nurs 101l fundamentals of nursing skills lab 202111faii 1

Meeting TimesClass Length: 10 weeks

For every 1 hour in an instructional activity (skills lab, simulation, clinical, or real-life scenarios), it is expected that students complete1 hour of study in preparation for course activity. Please check your Student Portal for specific course meeting times, dates, andlocations.

Nurse 101MONDAY 7am to 530p7am to 12 noon on Campus the rest of the day until 530pm on ZOOM located on CANVAS

Due to Covid Pandemic some course Information has been altered to accommodate both student and site/skills lab.

Contact Information

Professor : RN Michelle Earixson-LamotheEmail: [email protected]: 17142222037

Course DescriptionThis is a clinical skills laboratory course designed to teach the basic nursing skills for delivery of nursing care. This includesperforming basic skills in assessment, patient care across the admission discharge continuum, documentation, teaching, basic lifesupport, fire safety, and infection control. The nursing process is utilized in the management of care.

Total Course Credits:

2

Total Course Hours:

90

Lecture Hours In-Class:

0

Lab Hours:

0

Supervised Clinical/Practicum Hours:

90

Externship/Internship Hours:

0

RequisitesCorequisites: NURS 100

Course Learning Outcomes1. Apply the nursing process during care and in the Interdisciplinary Care Plan.2. Demonstrate professional and therapeutic communication with patients, peers, and the healthcare team.

Orange County · West Coast University

NURS 101L Fundamentals of Nursing Skills Lab202111FAII 1202111FAII 2021 Section 1 11/01/2021 to 01/23/2022 Modified 10/26/2021

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https://westcoastuniversity.campusconcourse.com/#content

mailto:[email protected]

3. Apply safety and infection control principals when practicing nursing.4. Demonstrate competence in performing fundamental nursing skills including but not limited to sterile technique, head-to-toe

patient assessments, restraint use, wound care, NGT management, specimen collection, and medication administration.5. Demonstrate knowledge of pain management.6. Apply legal principles, communication skills, and computer skills to nursing documentation including physician’s orders, the

medication administration record (MAR), shift assessment forms, fall and skin risk screens, and interdisciplinary notes.7. Assess the learning needs of patients and apply effective teaching/learning principles during patient education.

Program Learning Outcomes

College of Nursing Mission Statement

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners,preparing nurses to provide quality and compassionate care responsive to the needs of the community and the global society.

College of Nursing Philosophy

The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’slifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes

The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary toeducate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according tothe Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).(https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1)

1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity.3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using

evidence-based practice.4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations.5. Design healthcare education for individuals, families, and communities.6. Comply with the professional standards of moral, ethical, and legal conduct in practice.7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with

oversight and accountability for care delivery.9. Use patient care technology and information systems when providing nursing care in a variety of settings.

Course Materials

Visit the WCU bookstore (https://bncvirtual.com/westcoastuniversity) to purchase any required materials, including publisher accesscodes, as needed.

Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materialsthat may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However,students will be held accountable for obtaining these materials in order to meet all course requirements.

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https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1

https://bncvirtual.com/westcoastuniversity

ATIAuthor: Assessment Technologies Institute (2016)Publisher: Assessment Technologies Institute (2016)

ATI Website (http://atitesting.com/)

ATI is required throughout the program. Please see the course syllabus for specific ATI requirements in each course.

Fundamentals of NursingAuthor: Taylor, C., Lillis, C., and Lynn, P.Publisher: Wolters Kluwer-Lippencott, Williams, and WilkinsEdition: 9th

This is a required textbook from a previous or concurrent course.

Davis's Drug Guide for NursesAuthor: Vallerand, A. H., & Sanoski, C. A.Publisher: F. A. DavisEdition: 15th

Nursing Care Plans: Guidelines for Individualizing Client Care Across the LifeSpan

Author: Doenges, M. E., Moorhouse, M. F., & Murr, A. C.Publisher: F. A. DavisEdition: 9thOptional

A Manual of Laboratory and Diagnostic TestsAuthor: Fischbach, F., & Dunning, M. B.Publisher: Lippincott, Williams, & WilkinsEdition: 10thOptional

Publication Manual of the American Psychological AssociationAuthor: American Psychological AssociationPublisher: American Psychological AssociationEdition: 7thOptional

Evaluation

West Coast University Grading Scale(Reflective of final course grade; seeassociated policy in Catalog)

Grade Points WCU Grading Scale

A 4 93–100

A- 3.7 90–92

B+ 3.3 87–89

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http://atitesting.com/

B 3.0 83–86

B- 2.7 80–82

C+ 2.3 76–79

C 2.0 73–75

C- 1.7 70–72

D+ 1.3 66–69

D 1.0 63–65

D- 0.7 60–62

F 0.0 59 or below

AU 0.0 Audit

CR 0.0 Credit

P 0.0 Pass

NP 0.0 Not Passed

I 0.0 Incomplete

TC 0.0 Transfer Credit

W 0.0 Withdrawal

(Before Drop Deadline)

WF 0.0 Withdrawal

(After Drop Deadline)

Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade PointAverage (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and-Procedures/Calculating-the-Cumulative-Grade-Point-Average)

A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the coursehas not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section foradditional information.

Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)

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http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and-Procedures/Calculating-the-Cumulative-Grade-Point-Average

http://westcoastuniversity.edu/admissions/catalog.html

Evaluation Criteria

The evaluation criteria consists of Formative and Summative assessments of student learning.

Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of anongoing learning process.Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments,clinical or lab assignments, practice exams

Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have beenachieved. Examples: Final exam, term paper, or term project Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement ofcourse and program learning outcomes.

Additional Information:

All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades andcomments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must becreated for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated andsubmitted for credit in any other course unless approved by the faculty or noted in the syllabus.Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.It is important that you save all of your completed assignments for your records.Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall theseassignments as you near the end of your program.

Criteria

AssignmentWeight /Points

WeekDue Details

Summative

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*ATI SkillsModules

15 1, 2,3, 4

ATI Skills Modules

1 point each

Week 1:Infection controlVital signsPain management

Week 2:Comprehensive physical assessment of an adultMobilitySpecimen collectionPersonal hygieneBowel eliminationWound care

Week 3:Nasogastric tubeEnteral tube feedingConcepts of medication administrationOral and topical medication administrationInjectable medication administration

Week 4:NutritionAirway managementOxygen therapy

Must show proof of 1 hour spent on each module and complete pre- and post-tests to earn points toward thegrade.

*ATIPharmacologyMade EasyModule

1 4 Introduction to Pharmacology

Must show proof of 1 hour spent on the module and complete the post-test to earn points toward the grade

*ATI DosageCalculationDimensionalAnalysisTutorials

5 4, 5,6

ATI Dosage Calculation Dimensional Analysis Tutorials

1 point each

Week 4:Safe dosage (60 minutes)Medication administration (15 minutes)

Week 5:Oral medications (15 minutes)

Week 6:Injectable medications (25 minutes)Powdered medications (10 minutes)

Must spend the assigned number of minutes on each lesson and complete post-tests to earn points toward thegrade.

*ATI AchieveModule

1 5 Preparing for clinical experiences

Must spend 40 minutes on each lesson and complete post-tests to earn points toward the grade.

*MedicationMath Exam

100 6

Nursing CarePlan Draft

Pass/NoPass

7


WeekDue Details

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*Nursing CarePlan

100 8

*SkillsCompetencyValidations

240 1, 2,3, 9

Skills Competency Validations

48 points each

Week 1: Vital signs and pain managementWeek 2

Head-to-toe assessmentSterile dressing change

Week 3: NGT managementWeek 9: Medication administration

Patient ProfileDatabaseForm: Head-to-ToeAssessment

Pass/NoPass

5–9 Students will develop a Patient Profile Database Form outline for one patient of their choice, to be

completed throughout the shift and not taken homediscussed in post-conferences with the faculty

ClinicalEvaluations

Pass/NoPass

5, 9 Clinical Evaluations

Week 5: Midterm clinical evaluationWeek 9: Final clinical evaluation

All midterm and final evaluations are to be submitted by the student after they have been completed and signedby the student and faculty. The document to be uploaded must include all pages including any student and facultycomments and the final grade of P/NP. Once the final evaluation form has been uploaded by the student, the finalgrades may be released. If a student does not upload the evaluation forms, the student will receive an incomplete(I) until the form has been uploaded.

Total Points 462


WeekDue Details

Course and Program Specific Policies

Nursing Program or Accreditation RequirementsNursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails orunsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from theprogram.

NURS 493: See details in course criteria.NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will notbe dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures willresult in dismissal from the university.

A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a studentwho fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from acourse being repeated before successfully completing the course, the student will receive a grade of “F” in the course.

Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for more information under CourseWithdraw and Dismissal Policies.

Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)formore information.

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http://westcoastuniversity.edu/admissions/catalog.html

https://westcoastuniversity.edu/student-affairs/student-services.html

All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, andcompleted and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, asinstructed, in order to pass the course.

**Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam. This is aportfolio requirement that must be completed at the end of each course. The student will not be allowed to sit for the final withouthaving completed the evaluation for this course.

AACN Essentials of Baccalaureate Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing andassessing baccalaureate education programs for professional nursing practice. You may access the full publication here: AACNEssentials (http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf)

ATI PolicyTutorials (where applicable)

Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required tospend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded fortutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post-tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward thecourse grade.

Practice Assessments and Focused Reviews (where applicable)

Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practiceassessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctoredexam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare forproctored exams.

Proctored Exams and Focused Reviews (where applicable)

Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least aLevel 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area. A focused review isalways required after proctored exams.

Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and gradingparameters.

Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.

Late and Make Up WorkAssignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):

Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignmentssubmitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructorif you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided forextenuating circumstances only.

Quizzes and Tests*

It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or testand follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Studentsmay be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do notcontact the faculty within 48 hours of the original examination date will earn a zero.

Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*

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http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf

Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**,the student must complete and submit the Examination Date Change Request form with the required supporting documentationfor the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance ofthe examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director,or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and thedecision based on the original request is final.

Extenuating Circumstances

An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reasonor scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and timeof the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternateform of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion ofhealthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobileaccidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.

The make-up examination must be taken within five (5) business days of the initial examination administration or before thedate of the next class.The make-up examination may not be the same examination but may be an alternative format such as an essay examination.The student must take the make-up examination in a proctored environment.If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance,the maximum score that the student may earn on the examination is 76%.Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48hours of missing the examination will receive a zero score for the examination.One form is required for each request. Any future make-up requests require a new form.Receiving the maximum amount of points on a make-up examination will be considered only for students who providedocumentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and issupported by documentation. This does not apply for students who miss their regularly scheduled examinations due tostudent choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretionof the Academic Dean, Director, or designee.

*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility toreview each syllabus for assignment criteria.

** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or requiredtravel.

No work is accepted after the last scheduled class (on ground) or the last day of class(online).

Minimum Passing GradeThe minimum passing grade in the core nursing program is a C+.

"P" or "NP" are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 andNURS 493)

Clinical PoliciesClinical courses have specific requirements. In addition to the requirements listed here, please review your Student Handbook andthe grading criteria in each syllabus for detailed clinical requirements.

Preparation and Evaluation

Clinical performance will be evaluated at the end of the term using the clinical evaluation tool.The clinical evaluation is keptas a permanent record in the student file.Evaluation of simulation performance will be based on the Simulation Learner Outcomes form and the Clinical Evaluation

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Tool.Preparation for clinical and simulation is required for all class days. Because each clinical setting has different requirementsand options for acute care, outpatient, and community experiences, clinical faculty will direct the students as to theappropriate preparation. Course expectations include attendance and experiential learning.Attendance in class lectures and clinical experiences including hospital and community rotations, simulation, and skillslaboratory is mandatory. Failure to attend, arriving late, or leaving early will impact the ability of the student to achieve courseobjectives. Please see your Student Handbook for full clinical attendance policies. In the clinical and simulation settings, students are expected to wear clean and pressed school uniforms, clean white shoes,watches with a second hand, school ID badges, and whatever other identification the facilities require.In community experience settings, students are expected to wear the community oxford shirt with blue blazer and blue pants.Do not wear sandals, or backless or high-heeled shoes. Do not wear jewelry, dangling earrings, or necklaces. Do not wearheavy perfumes or cologne. Do not wear scarves, ties, thick necklaces, or lanyards.

Worksheets, Checklists and Templates

Worksheets and templates for clinicals can be downloaded from the Canvas course. Skills checklists should be carried by the student in skills lab. The information in the checklist is verification that skills havebeen met. It is your responsibility to keep the checklist safe in order to verify you have met all clinical requirements.

Medication Math

Medication math exams are ATI Dosage Calculation Proctored Assessments in NURS 121L, 210L, 211L, 223L, 316L, 317L,and 481L (not created by individual faculty members) and are administered through ATI in a proctored setting. Please seethe individual course syllabus for grading criteria. Students may not administer medication in the clinical setting until after passing the course medication math exam.Students will be given a total of 3 attempts to pass each course medication math competency exam. Students must attendmath workshop(s) and/or tutor with an instructor, and use the math resources assigned prior to second or third attempts.Documented remediation must be presented prior to these exams. Second and third attempts will be scheduled outside ofclass time. Subsequent attempts will not be given any sooner than 3 calendar days after the previous attempt.Failure of the third medication math exam constitutes a failure in the clinical course for that term. In this case, the studentmust also withdraw from the corresponding theory course as the clinical and theory are corequisites and must be taken andpassed together. The student may not progress in the program until the clinical course is successfully passed.

See the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for additional clinicalcourse guidelines.

*Critical Assignments (where applicable)If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignmentswill be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weeklyclinical reports, must achieve a 76% average grade to pass. If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining courseassignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of theCritical Assignment points.

It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have metthe minimum requirements for critical assignments. Some courses do not have critical assignments.

It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) inthe course syllabus. Please see your instructor if you have questions about grading or assignment criteria.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignmentsthat will be late after 3 days and receive a zero score must be submitted.

Sigma Theta Tau Nurse Manager CertificateSigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in yourcourses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof ofcompletion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS

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497 portfolio.

The Nurse Manager Certificate is a requirement for the program.

Course OutlineThe Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. Thisschedule is subject to change in the event of extenuating circumstances.

Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learningoutcomes.Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are tofulfill throughout the duration of the course. Instructional activities will be held in Week 10.

*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Gradessection and/or in your assignment dropbox.

Week Topic Objectives Activities & Assignments

Week 1(SkillsLab: 10hours)

TherapeuticCommunication,InfectionControl, PainManagement

1. Describe the effect ofcommunication on the helpingrelationship between nurse andpatient.

2. Identify examples of therapeuticand nontherapeuticcommunication between a nurseand patient in the followingsituations:

Establishing trustDemonstrating caringEncouraging opencommunicationEnhancing understandingReducing stressReinforcing patient-centeredcare affecting health

3. Demonstrate therapeuticcommunication during patient andfamily introductions.

4. Demonstrate evidence-basednursing practice as it applies toenvironmental safety andinfection control.

5. Differentiate between standardprecautions and isolationprecautions.

6. Discuss isolation precautions andidentify when they are needed.

7. Compare and contrast use ofclean gloves and sterile gloves.

8. Discuss assessment as it relatesto the nursing process.

9. Demonstrate patient assessmenttechniques as they apply to vitalsigns and pain assessments.

10. Discuss pain managementstrategies.

11. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation of vital signs and

Reading

Taylor, Lillis, and LynnCh. 12 DiagnosingCh. 14 ImplementingCh. 16 Documenting, Reporting, Conferring, and Using InformaticsCh. 20 CommunicatorCh. 23 Asepsis Infection ControlCh. 24 Vital SignsCh. 26 Safety, Security, and Emergency PreparednessCh. 34 Comfort and Pain Management

Content Outline

Review course syllabus orientation to Skills LabReceive clinical packTherapeutic communicationInfection control

Hand hygienePPE

AssessmentQSEN environmental safety: Initial patient survey (LOC, respiratorystatus, signs of distress); vital signs

Pain managementFocused pain assessmentMassage/comfortMeasures proper body mechanicsPositioning and transferring

Specific Course Activities

Practice introducing yourself to the patient and family and establishing atherapeutic relationship.Practice hand hygiene and donning and removing PPE (including sterilegloves).Practice assessments, documenting findings, and ISBAR reporting.Practice conducting a pain assessment and documenting findings.Discuss nonpharmacologic interventions and comfort measures for a patientin pain and practice their application.Role-play therapeutic communication for a patient in pain.Practice positioning a patient in bed.Practice transferring a patient between a bed and a chair, wheelchair, andgurney.

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pain management.12. Demonstrate evidence-based

nursing practice as it applies toproper body mechanics whilemoving patients. Use correcttechnique to position patients(padding bony prominences whenneeded).

13. Maintain safety when moving andposition patients.

14. Adhere to infection controlstandards during hygiene.

Medications

Drug Therapy for PainFirst Generation NSAIDs (COX-1 and COX-2 inhibitors) – aspirin (ASA),ibuprofen (Advil, Motrin)Second Generation NSAIDs (COX-2 inhibitor) – celecoxib (Celebrex)Acetaminophen – acetaminophen (Tylenol)Centrally Acting Nonopiods – tramadol (Ultram)Opioid Agonists – morphine, fentanyl (Sublimaze), meperidine(Demerol), methadone (Dolophine)Opioid Agonist-Antagonists – butorphanol, pentazocine (Talwin)Opioid Antagonists – naloxone (Narcan)

Assignments

ATI Skills ModulesInfection controlVital signsPain management

Skills Competency ValidationsVital signs and pain management


History Taking,Bathing andHygiene, SkinCare, Toileting,Enema,SpecimenCollection

1. Demonstrate therapeuticcommunication during patientassessments and care.

2. Demonstrate evidence-basednursing practice as it applies toproper body mechanics whileassisting patients with activity.

3. Maintain safety when assistingpatients with activity.

4. Use assistive devices correctly(e.g., cane, crutches, walker,wheelchair.)

5. Discuss the roles of physicaltherapist and occupationaltherapist.

6. Discuss indications for and ethicsand legalities related to restraint.

7. Discuss alternatives to restraint.8. Review elements of a restraint

order.9. Maintain safety during restraint

use.10. Discuss physical and

psychosocial considerationsduring restraint use.

11. Demonstrate therapeuticcommunication during restraint.

12. Discuss how the nursing process(ADPIE) is applied during restraintuse.

13. Discuss the difference between a5' shift assessment and anadmission history and physical.Demonstrate evidence-basednursing practice as it applies tothe 5 feet head-to-toeassessment.

14. Discuss actual and potentialproblem recognition through ahistory and physical assessmentas it relates to the nursing process

Reading

Taylor, Lillis, and LynnCh. 23 Asepsis and InfectionCh. 25 Health AssessmentCh. 26 Safety, Security, and Emergency PreparednessCh. 30 HygieneCh. 31 Skin Integrity and Wound CareCh. 32 ActivityCh. 33 Rest and SleepCh. 36 Urinary EliminationCh. 37 Bowel EliminationCh. 43 Sensory Functioning

Content Outline

History takingHead-to-toe assessment (maintaining patient privacy/modesty)Bed making (occupied and unoccupied)Bathing and hygiene (perineal, oral, denture, hair, and nail care)Skin care: Focused skin assessment and pressure ulcer stagingSkin/Wound care: Heat and cold therapy; sterile dressing changeToiletingEnemaSpecimen collection


Practiceassisting with range of motion exercises and ambulation.conducting a fall risk screen and documenting findings.using assistive devices (e.g., crutches, gait belt).applying restraints.therapeutic communication during restraint use.documenting about restraints.Assessments, documenting findings, and ISBAR reporting.therapeutic communication during assessments.making an occupied and unoccupied bed.positioning a patient in bed during a bed bath.transferring a patient between a bed to gurney.providing personal care.conducting a skin risk screen and a focused skin assessment and


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(diagnosis and planning).15. Demonstrate ISBAR reporting of

abnormal assessment findings.16. Apply legal principles,

communication skills, andcomputer skills to nursingdocumentation of a patient’shistory and physical assessment.

17. Demonstrate a bed bath18. Demonstrate care of assistive

devices such as hearing aids,dentures, and eyeglasses.

19. Discuss respect for patientprivacy/modesty during, bedmaking, bed bath, and hygiene.

20. Maintain safety when moving andpositioning patients.

21. Adhere to infection controlstandards during bathing.

22. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation on the shiftassessment form, fall risk screen,and skin risk screen, and restraintform.

23. Discuss factors that put a patientat risk for alterations in tissueintegrity.

24. Demonstrate a skin risk screen.25. Differentiate between a routine

skin assessment and a focusedskin assessment.

26. Demonstrate a focused skinassessment.

27. Identify abnormalities and theirsignificance (including signs ofinfection and stages of pressureulcers).

28. Review elements of a wound careorder.

29. Demonstrate aseptic and sterilewound care techniques.

30. Apply teaching learning principlesduring patient education related toskin and wound care.

31. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation of skin risk screen,assessment, and care.

32. Discuss how nursing process(ADPIE) is applied during skincare.

33. Discuss the role of a WOCN.34. Adhere to infection control

standards during toileting.35. Discuss respect for patient

privacy/modesty during toileting.36. Comply with body mechanics and

safety principals when assistingwith toileting.

37. Discuss the physician’s orders as

documenting findings in interdisciplinary notes.aseptic and sterile wound care and documenting.teaching related to skin and wound care and documenting.assisting with a bedpan, urinal, and commode.administering an enema.collecting and labeling specimens.

Expectorated sputumClean catch urineStoolWound

teaching a patient to collect a clean catch urine specimen and anexpectorated sputum.

Medications

Drug Therapy for Muscle SpasmsCentrally acting muscle relaxants – baclofen (Lioresal)Peripherally acting muscle relaxants – dantrolene (Dantrium)

Assignments

ATI Skills ModulesPhysical assessment and ROMSpecimen collectionPersonal hygieneEnemasWound care

Skills Competency ValidationsHead-to-toe assessmentSterile dressing change


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they relate to enemas.38. Correctly administer an enema

and document administration.39. Demonstrate specimen collection

(stool, clean catch urine, wound,and sputum).

40. Discuss the implications of errorsrelated to specimen collection andmeasures to prevent them.

41. Accurately label the specimen atthe bedside.

42. Apply teaching learning principlesduring patient education related tospecimen collection.

43. Discuss the role of UAP.


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TherapeuticCommunication,Nutrition, OralFeedings, NGT

1. Demonstrate therapeuticcommunication during patientcare.

2. Differentiate between anutritionist and a registereddietitian.

3. Discuss the significance of dietpreferences, intolerances, andfood allergies.

4. Measure weight and height andcalculate BSA.

5. Discuss aspiration precautions.6. Demonstrate feeding a patient.7. Calculate and document patient

intake8. Demonstrate safe NGT insertion

and verification of placement.9. Discuss elements of an NGT

feeding order.10. Demonstrate NGT residual checks,

lavage, intermittent feeding, andcontinuous feeding.

11. Discuss elements of an NGTmedication order.

12. Demonstrate taking an NGTmedication order over the phone.

13. Correctly perform medicationcalculations.

14. Demonstrate gastric tube care.15. Apply teaching learning principles

during patient education related todiet and gastric or nasogastrictubes.

16. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation about diets andgastric or nasogastric tubes.

17. Discuss how the nursing process(assessment, intervention, andevaluation) is applied for thepatient with a gastric ornasogastric tube.

Reading

Taylor, Lillis, and LynnCh. 28 MedicationCh. 35 Nutrition

Content Outline

Therapeutic communicationNutritionOral feedingsAspiration precautionsNasogastric tubeEnteral suction and feedingsGastric tubeNursing process and care planning


Practice measuring weight and height and calculating BSA.Practice feeding a patient.Role-play therapeutic communication for a patient in need.Practice inserting and NGT

Verifying placementInitiating NGT suction (intermittent and continuous)Initiating NGT feedings (intermittent and continuous)Checking residuals, flushing, and lavageCalculating patient intake

Practice gastric tube care.Practice teaching related to diet and GTs and document teaching in theinterdisciplinary notes.Practice care planning.Practice medication math and NGT.

Medications

Drug Therapy for Muscle SpasmsCentrally acting muscle relaxants – baclofen (Lioresal)Peripherally acting muscle relaxants – dantrolene (Dantrium)

Assignments

ATI Skills ModulesNasogastric intubationEnteral tube feedingMedication administration: 1-2-3

Skills Competency ValidationsNGT management


TherapeuticCommunication,RespiratorySupport

1. Demonstrate therapeuticcommunication during patientcare.

2. Differentiate between a routinecardiorespiratory assessment anda focused cardiorespiratoryassessment.

3. Demonstrate a focusedcardiorespiratory assessment(heart and lung sounds, VS, pulseoximetry, sputum, skin color andtemperature, and LOC).

4. Identify cardiorespiratory

Reading

Taylor, Lillis, and Lynn

Ch. 7 Legal Dimensions of NursingCh. 20 CommunicatorCh. 38 Oxygenation and PerfusionCh. 42 Loss, Grief, and Dying

Content Outline

Therapeutic communicationFocused cardiorespiratory assessmentOxygen delivery


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abnormalities and theirsignificance.

5. Discuss factors that put a patientat risk for alterations incardiorespiratory status andprevention measures (TCDBLE,percussion/vibration, mobility,fluids, IS, sterile technique withsuctioning).

6. Discuss elements of an oxygenorder and indications for differentmodes of delivery.

7. Demonstrate oxygenadministration.

8. Demonstrate placement of an oralairway.

9. Discuss indications fororo/nasopharyngeal suctioning.

10. Discuss the impact of respiratoryalterations on comfort,communication abilities, andpsychosocial well-being andstrategies to support the patient.

11. Discuss the role of a respiratorytherapist.

12. Apply teaching learning principlesduring patient education related tocardiorespiratory management.

13. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation of respiratoryassessments and interventions.

14. Discuss how the nursing process(assessment, intervention, andevaluation) is applied during careof a patient with respiratoryalterations.

15. Discuss patient and familyconsiderations related to end oflife.

16. Describe the nurses role in end-of-life care.

17. Demonstrate therapeuticcommunication during end-of-lifesituations.

18. Discuss the role of a socialworker.

19. Discuss the role of hospice nurse.20. Identify the "Code Status" of a

patient.21. Demonstrate postmortem care.

Respiratory supportEnd-of-life care


Practicea focused cardiorespiratory assessment.placing an oral airway.administering oxygen using nasal canula, mask with humidifier, andBVM.teaching a patient to perform incentive spirometry.percussion and vibration with proper patient positioning.therapeutic communication for patients needing suctioning.oro/nasopharyngeal suctioning.therapeutic communication for patients with respiratory alterations.using a communication board.patient- and family-centered therapeutic communication during end-of-life situations.postmortem care.medication math.

Medications

Drug Therapy for ConstipationBulk-Forming Agents (Fiber supplements) – psyllium (Metamucil)Stimulant Laxatives – bisacodyl (Dulcolax)Surfactant Laxatives/Stool Softeners – docusate sodium (Colace),docusate sodium and senna (Peri-Colace

Drug Therapy for DiarrheaOpioids – diphenoxylate and atropine (Lomotil),loperamide (Imodium)

Assignments

ATI Skills ModulesNutrition, feeding, and eatingAirway managementOxygenation

ATI Pharmacology Made Easy ModuleIntroduction to pharmacology

ATI Dosage Calculation Dimensional Analysis TutorialsSafe dosageMedication administration


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Week 5(Clinical:10hours)

ClinicalOrientation,CompetencyValidations, andSkills Check-Offs

1. Become familiar with thehealthcare setting and team.

2. Adhere to infection controlstandards.

3. Adhere to safety standards.4. Adhere to HIPAA guidelines.5. Demonstrate therapeutic and

professional communication(verbal and nonverbal) duringpatient care.

6. Demonstrate correct use ofISBAR.

7. Perform assessments.8. Provide comfort measures.9. Assist patients with hygiene.

10. Assist patients withtransfer/mobility.

11. Assist patients with nutrition andeating.

12. Demonstrate knowledge of thenursing process by formulating 2appropriate nursing diagnosesand identifying at least 2interventions for each.


Practice skills learned in Weeks 1–4Practice medication math skillsCare Plan Q&A

Assignments

ATI Dosage Calculation Dimensional Analysis TutorialOral medications

ATI Achieve ModulePreparing for clinical experiences

Patient Profile Database Form: Head-to-Toe Assessment Midterm Clinical Evaluation


ClinicalPractice,CompetencyValidations, andSkills Check-Offs





6. Perform assessments.7. Provide comfort measures.8. Assist patients with hygiene.9. Assist patients with

transfer/mobility.10. Assist patients with nutrition and

eating.11. Demonstrate knowledge of

nursing process by formulating 2appropriate nursing diagnosesand identifying at least 2interventions for each.


Practice skills learned in Weeks 1–4Care Plan Q&A

Medications

Drug Therapy for GIAntihistamines/Anticholinergics - dimenhydrinateDopamine Antagonists/Prokinetic - metoclopramide (Reglan)

Drug Therapy for InflammationAntihyperuricemics/Uricosurics/Urate Lowering Therapy – allopurinol(Zyloprim)Glucocorticoids – prednisone (Deltasone)

Assignments

ATI Dosage Calculation Dimensional Analysis TutorialsInjectable medicationsPowdered medications

Medication Math ExamPatient Profile Database Form: Head-to-Toe Assessment


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eating.11. Demonstrate knowledge of

nursing process by formulating 2appropriate nursing diagnosesand identifying at least 2interventions for each.


Practice skills learned in Weeks 1–4

Assignments

Patient Profile Database Form: Head-to-Toe Assessment Nursing Care Plan Draft









eating.


Practice skills learned in Weeks 1–4

Assignments

Nursing Care PlanPatient Profile Database Form: Head-to-Toe Assessment


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TherapeuticCommunication,MedicationAdministration

1. Demonstrate therapeuticcommunication during medicationadministration.

2. Review elements of a medicationorder.

3. Discuss medication errors andstrategies to prevent them.

4. Demonstrate taking a medicationorder over the phone.

5. Review the elements ofmedication orders (one time,routine, PRN, stat, sliding scale).

6. Discuss the 6 rights of medicationadministration.

7. Correctly perform medicationcalculations.

8. Use information in the drug guideto safely administer oral,nasogastic tube, otic, ophthalmic,nasal, transdermal, vaginal, rectal,inhalation, intradermal,subcutaneous, and intramuscularmedications.

9. Apply teaching learning principlesduring patient education related tomedication administration.

10. Apply legal principles,communication skills, andcomputer skills to nursingdocumentation of medicationadministration on the MAR andnarcotics forms.

11. Discuss how nursing process(assessment, intervention, andevaluation) is applied duringmedication administration.

Reading

Taylor, Lillis, and Lynn

Ch. 28 Medication

Content Outline

Therapeutic communicationMedication administration

Oral; NGT; sublingualInhalationNasal; oicOphthalmicTopical; vaginalRectal; intradermalSubcutaneous; intramuscular


Practice taking a medication telephone order.Practice looking up medications in the drug guide including indications,actions, contraindications, side effects, and administration guidelines.Practice preparing medications using a variety of equipment including pill, pillsplitter, mortar and pestle or crusher, enteric coated pill, capsule, troche, ODT,lozenge, oral spray, oral syringe, inhalers, spacers, hand held nebulizers, nasalsprays, eye and ear drops, topical ointments, creams, patches, vaginal andrectal suppositories, ID, Subq, IM needles and syringes, ampules, powder andliquid vials, and carpujects.Practice safely administering medications using the 6 rights and checkingthem 3 times.Practice various routes of medication administration.Practice documenting medication administration on the MAR includingroutine, one time/STAT, PRN, late, held, and discontinued.Practice administering and documenting oral and IM narcotics.Practice mixing insulins.Practice administering heparin and insulin based on sliding scale orders.Practice patient teaching related to medication administration anddocumenting teaching in the interdisciplinary notes.

Assignments

Final Clinical EvaluationSkills Competency ValidationPatient Profile Database Form: Head-to-Toe Assessment

Medication administration

Week 10 Faculty will provide the instructional activity for this week.


Course AgendaDue to Covid Pandemic some course Information has been altered to accommodate both student and site/skills lab.

Institutional Policies

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University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We delivertransformational education within a culture of integrity and personal accountability. We design market-responsive programs throughcollaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through whichstudents develop the competencies and confidence required in a complex and changing world.

Institutional Learning OutcomesInstitutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction andstudent services play in contributing to a student's success. Institutional learning outcomes assume achievement of the statedprogrammatic learning outcomes of one's discipline. Upon graduating from a degree program offered by West Coast University,students will be able to:

1. Implement intellectual and practical problem-solving skills through information assessment and critical thinking.2. Demonstrate effective written communication skills.3. Demonstrate effective oral communication skills.4. Demonstrate computer proficiency and information literacy.5. Describe ethical standards and legal guidelines associated with one's chosen career field.6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality

in one's discipline.7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.

Academic Integrity and DishonestyStudents should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. Theymust cite sources and submit original work. Academic honesty is central to the institution/student partnership toward studentsuccess. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University StudentHandbook. (http://westcoastuniversity.edu/student-affairs/student-services.html)

Attendance PolicyWest Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in theUniversity Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)

Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow theappropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) and the Student Handbook.(http://westcoastuniversity.edu/student-affairs/student-services.html)

Classroom PoliciesStudents are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules inyour programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, orany other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty memberconfiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities isconsidered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may berequired to leave the class.

Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, andexaminations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearestwhole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring(e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.

WCU Quiz, Test, and Exam Policies

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http://westcoastuniversity.edu/student-affairs/student-services.html


https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog



Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize atimed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students mustfollow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®)policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late andMake-Up Work policy for specifics regarding missed quizzes, tests, and exams.

Late and Make-Up Work Policy All students are expected to submit evidence of learning as established by the academic program, which is outlined in the coursesyllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In orderto demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding latework are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at heror his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies.Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, orthird-party content providers.

Missed Quizzes, Tests, and Exams All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documentedemergency situation (e.g., death in the immediate family), it is the student's responsibility to contact the faculty member within 48hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, orassessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.

Final Week of Term/Semester/Trimester Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of classduring the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time,and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the UniversityAttendance Policy for maximum absences and other details. Technology

West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted inCanvas or utilized in a course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html) for minimum technical requirements. For tech support options, please click on the Help link located onthe left menu navigation. Canvas can be accessed here: https://canvas.westcoastuniversity.edu(https://canvas.westcoastuniversity.edu)

Library Information You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, orhere: https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-resources.html)

Course Related Policies West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfullycompleted, add/drop and withdrawal. Please see the University Catalog(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for course related policies.

Diversity Equity and Inclusion West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff fromdiverse backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion,nationality, sexual orientation, age, physical ability, learning styles, and political perspectives.

The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectivesand the free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that helpthem thrive in a culturally diverse world.

Course Delivery Modalities West Coast University offers courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous,synchronous).

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https://canvas.westcoastuniversity.edu

https://westcoastuniversity.edu/academics/library-resources.html


Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship,internship) and uses the institution’s Learning Management System.Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship,internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning ManagementSystem.Online course

Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time withlive online instruction and uses the institution's Learning Management system.Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live onlineinstruction and uses the institution's Learning Management System.

*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.

Student Responsibilities and Expectations for 100% Online Asynchronous Courses

1. Class Week: A "class week" for 100% online asynchronous learning courses starts on a Monday and ends on the following Sundayat 11:59 PM PST.

2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learningresources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To accessthe course, login to Canvas (https://canvas.westcoastuniversity.edu) using your West Coast University username and password.For help with Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook(https://westcoastuniversity.edu/student-affairs/student-services.html) for the required equipment including hardware andsoftware.

3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Studentsare not required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses areengaging and enriched and include but are not limited to video content, simulations, adaptive quizzing, and self-guided andfaculty created learning resources. Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, andTechnical Support is available through a hotline, live chat, email, and links to academic resources and academic supportassociates.

4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through theCanvas learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabusfor more details.

5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the courseincludes participation in a discussion board, please see the rubric for grading criteria and the Course and Program SpecificPolicies section of the syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Pointsare typically posted 3-4 days after submission of assignments or assessments. No late submission of assignments orassessments are accepted after the academic term ends. Final course grades are typically available 3-4 days after the end of theterm. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)for the University attendance policy for 100% online asynchronous courses.

6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate areappropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professionaldecision making. While these experiences may similar to interactions students engage in on social media, it is important tomaintain academic composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactionswith faculty and peers online. Online safety is important. Before commenting or posting, consider:

Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings,social norms, and cultural/personal identity.Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING.Respect the privacy of others.Delay writing during instances if you are angry, emotional, or frustrated.Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s.Cite fully the work of others. Academic integrity is valued and expected.Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor.Follow the “Golden Rule,” do unto others….

7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronouscourse, contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effectiveprofessional. Make sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can

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https://canvas.westcoastuniversity.edu



assist in finding a solution and providing academic support.8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student

Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for details. Students taking 100% onlineasynchronous courses are provided comprehensive support through numerous self-guided experiences. These onlineexperiences provide an orientation to online learning, guide students through an overview of the Canvas learning managementsystem and course tour, and access to helpful mobile applications. In addition to access to technology support, online resourcesprovide students access to library services, electronic textbooks, research and writing help, study tools, and student success tipsto master life skills necessary for student success.

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nurs 101l fundamentals of nursing skills lab 202111faii 1

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