skills

*Also important to your success are: interpersonal skills, listening skills, and global awareness.

NCCCS PN CRP Course Objectives

Upon completion of the course, the learner will be able to:

1. Relate to the individual as a holistic, complex, multidimensional, unique, and significant

being [Individual Domain (ID)].

2. Internalize foundational principles of professional nursing practice to provide safe, culturally

competent, therapeutic care for individuals [Nursing Domain (ND)].

3. Transfer knowledge of the concepts within the domain of the healthcare system to safely and

ethically administer care to the individual [Health Care System Domain (HCSD)].

http://www.isothermal.edu/


NCCCS PN CRP Program Learning Outcomes (PLOs)

Model Concept-Based PN Curriculum Educational Outcomes

PN Program Learning

Outcomes

NUR 101 Student Learning

Outcomes

ICC General

Education

Competencies (GEC)

Upon completion of the Practical

Nursing Program, the graduate

will:

Upon completion of NUR 101

coursework (theory), the novice

nursing student should begin to:

Upon completion of

NUR 101, the student

should begin to

incorporate the

following GECs:

1. Participate in evaluating the

concepts of the holistic

individual and client

response in the promotion of

health, wellness, illness,

quality of life, and the

achievement of potential.

a) Articulate all concepts within

the domain of the healthy

individual (ID).

b) Identify the internal, external,

and environmental factors that

impact the health and well-

being of individuals (ID).

N/A

2. Practice professional nursing

behaviors, within the ethical-

legal practice boundaries of

the LPN, incorporating

personal responsibility and

accountability for continued

competence.

a) Demonstrate an awareness of

the values, attitudes, behaviors,

and beliefs important to

professional nursing (ND).

b) Demonstrate awareness of

ethical and legal standards that

govern the practice of nursing

within the healthcare system

(HCSD).

c) Recognize responsibility and

accountability for behaviors,

actions, judgments, continued

learning and self-development

(HCSD).

N/A

3. Participate in providing

evidence-based nursing care,

from an established plan of

care, based on biophysical,

psychosocial and cultural

needs of clients in various

stages of growth and

development while assisting

them to attain their highest

level of wellness.

a) Utilize principles of evidence-

based practice while safely

providing therapeutic nursing

care to individuals in the

healthcare system (HCSD).

Information Literacy


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


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:




Upon completion of NUR

101, the student should

begin to incorporate the

following GECs:

4. Reinforce and /or implement

the teaching plan developed

and delegated by the

registered nurse to promote

the health of individuals,

incorporating teaching and

learning principles.

a) Promote the acquisition of

knowledge and learning to

enhance self-care for each

individual from an

established plan as delegated

by the RN (ND).

N/A

5. Participate in the nursing

process to provide

individualized, safe and

effective nursing care in a

structured setting under

supervision.

a) Participate in the nursing

process within the scope of

practice of the practical nurse

(ND).

b) Perform data collection and

caring nursing interventions

for holistic care of

individuals (ND).

Critical Thinking

6. Demonstrate caring

behaviors in implementing

culturally-competent, client-

centered nursing care to

diverse clients across the

lifespan.

a) Utilize all concepts within

the domain of nursing to

safely provide therapeutic

care to individuals with basic

health care needs (ND).

Quantitative Skills

7. Participate in Quality

Improvement (QI) by

identifying hazards and

errors and by suggesting, to

the RN, changes to improve

the client care process.

a) Utilize the nursing process to

identify hazards and errors

within the healthcare system

(HCSD).

N/A

8. Utilize informatics to access,

manage, and communicate

client information.

a) Incorporate informatics to

access and communicate

client information (HCSD).

Technology Skills


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


PN Program Learning

Outcomes


Outcomes

ICC General Education

Competencies (GEC)



will:




Upon completion of NUR

101, the student should

begin to incorporate the

following GECs:

9. Participate in collaboration

with the interdisciplinary

healthcare team, as assigned

by the registered nurse, to

support positive individual

and organizational outcomes

in a safe and cost effective

manner.

a) Communicate professionally

and effectively while

providing care to individuals

with basic health care needs

(ND).

b) Discuss the importance of

collaborating with the

interdisciplinary healthcare

team as assigned by the RN

in providing care to

individuals (ND).

Written

Communication

Assessment of Learning Outcomes

PLOs 1- 9 relate to NUR 101 and are measured by unit exams and clinical assignments. The

benchmark will be that students will score a minimum of 80 or higher on each assessment.

Looking Ahead: Cumulative Reflection Paper

A cumulative reflection paper is submitted at the end of the program. Students should keep

examples of their written, graded work from NUR 101 to NUR 103 to use when writing this paper


Policies and Statements

General Class Policies: Cellphones and laptops are allowed in the classroom but should be

muted/silenced. Recording devices are not allowed in the classroom (See also: “Traditional (Face-

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

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

and submit to Moodle by the due dates (See also: "Web-Based Regulations" located in the PN

Student Policy Manual).

General Clinical Policies: Students are expected to be prepared for each assigned clinical day by

adhering to the "Clinical/Lab Regulations" as outlined in PN Student Policy Manual.

Attendance Policy: Students are expected to be present and on time for all scheduled

classes, labs, or clinical experiences. Extenuating circumstances or emergencies will be

handled on an individual basis (See the “Attendance Policy” located in the PN Student

Policy Manual).

Academic Integrity Statement: You are expected to rely only on your own knowledge when

taking tests and completing independent assignments. Cheating in any form, including plagiarism

(the use of an author’s words or ideas without providing proper documentation), will not be

tolerated and may result in loss of academic credit for the course and/or a failing grade on the

assignment. See Student Rights, Responsibilities, and Judicial Procedures, Section VIII, of the

ICC Student Handbook (See also: Academic Dishonesty Policy in the PN Student Policy Manual).


Grading Policy

Grading

The final course letter grade will be assigned

according to the following:

Letter Grade Numerical Range

A 93-100

B 85-92

C 80-84

F 79 or below

The final course grade is calculated based

on the following percentages:

Unit Exams 80%

Final Exam 20%

100%

*An 80 or above is required for all nursing

courses and a grade of “C” is required in

corequisites to progress in the program.

Process for computing NUR 101 grades

Assignment Multiply by

percentage

Points earned

Unit Exams average _____

X 0.80 =

Final Exam average _____

X 0.20 =

Total Points earned: ______ Course letter grade: ______

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

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

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

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

Manual)

Students are responsible for all materials covered in class/clinical and must earn their

grade. Any unannounced (pop) quizzes given on a day that a student is absent cannot be

made up, and a grade of “0” will be received for that quiz.

The clinical grade is not used to compute the above course grade. However, students must

pass both the course and clinical components of the course in order to pass the course.

(See Clinical Outline).


METHODS OF EVALUATION/ASSESSMENT

To demonstrate attainment of course objectives for this course the student must:

Achieve an overall average of 80% in the course. Grades will not be rounded until the

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

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

whole number (See PN Student Policy Manual).

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

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

Satisfactorily complete all Learning Activities.

1. Unit Exams (80%)

a) Unit Exams will be given as announced and/or scheduled. Testing will begin as scheduled.

b) Make-up Exams utilizing alternate formats (essay, fill-in the blank etc.) will be given at the

discretion of the instructor for any student that is late or misses a scheduled exam.

c) Scheduling a Make-up Exam is the responsibility of the student. If a make-up exam is not

scheduled within 5 calendar days after the missed exam, then the grade will be recorded as a

zero (See PN Student Policy Manual).

d) Early Alert Remediation is required for any student who does not make 80% on any unit

exam. The student is required to make an appointment with the instructor to discuss

remediation before taking the next exam. The remediation assignment will be at the

discretion of the instructor (e.g., Saunders Comprehensive Review questions; HESI Adaptive

Quizzing, BoardVitals, etc.). Failure to make an appointment and/or complete the

remediation will result in the student being prohibited from taking the next unit exam. e) Review of Unit Exams will be permitted at specified times or at the instructor’s discretion.

f) Exam Item Justification Forms must be submitted directly to the testing faculty member or

lead instructor only within 24 hours following the exam review (See PN Student Policy

Manual).

2. Final Exam (20%)

a) A Comprehensive Final Exam will be administered at the conclusion of the course.

b) The final exam is designed to measure the mastery of the course objectives and student

learning outcomes (SLOs).

c) No Makeup Final Exam will be given without prior arrangements made by the student and

the instructor’s approval.

d) No Exam Item Justification Forms will be accepted since the final exam is cumulative (See

PN Student Policy Manual).


3. Learning Activities (Pass/Fail)

The student will complete learning activities designed to assist the student in further application

of course concepts. Learning activities will include the following:

Pop quizzes may be given unannounced at the discretion of nursing faculty to measure the

student’s application, analysis and synthesis of course content and key nursing concepts.

Assignments

1) Computer Tutorial (See Course Outline)

2) Math/Pharmacology Modules (See Course Outline)

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

by the assigned due dates (See Moodle & Course Calendar).

The web-based modules include the following:

1. Elsevier eBook highlights shared with the instructor.

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

standardized exams.

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

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

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

semester.

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

results each by the specified due date (See Moodle & Course Calendar)

3. Core Medication Drug Cards

(For more information, see Web-Based Module Booklet)

4) Health Education Services Inc. (HESI) provides standardized exams and other

educational material designed to prepare student nurses for professional licensure, and

predict their likely success in licensure exams, such as the NCLEX-PN. The exams are

computerized and administered online.

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


HESI Preparation

a. Before taking the proctored HESI exam, each student is required to take the

assigned practice exam(s).

b. A student’s verification of the practice exam must be completed at least 72 hours

prior to the proctored exam to ensure the student has had ample time to prepare

for the proctored exam.

c. On the day of the proctored exam, evidence of completion will be verified by the

faculty member. This verification will serve as the student’s authorization to test.

d. If a student does not take/submit the practice exam(s), the student must make an

appointment with the faculty member to discuss further actions.

Late work will NOT be accepted. Assignments are due at the beginning of the class period

or as specified. If an assignment is late, then the grade will be recorded as zero. Failure to

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

(See PN Student Policy Manual)

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

zero.

4. Laboratory Requirements (Pass/Fail)

Laboratory performance is graded as “Pass” or “Fail.”

The student is expected to complete lab prep assignments (see Course Outline), which are

required before the student can practice skills in the nursing lab.

Lab prep assignments include:

Students must complete assigned Mosby Nursing Video Skills Module(s) before lab

returns. These may be completed in the RLC Nursing Computer Lab or at home

from the Evolve website (https://evolve.elsevier.com/cs/store?role=student)

The student must complete a return demonstration and/ or competency validation for all

identified concepts, procedures, skills, etc. in the lab as assigned on weekly modules and

course outline.

Failure to complete required lab prep assignments demonstrates the student is unprepared

for lab and will result in an “Unsatisfactory” for the lab day and a Performance

Improvement Contract (PIC).

5. Clinical Requirements (Pass/Fail):

Grading for the clinical component of the course is based satisfactory preparation and/or

satisfactory performance in the clinical setting (See PN Student Policy Manual).


Clinical Preparation:

a. The student will not be permitted to perform skills on a client in the clinical area if he/she

has not:

Satisfactorily prepared for the client-centered care experience and/or

Performed the necessary skill competency validations in the nursing laboratory

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

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

required clinical items demonstrates the student is unprepared for clinical and will result in

an “Unsatisfactory” for the clinical day and a Performance Improvement Contract (PIC).

Clinical Papers/ Assignments:

a. All clinical papers/ assignments are due at the end of the clinical day.

b. Late /incomplete papers will not be accepted. Clinical documentation describes the essence

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

clinical papers/assignments will result in an “Unsatisfactory” for the clinical day.

Clinical Evaluation

a. Students must receive a satisfactory in all areas of the final clinical evaluation to pass

clinical.

ISOTHERMAL COMMUNITY COLLEGE

PRACTICAL NURSE EDUCATION

NUR 101 CLINICAL EVALUATION

NAME _________________________________ FACILITY ________________________________ YEAR _________________

A satisfactory level of clinical performance must be maintained in order to pass NUR 101. Any student receiving one or more

“Unsatisfactory” marks on the final evaluation will not pass clinical. A “Needs Improvement” or “Unsatisfactory” at midterm must be

“Satisfactory” by the final evaluation.

KEY: Satisfactorily Meets Objectives = S Needs Improvement = NI Unsatisfactory Performance = U

At the completion of the NUR 101clinical experience, the novice nursing student should begin to implement the following behaviors at a

“Satisfactory” level with instructor guidance.

Evaluated Behaviors MIDTERM

Comments FINAL

Comments

Relate to the individual as a holistic, complex,

multidimensional, unique, and significant being

(Individual Domain).

Articulate all concepts within the domain

of the healthy individual

S NI U S U

Identify the internal, external, and

environmental factors that impact the

health and well-being of individuals

S NI U S U

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Internalize foundational principles of

professional nursing practice to provide safe,

culturally competent, therapeutic care for

individuals (Nursing Domain).

Demonstrate an awareness of the values,

attitudes, behaviors, and beliefs important

to professional nursing

S NI U S U

Promote the acquisition of knowledge and

learning to enhance self-care for each

individual from an established plan as

delegated by the RN

S NI U S U

Participate in the nursing process within

the scope of practice of the practical nurse

S NI U S U

Perform data collection and caring nursing

interventions for holistic care of

individuals

S NI U S U

Utilize all concepts within the domain of

nursing to safely provide therapeutic care

to individuals with basic health care needs

S NI U S U

Communicate professionally and

effectively while providing care to

individuals with basic health care needs

S NI U S U

Discuss the importance of collaborating

with the interdisciplinary healthcare team

as assigned by the RN in providing care to

individuals

S NI U S U

Evaluated Behaviors

MIDTERM

Comments FINAL

Comments

Transfer knowledge of the concepts within the

domain of the healthcare system to safely and

ethically administer care to the individual

(Health Care System Domain).

Demonstrate awareness of ethical and legal

standards that govern the practice of

nursing within the healthcare system

S NI U S U

Recognize responsibility and

accountability for behaviors, actions,

judgments, continued learning and self-

development

S NI U S U

Utilize principles of evidence-based

practice while safely providing therapeutic

nursing care to individuals in the

healthcare system

S NI U S U

Utilize the nursing process to identify

hazards and errors within the healthcare

system

S NI U S U

Incorporate informatics to access and

communicate client information

S NI U S U

NUR 101 CLINICAL EVALUATION (continued)

MIDTERM FINAL

Faculty

Comments

Faculty

Signature

__________________________________Date:

__________________________________Date:

_____________________________________Date:

_____________________________________Date:

Student

Comments

Student

Signature

I have been advised on my progress and understand my

standing. I understand that I have the right to add my

comments/rebuttal should I disagree with the evaluation.

__________________________________Date:

I have been advised on my progress and understand my

standing. I understand that I have the right to add my

comments/rebuttal should I disagree with the evaluation.

_____________________________________Date:


Academic Resources

College Resources:

1. The Advising Center – Located in the Student Center Building near the West entrance of the

facility. Contact information: 828-395-1436 or [email protected]

2. Helpdesk – Students may contact the IT Helpdesk for technical support for Moodle, student e-

mail, or Patriot Port. Contact information: 828-395-1437 or [email protected]

3. Library – The ICC Library is at the Main Campus and offers a variety of services to students

including access to the Open Computer Lab. Contact information: 828-395-1307. The electronic

resources or databases can be accessed in the RLC Nursing Computer Lab.

4. Wireless Internet – Free wireless internet access is provided at ICC. The college’s wireless

“ICC-GUEST” network is open to all visitors and does not require a special password. In

accessing the college’s wireless internet service, all users agree to abide by the terms of the ICC

computer resources/internet policy (See college policies).

5. The Writing Center – Located in the Administration Building in Room 211. Its goal is to enable

students to become successful and self-sufficient writers. Tutors and tutorials are offered (e.g.

formatting assistance, printing assignments, etc.).

6. The Math Tutoring Lab – Located in the Administration Building and is available to provide

assistance to students enrolled in many of the math courses offered at ICC. Schedule and

courses vary. Please call: 828-395-1302 for more information.

7. Supplemental Instruction (SI) – It is a peer-tutorial program available in courses, which have

traditionally been challenging for students, such as chemistry, A&P, history, and math. Ask your

advisor for more information concerning this free service.

8. Early Intervention Information Forms – Students who exhibit patterns of inadequate attendance,

missed assignments, behavioral issues, social issues, or difficulty with learning will be referred

by faculty via the “Early Intervention Form” to the Dean of Learning Support and Retention for

counseling.

(For additional information, please see the ICC Student Handbook)

Nursing Resources:

1. Nursing Faculty - Students have access to nursing faculty during office hours, clinical, and/or

during facilitated lab times. The student is expected to request assistance from the nursing

faculty assigned to the course content first.

2. Educational Plan – Students are required to complete an individualized plan each semester,

which will serve as a strategic plan for completing community college academic goals.

mailto:[email protected]

mailto:[email protected]


Further Information

Deadline to Withdraw from Classes: October 21st, 2016 (For NUR 101)

ADA Statement: If you have a documented disability, it is your responsibility to contact Disability

Support Services at: 828-395-1732 to discuss classroom accommodations.

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

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

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

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

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

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

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

5850.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

upon request in Student Services.

Inclement Weather/ Alternate Assignment: In case of unplanned class cancellation, you are

expected to read your textbook chapters and complete any make-up assignments as posted on

Moodle.

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

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

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


What Students Can Expect of Isothermal What Isothermal Expects of Students

In their commitment to learning and to the

achievement of a true learning-centered

community, Isothermal personnel will:

Meet student needs by demonstrating

professional, friendly, and courteous service

in all aspects of student life

Maintain high professional and academic

standards

Serve as role models in the development of

leadership skills

Respect diversity and treat all students fairly

Be available to students and helpful with

student problems

Communicate clear learning objectives and

expected outcomes

Provide timely feedback in the assessment of

learning outcomes

Stay current in subject matter

Practice effective teaching/learning

strategies that promote critical thinking

In their commitment to learning,

students will:

Accept responsibility for learning

Attend and participate in all classes

Complete required exercises and

assignments as directed

Develop a time management plan that

includes adequate time for study

Maintain an open-minded attitude

toward learning

Strive to become independent critical

thinkers

Seek help as needed from appropriate

sources

Be respectful and considerate of others

Assume responsibility for knowing and

adhering to all college policies

Acknowledge that learning how to

learn is the ultimate objective of

education

Recognize that struggle and discomfort

often precede the rewards that

accompany goal completion and

success

Note: From Isothermal Distinction – Community of Learners; Statement of Expectations. Isothermal Community College, (Revised 2004)

The “Start Strong. Finish Stronger.” initiative is a part of Isothermal’s Quality Enhancement Plan

which seeks to educate, engage, and empower first-time college students to achieve successful

college completion through mandatory orientation, ACA within the first two semesters and a

customized educational plan.


References

American Nurses Association [ANA]. (2001). Code of ethics for nurses with interpretive

statements. Washington, DC: American Nurses Association.

American Nurses Association [ANA]. (1980). Nursing: A social policy statement. Kansas City,

MO: American Nurses Association.

American Nurses Association [ANA]. (2010). Nursing's social policy statement (3rd ed.).

Washington, DC: American Nurses Association.

American Nurses Association [ANA]. (2004). Standards of clinical nursing practice (3rd ed.).

Washington, DC: American Nurses Publishing.

Berman, A., & Snyder, S. (2011). Kozier & Erb's fundamentals of nursing (9th ed.). Upper Saddle

River, NJ: Prentice Hall, Inc.

Carroll, P. (2006). Nursing leadership and management: A practical guide. Clifton Park, NY:

Delmar Cengage Learning.

Carson, V. B. & Arnold, E. N. (1996). Mental health nursing: The nurse patient journey. St.

Louis, MO: W. B. Saunders Company.

Craig, J. V., & Smith, R. (2007). The evidence-based practice manual for nurses (2nd ed.).

Philadelphia, PA: Churchill Livingstone Elsevier.

Delaune, S. C., & Ladner, P. K. (2006). Fundamentals of nursing: Standards and practice (3rd

ed.). Clifton Park, NY: Cengage Learning.

Institute of Medicine [IOM]. (2001). Crossing the quality chasm: A new health care system for the

21st century. Washington, DC: National Academy of Science.

Institute of Medicine [IOM]. (2003). Health professions education: A bridge to quality.

Washington, DC: The National Academies Press.


Kelly-Heidenthal, P. (2003). Nursing leadership and management. New York, NY: Cengage

Delmar Learning.

National League for Nursing [NLN]. (2010). Outcomes and competencies for graduates of

practical/vocational, diploma, associate degree, baccalaureate, master's, practice

doctorate, and research doctorate programs in nursing. New York, NY: National League

for Nursing.

O’Toole, M. (2006). Mosby's pocket dictionary of medicine, nursing & health professions (5th ed.).

St. Louis, MO: Mosby Elsevier.

State of North Carolina. (2009). Nursing practice act. Retrieved from http://www.ncbon.com/

myfiles/downloads/nursing-practice-act.pdf

Taber's. (2006). Taber’s cyclopedic medical dictionary (20th ed.). Philadelphia, PA: F. A. Davis

Company.

Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in

nursing. Journal of Nursing Education, 46(6), 204-211.

Townsend, M. C. (2006). Psychiatric mental health nursing: Concepts of care in evidence-

based practice (5th ed.). Philadelphia, PA: F. A. Davis Company.

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