AAS 1

UNIVERSITY OF ARKANSAS AT LITTLE ROCK Plan No.

Degree Program: Nursing

Department and College: Nursing, COS
Degree type (AA, AS, BA, BS, BBA, BSE, BSW): AAS,BSN
Prepared by: Bryan Benton

Submitted to College Assessment Committee on 05/01/2014

Approved on
Submitted to Provost Assessment Advisory Group on
Approved on

Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed.

1. What are your student learning goals for this degree program? Include which core competencies are addressed by these goals where applicable (see list
at http://www.ualr.edu/provost/assessment/competencies.shtml).
AAS
Incorporate best practices, based on current evidence, patient/family
preferences, and values into delivery of optimal care.(EBP)
Collaborate within nursing and healthcare team with open communication,
mutual respect, and shared decision making in delivery of optimal care.(T&C)
Provide compassionate and coordinated care based on respect for patient/family
preferences, values, and needs (PCC)
Use data to monitor and improve the quality and safety of patient care (QI)
Use safety standards to minimize risk of harm to patients and providers (S)
Demonstrate understanding of information and technology to communicate and
support decision making in delivery of optimal health care (I)

BSN
Apply quality improvement principles to develop plans and initiate actions to
ensure continuous improvement (QI)
Communicate and collaborate within interdisciplinary teams to ensure delivery of
optimal care (T/C)
Coordinate and design care incorporating the patient/familys values, needs, and
preferences in clinical decision making in providing and ensuring quality care (PCC)

5.2.2014
AAS 2
Utilize information technology to communicate, manage knowledge and foster
lifelong learning, and support evidence based decision making in a variety of health
care delivery systems (I)
Integrate patient/family values and preference in the design, coordination, and
provision of evidence based care (PCC)
Design a culture of safety to minimize risk of harm to patients and providers in a
variety of health care systems (S)

5.2.2014
AAS 3
2. What are your learning objectives or outcomes associated with each student learning goal?

Associate of Applied Science in Nursing (AAS)

Competencies with Associated Student Learning Outcomes (SLOs)
N1300: Essential Nursing Skills N1205: Health Promotion Across the Lifespan N1505: Adult Nursing I N1410: Adult Nursing II N1415:
Nursing Role Transition (LPN students only) N1420: Mental Health Nursing N2410: Obstetrics and Reproductive Health Nursing N2420:
Pediatric Nursing N2550: - Adult Nursing III (Capstone Course taken with 2350; Course SLOs are also AAS Program Outcomes) N2350:
Competency for Entry into Practice (Capstone Course taken with 2550; Course SLOs are also AAS Program Outcomes)

Competen- 1300 1205 1505 1410 1415 1420 2410 2420 2550 2350
cy
Evidence- Display Discuss Demonstrate Differentiate Differentiate Differentiate Integrate Integrate Incorporat Incorporate
based basic evidence best practices between current between evidence- evidence- e best best
Practice conceptual based at a basic evidence- practice role evidence- based based practices, practices,
(EBP) knowledge health level for the based and from that of based practice practice based on based on
of the promoti care of older experience- registered practice and in in current current
essential on adults in based nurse in opinion- nursing nursing evidence, evidence,
skills of the practices acute, long practices in implementati based care of care of patient/fa patient/fam
registered across term care, the delivery on of practices in the the mily ily
nurse the and the of care to evidence the delivery childbear pediatric preference preferences
(EBP) lifespan community middle aged based of mental ing patient s, and , and
(EBP) (EBP) adults with practice health care family and values values into
acute and (EBP) for acute and (EBP) family into delivery of
chronic chronic (EBP) delivery optimal
problems conditions of optimal care (EBP)
(EBP) (EBP) care
(EBP)

Teamwork/ Recogni Communicat Communicat Utilize Collaborate Relate Relate Collaborat Collaborate
Collaborati ze how e with health e effectively effective effectively in nursing nursing e within within
on (TC) commun care team in verbal and communicati verbal and care and care and nursing nursing and
ication members in a written on principles written assessme assessme and healthcare
patterns professional manner, in the role of manner, nts nts healthcare team with
and manner in a adapting to registered adapting provided provided team with open

5.2.2014
AAS 4
Competen- 1300 1205 1505 1410 1415 1420 2410 2420 2550 2350
cy
styles variety of the needs of nurse as a ones own to to open communica
affect health care the team and member of style to the patients patients communic tion,
teaching settings (TC) situation an needs of the and and ation, mutual
/learning (TC) interdisciplin team and families families mutual respect,
across ary team situation in the in the respect, and shared
the (TC) (TC) childbear pediatric and shared decision
lifespan ing year setting to decision making in
(TC) to other other making in delivery of
team team delivery optimal
members members of optimal care (T&C)
by by care
collabora collabora (T&C)
ting ting
through through
written, written,
oral and oral and
electronic electronic
formats formats
(TC) (TC)

Patient- Impleme Implement Provide Demonstrate Provide Structure Structure Provide Provide
Centered nt health actions that compassionat knowledge, organized organized organized compassio compassion
Care (PCC) promoti demonstrate e care that skills, and nursing care nursing nursing nate and ate and
on the recognizes attitudes of to patients care of care of coordinate coordinated
activitie knowledge, patient and patient and families patients patients d care care based
s based skills, and family centered care experiencing and and based on on respect
on attitudes of preferences, through acute and families families respect for for
develop basic values, and simulation chronic in the in the patient/fa patient/fam
mental, principles of needs (PCC) and case mental health childbear pediatric mily ily
individu patient study problems in a ing years setting preference preferences
al, or centered care activities manner that that are that are s, values, , values,
group for older (PCC) reflects experienc experienc and needs and needs
needs adults (PCC) principles of ing the ing the (PCC) (PCC)
5.2.2014
AAS 5
Competen- 1300 1205 1505 1410 1415 1420 2410 2420 2550 2350
cy
(PCC) patient normal normal
centered care and and
(PCC) abnormal abnormal
growth progressi
and on
developm through
ent the
during developm
this part ental
of the milestone
lifecycle s from
in a newborn
manner through
that adolescen
reflects ce in a
the manner
principles that
of reflects
patient- the
centered principles
care of
(PCC) patient-
centered
care
(PCC)

Quality Identify Recognize Recognize Recognize Recognize Demonstr Demonstr Use data Use data to
Improveme strategie indicators of processes in the role of and describe ate the ate the to monitor monitor
nt (QI) s for quality and place to the registered the nurses nurses nurses and and
improvi safety in promote nurse in role in role in role in improve improve
ng care nursing care quality processes in approaching quality quality the quality the quality
for of the older improvement place for and assessing improve improve and safety and safety
patients adult (QI) in the acute quality quality ment ment of patient of patient
5.2.2014
AAS 6
Competen- 1300 1205 1505 1410 1415 1420 2410 2420 2550 2350
cy
and care setting improvement improvement while while care (QI) care (QI)
families (QI) in acute, in care of the caring for caring for
across long-term mental health the the
the care, or patient (QI) childbear pediatric
lifespan community ing patient
(QI) settings (QI) family and
(QI) family
(QI)

Safety (S) Demonstrat Identify Recognize Practice safe Review Practice safe Practice Practice Use safety Use safety
e and and begin to nursing care safety nursing care safe safe standards standards
competenc discuss use national through the standards as through use nursing nursing to to
e in promoti patient safety use of they relate to of national care for care for minimize minimize
performing on of goals and national the role of patient safety the of the risk of risk of
essential safe institution/pr patient safety the registered goals for childbear pediatric harm to harm to
skills of the
nursing actice goals and nurse to behavioral ing patient patients patients
registered practice standards to institution reduce harm care and family and and and
nurse (S) and its reduce harm and practice to patients institution/pr utilizing family providers providers
relation to patients standards to and providers actice the utilizing (S) (S)
Exhibit to and providers reduce harm in clinical standards to Associati growth
competenc minimiz in a variety to patients settings (S) reduce harm on of and
e in ing risk of settings and providers of patients Womens developm
calculating of harm (S) in the acute and providers Health, ent
basic to care setting (S) Obstetric principles
medication patients (S) s, and and
mathematic and Neonatal theories
s (S) provider Nurses (S)
s (S) (AWHO
NN)
standards
of care
(S)

5.2.2014
AAS 7
Competen- 1300 1205 1505 1410 1415 1420 2410 2420 2550 2350
cy
Informatics Demons Demonstrate Navigate Use Describe Utilize Utilize Demonstr Demonstrat
(I) trate ability to institutions information examples of informati informati ate e
knowled navigate information technology to how cs to cs to understan understandi
institutions systems and communicate informatics support support ding of ng of
ge to
information medication and support and learning learning informatio information
obtain systems and delivery lifelong technology in a in a n and and
wellness medication systems (I) learning (I) are related to professio professio technolog technology
promoti delivery quality of nal forum nal forum y to to
on systems (I) care in the (I) (I) communic communica
informat mental health ate and te and
ion setting (I) support support
decision decision
through
making in making in
health delivery delivery of
related of optimal optimal
websites health health care
and care (I) (I)
desktop
software
related
to health
promoti
on (I)

5.2.2014
Bachelor of Science in Nursing (BSN) Competencies with Associated Student Learning Outcomes
(SLOs)
N3220: Nursing Health Assessment I N3230: Nursing Health Assessment II N3310: Professional Nursing Role Development
N3420: Wellness Promotion N3430: Health Care Economics N3440: Research and EBP in Nursing N3350: Ethics,
Legalities and Advocacy N4415: Community Health Needs N4220: Leadership and Management N4430: Integration of Concepts
(Capstone Course; SLOs are also BSN Program Outcomes)
Competn- 3220 3230 3310 3420 3430 3440 3350 4415 4420 4430
cy
Evidence- Incorporat Incorporat Articulate Incorporat Utilize a Collaborati Use an Analyze Discuss the Integrate
based e evidence- e evidence- the role of e evidence- cost/benefit vely established and significanc best
Practice based based profession based analysis to investigate ethical integrate e of available
(EBP) practices practices al nurse in practices justify current decision data and evidence evidence,
into health into health incorporati into implementat research making informatio based profession
ion of model to
assessment assessment ng QSEN education and its n from principles al
evidence guide
(EBP) (EBP) competenc related to base application decision multiple of experience
ies into improved practices to to practice making sources to leadership and patient
practice (S patient improve to improve (EBP) make and preference
& EBP) outcomes outcomes patient clinical manageme s in the
(EBP) (EBP & QI) centered judgments nt to design,
care (PCC, in promote coordinatio
T/C, & community the n and
EBP) health efficient provision
nursing performan of care
Integrate care (EBP ce of the (EBP)
evidence & I) health care
from a team (EBP
variety of & T/C)
sources to
foster a
culture of
safety (S &
EBP)
Teamwor Document Document Identify Practice Collaborate Collaborati Support Participate Discuss the Communic
k/ a a strategies effective to create a vely patients with significanc ate and
Collabora systematic systematic to communic budget or investigate informed collaborati e of collaborate
policy decisions
5.2.2014
tion (TC) physical physical collaborate ation skills related to current within the ve evidence within
and and and with financial research inter- interdiscipl based interdiscipl
psychosoci psychosoci effectively patients, component and its disciplinary inary principles inary
al al bring about families, in the application team (T/C) teams in of teams to
assessment assessment change in a community provision of to practice the leadership ensure
health care
on a on a practice members, to improve community and delivery of
(T/C)
patient patient setting and patient to improve manageme optimal
(T/C) (T/C) (T/C) interdisciplin centered outcomes nt to care (T/C)
ary teams care (PCC, for groups promote
to achieve T/C, & whose the
quality EBP) health efficient
patient status is at performan
outcomes risk (T/C ce of the
(T/C) health care
team (EBP
& T/C)
Explore
the role of
the nurse
leader/man
ager as an
integral
member of
the
interdiscipl
inary team
(T/C)

Patient- Demonstra Demonstra Expound Design Examine Collaborati Examine Expand the Characteri Coordinate
Centered te skills to te skills to upon a health costs vely self- role of the ze the and design
Care conduct conduct personal promotion associated investigate beliefs, profession responsibil care
(PCC) individual individual philosophy and with the current attitudes, al nurse to ity inherent incorporati
comprehensive comprehensi incorporati teaching delivery of research and values develop, in ng the
patent
5.2.2014
 patient ve patient ng activities centered and its related to implement, leader/man patient/fam
focused focused nursings incorporati care (PCC) application providing and ager ilys
assessment assessment meta- ng the to practice nursing for evaluate nursing values,
(PCC) (PCC) paradigm preference, to improve diverse culturally roles needs and
(PCC) values, and patient groups in a competent, related to preference
needs of centered legal evidence- assuring s in
diverse care (PCC, ethical based care quality in evidence
groups T/C, & manner for groups, delivery of based
(PCC) EBP) (PCC) communiti patient clinical
es, and centered decision
population care (PCC) making in
s (PCC) providing
and
ensuring
quality
care (PCC)
Quality Collect Collect Compare Participate Utilize a Relate Explore Implement Participate Apply
Improvem data in data in the in Quality cost/benefit research ethical a project to in a quality quality
ent (QI) patient patient characteris Improvem analysis to processes and/or address improveme improveme
assessment assessment tics of ent justify to legal issues needs of nt process nt
to improve to improve nursing as Initiatives implementat continuous to improve identified (QI) principles
ion of
quality of quality of a to quality care and groups and to develop
evidence
care (QI) care (QI) profession communic base improveme support to evaluate plans and
to other ate practices to nt (QI) patient project initiate
health care outcome improve advocacy effectivene actions to
disciplines improveme outcomes (QI) ss in ensure
(QI) nts with (EBP & QI) meeting continuous
colleagues identified quality
(QI) health improveme
needs (QI) nt. (QI)

Safety (S) Outline Outline Articulate Assimilate Evaluate the Integrate Promote a Explore Elaborate Promote
basic basic the role of best cost and evidence culture of the nurses on and
safety safety profession practices to benefits of from a safety role in methods to cultivate a
design design al nurse in support a safety variety of through maintainin promote a culture of
principles principles incorporati culture of initiatives in sources to improved g the culture of safety to
healthcare
5.2.2014
 when when ng QSEN safety delivery (S) foster a ethical safety of safety minimize
assessing assessing competenc through culture of decision the public within the risk of
the client the client ies into patient and safety (S & making related to health care harm to
with age with age practice (S staff EBP) skills (S) potential team or patients
appropriate appropriate & EBP) education epidemic organizatio and
medication medication (S) situations n (S) providers
s from s from (S) in a variety
infancy infancy of health
throughout throughout care
the the systems
lifespan lifespan (S)
(S) (S)

Informati Demonstra Demonstra Demonstra Use Explore Apply Verbalize Analyze Explore Utilize
cs (I) te the te the te ability to informatio various ethical and the legal and the informatio
ability to ability to effectively n methods of legal implications integrate facilitation n
communicate communic utilize technology information standards associated data and of technology
, technology with
ate, informatio as a tool to as they informatio informatio to
collaborate and their informatio
collaborate n assess relate to n from n communic
, learn, and influences n
, learn, and technology learning on informatio multiple disseminati ate,
perform a perform a to add to needs, n technology sources to on manage
health cost/benefit
health existing plan, s (I) technology in health make throughout knowledge
assessment assessment knowledge implement, and data care clinical an , foster
in an in an base and and security (I) settings (I) judgments organizatio lifelong
electronic electronic communic evaluate in n (I) learning,
format (I) format (I) ate in a education community and
scholarly programs health support
approach for nursing evidence-
(I) individuals care (EBP based
and & I) decision-
communiti making in
es to a variety of
advance health care
health (I) delivery
systems (I)

5.2.2014
3. Where will the objectives be addressed in your program? In which courses and through which activities will they be assessed? (Attach
Curriculum Assessment Map.)
AAS

5.2.2014
5.2.2014
RN-BSN Completion Tracks

Full-Time Option/ 12-month Completion

Course/7- 1st 2nd 3rd 4th 5th 6th
weeks
NURS3220 X
NURS3230 X
NURS3310 X-Required
NURS3420 X
NURS3430 X
NURS3440 X
NURS3350 X
NURS4415 X
NURS4420 X
NURS4430 X
Elective 1 X
Elective 2 X
Elective 3 X
Total Credit 5 8 7 7 8 7
Hours

Part-Time/18-month Completion
Course/7- 1st 2nd 3rd 4th 5th 6th 7th 8th 9th
weeks
NURS3220 X
NURS3230 X
NURS3310 X-
Required
NURS3420 X
NURS3430 X
NURS3440 X
NURS3350 X
NURS4415 X
NURS4420 X
NURS4430 X
Elective 1 X
Elective 2 X
Elective 3 X
Total 5 5 6 4 4 6 4 4 4
Credits

5.2.2014
Part-Time/ 24-month Completion
Course/7- 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
weeks
NURS3220 X
NURS3230 X
NURS3310 X-
Required
NURS3420 X
NURS3430 X
NURS3440 X
NURS3350 X
NURS4415 X
NURS4420 X
NURS4430 X
Elective 1 X
Elective 2 X
Elective 3 X
Total 5 2 3 4 4 3 4 4 3 3 3 4
Credit
Hours

5.2.2014
 RN-to-BSN Curriculum Map
Full-time Option/ 12-month Completion

NURS 3310 NURS 3220

NURS 3420 Elective I NURS 3230

NURS 3440 NURS 3350

NURS 4415 Elective 2

NURS 3430 NURS 4420

NURS 4430 Elective 3

Course Key Course Key

NURS3230 Health Assessment I
NURS3230 Health Assessment II
NURS3310 Professional Role Development
NURS3320 Wellness Promotion and the Nurse
Educator
NURS3430 Health Care Economics
Practice
NURS3440 Research and Evidence Based
NURS3350 Ethics, Legalities, and
Advocacy
NURS4415 Community Health
NURS4420 Leadership and Management
NURS 4430 Integration of Concepts

5.2.2014
 RN-to-BSN Curriculum Map
Full-time Option/ 18-month Completion

NURS 3310 NURS3220

NURS 3230
Elective 1

NURS 3420 Elective 2

NURS 3430

NURS 3440

NURS 3350 Elective 3

NURS 4415

NURS 4420

NURS 4430

Course Key Course Key

NURS3220 Health Assessment I
NURS3230 Health Assessment II
NURS3310 Professional Role Development
NURS3320 Wellness Promotion and the Nurse
Educator
NURS3430 Health Care Economics
Practice
NURS3440 Research and Evidence Based
NURS3350 Ethics, Legalities, and
Advocacy
NURS4415 Community Health
NURS4420 Leadership and Management
NURS 4430 Integration of Concepts

5.2.2014
 RN-to-BSN Curriculum Map
Part-time Option/ 24-month Completion
NURS 3310 NURS 3220

NURS 3230

NURS 3420

NURS 3430

NURS 3440

NURS 3350

Elective 1

NURS 4415

Elective 2

NURS 4420

Course Key Course Key

NURS3220 Health Assessment I Elective 3 NURS3440 Research and Evidence
NURS3230 Health Assessment II Based
NURS3310 Professional Role NURS3350 Ethics, Legalities, and
Development NURS 4430 Advocacy
NURS3320 Wellness Promotion NURS4415 Community Health
and the Nurse Educator NURS4420 Leadership and
NURS3430 Health Care Economics Management
NURS 4430 Integration of
Concepts

5.2.2014
LEARNING ACTIVITIES & EVALUATION METHODS LINKED TO SLOs
1300: Essential Nursing Course Content Medications Learning Activities Evaluation Methods
Skills
Display basic Unit I: Health Assessment, No medications Lecture content Testing and skills check-
conceptual knowledge Documentation, Nursing discussed in this offs
of the essential skills Process & Medication Math course, only Skills check-offs with
of the registered Unit II: Basic Hygiene, mechanics of instructor
nurse; Bed-Making, and medication
Transferring administration
Unit III: Mobility, Body
Mechanics, Transferring, I
& O, Weighing
Unit IV: Pharmacology,
Common Medical Tubes,
and Oxygen Delivery

Demonstrate Vital signs Lecture content Testing and skills check-

competence in Sterile technique Demonstration by offs
performing essential CVL dressing instructor, practice with Skills check-offs with
skills of the registered Foley cath instructor in simulation lab, instructor
nurse; and Medication administration check-off demonstration Skills check-offs with
instructor

Exhibit competence in Unit 1 lecture content Lecture content Blackboard test, must pass
calculating basic Demonstration by with 100%, may repeat test
medication instructor, practice with until 100% achieved by
mathematics. instructor cutoff date
CAI and practice tests in
LRC

5.2.2014
1205: Health Promotion Course Content
Across the Lifespan
Implement health Unit I: Introduction to N/A See Safety
promotion activities Health Promotion and
based on developmental, Education
individual, or group Health Promotion,
needs (PCC) Wellness Basics
Teaching Process
Providing Culturally
Responsive Nursing
Care
Human Needs
Nursing Diagnoses
Unit II: Health
Promotion for Older
Adults
Promotion of health in
older adults
Review of Eriksons
developmental stages
related to older adult
Human Needs
Nursing Diagnoses
Unit III: Health
Promotion for Young and
Middle-Aged Adults
Promotion of health in
young and middle-
aged adults
Review of Eriksons
developmental stages
related to young and
middle-aged adults
5.2.2014
Medications Learning Activities Evaluation Methods
Lecture Testing
In-class Activity: Collaborative Health
Complete a Learning Promotion Education Project
Needs and (students are divided into
Characteristics groups to complete 4
Assessment Interview assignments; to complete,
In-class Activity: they must use the teaching
Prioritize the health process to develop and
education needs of implement a teaching plan for
various age, cultural, and a group of culturally diverse
ethnic groups people across the lifespan)
In-class Activity: Work o Assignment 1: Assessment
together to develop an and Diagnosis
individualized teaching o Planning and
plan (case study) also Implementation
under Teamwork & o Scholarly Paper
Collaboration o Poster Presentation
In-class Activity:
Complete a group
project within a
specified period of time
BlackBoard Private
Journal Entry: Imagine
yourself at 80 years of
age. Describe the
environment you wish to
have, what roles you will
have, and roles you will
have relinquished. Make
a statement of the legacy
you wish to leave. What
is most important to
you? Are you happy
with the life you have
led?
 Human Needs In-class Activity: Case
Nursing Diagnoses study related to
Unit IV: Health developmental stage and
Promotion for Infancy to prioritization of issues
Adolescence
Recognize how Unit I: Introduction to N/A See Safety In-class Activity: Work Testing
communication patterns Health Promotion and together to develop an Collaborative Health
and styles affect Education individualized teaching Promotion Education Project
teaching/learning across Basics of teamwork plan (case study) also (students are divided into
the lifespan (TC) and collaboration; under PCC groups to complete 4
group functioning and BlackBoard Private assignments; to complete,
Journal Entry: Describe they must use the teaching
group roles
your feelings toward process to develop and
Classroom group working in a group. implement a teaching plan for
activities Could the project have a group of culturally diverse
Unit II: Health gone more smoothly? people across the lifespan)
Promotion for Older Why or why not? What project requires students to
Adults would you have done to work as a group throughout
Classroom group improve group o Assignment 1: Assessment
activities functioning? and Diagnosis
BlackBoard Private o Planning and
Unit III: Health Journal Entry: Describe Implementation
Promotion for Young and your experience of o Scholarly Paper
Middle-Aged Adults teaching health o Poster Presentation
Classroom group promotion strategies to a
activities group of selected
learners. Were the
learners engaged? Do
Unit IV: Health
you feel like your
Promotion for Infancy to
teaching group made a
Adolescence
difference in the lives of
Classroom group
the learners?
activities
Discuss evidence based Unit I: Introduction to N/A See Safety Pre-class Activity: Testing
health promotion Health Promotion and Review the video Blood Collaborative Health
practices across the Education Sugar and Fears. Be Promotion Education Project
lifespan (EBP) prepared to discuss the (students are divided into
5.2.2014
 Concepts of Growth risk factors for Type 2 groups to complete 4
& Development Diabetes and intervention assignments; to complete,
throughout the for stopping it. they must use the teaching
process to develop and
lifespan (brief
implement a teaching plan for
overview, using a group of culturally diverse
Eriksons people across the lifespan)
Developmental students must use EBP to
Stages) develop their teaching plan.
Unit II: Health Must cite reference in
Promotion for Older modified APA paper.
Adults o Assignment 1: Assessment
Differentiating and Diagnosis
between EBP and o Planning and
Implementation
opinion-based
o Scholarly Paper
websites; using EBP o Poster Presentation
websites to lead
classroom discussions
Concepts of Growth
& Development
related to older adult
(Erikson)
Unit III: Health
Promotion for Young and
Middle-Aged Adults
Concepts of Growth
& Development
related to young and
middle-aged adult
(Erikson)
Unit IV: Health
Promotion for Infancy to
Adolescence

5.2.2014

Identify and discuss
promotion of safe nursing
practice and its relation to
minimizing risk of harm
to patients and providers
(Safety)
5.2.2014
Concepts of Growth
& Development
related to infancy
through adolscence
(Erikson)
Unit I: Introduction to N/A See Safety For each herbal Testing
Health Promotion and Herbal Supplements supplement or Collaborative Health
Education Black cohosh medication, students are Promotion Education Project
Complementary & Ginseng (Panax required to know the (students are divided into
Alternative Healing Ginseng) following: groups to complete 4
Modalities overview Gingko o Generic and trade assignments; to complete,
Kava Kava (Piper names they must use the teaching
Unit II: Health Methysticum) o Classification process to develop and
Promotion for Older St. Johns Wort o Indications implement a teaching plan for
Adults (Hypericum o Action a group of culturally diverse
See medications Perforatum) o Contraindications/Prec people across the lifespan)
Garlic autions students must address safety
Unit III: Health Vitamins o Common side effects issues with all age groups
Promotion for Young and Folic Acid o Life-threatening side o Assignment 1: Assessment
Middle-Aged Adults Vitamin D effects and Diagnosis
See medications Compounds o Usual route and o Assignment 2: Planning
Unit IV: Health Calcium Salts dosage and Implementation
Promotion for Infancy to o Nursing implications o Assignment 3: Scholarly
Adolescence Nicotine Agonists For each immunization, Paper
Varenicline (Chantix) students are required to o Assignment 4: Poster
See medications know the following; Presentation
Immunizations o Vaccine side effects
Pneumococcal vaccine and safety
Shingles (Herpes o Appropriate dose,
Zoster) vaccine route, and site
Hepatitis B Vaccine o Patient/family
Rotavirus Vaccine teaching
Diphtheria, Tetanus,
and Acellular Pertussis
(DTaP) Vaccine
Haemophilus
 Influenza Type B
Vaccine
Inactivated Polio Virus
(IPV) Vaccine
Yearly Influenza Virus
Vaccine
Measles, Mumps, and
Rubella (MMR)
Vaccine
Hepatitis A Vaccine
Varicella
(Chickenpox) Vaccine
Human Papillomavirus
(HPV) Vaccine
Meningococcal
Vaccine
Identify strategies for Unit I: Introduction to N/A See Safety Pre-class Activity: Testing
improving care for Health Promotion and Review the website: Collaborative Health
patients and families Education Healthy People 2020. Promotion Education Project
across the lifespan (QI) Review of QI How can nurses assist students must address ways
with meeting one of these in which they would improve
goals? Be prepared to their teaching plan if they
discuss in class. Also were to implement it again
under Informatics must show in scholarly paper
Pre-class Activity: and in poster presentation
Students review course o Assignment 3: Scholarly
SLOs and determine how Paper
they are related to o Assignment 4: Poster
different age groups (then Presentation
discuss in class)
Students discuss in class
how to think and talk in
terms of the 6 QSEN
competencies
Demonstrate knowledge Unit I: Introduction to N/A See Safety Pre-class Activity: Testing
to obtain wellness Health Promotion and Review the website: Collaborative Health
promotion information Education Healthy People 2020. Promotion Education Project
5.2.2014
through health related Review of what How can nurses assist (students are divided into
websites and desktop constitutes EBP with meeting one of these groups to complete 4
software related to website vs. goals? Be prepared to assignments; to complete,
health promotion (I) discuss in class. Also they must use the teaching
commercial website
under QI process to develop and
Unit II: Health Pre-class Activity: On the implement a teaching plan for
Promotion for Older CDC website, open a group of culturally diverse
Adults State of Aging and people across the lifespan)
Review of EBP Health in America Be students are to use evidence-
websites to lead in- prepared to discuss based health related websites
class discussion ratings in Arkansas. to complete assignments.
Unit III: Health Pre-class Activity: On o Assignment 1: Assessment
Promotion for Young and CDC website, open and Diagnosis
Middle-Aged Adults Health Information for o Planning and
Review of EBP Older Adults. Students Implementation
websites to lead in- are divided into groups o Scholarly Paper
class discussion and discuss topics o Poster Presentation
associated with their
Unit IV: Health
groups.
Promotion for Infancy to
Students review multiple
Adolescence
CDC weblinks related to
health promotion for all
Review of EBP
age groups
websites to lead in- Case studies related to
class discussion developmental stage and
prioritization of issues

1505: Adult Nursing I Course Content Medications Learning Activities Evaluation Methods
Implement actions that Unit I. Fundamental Unit I. Fundamental Lecture content & case Testing
demonstrates the Clinical Decision Making: Clinical Decision studies Testing
knowledge, skills, and Needs Making: Designated lecture on Grading rubric and instructor
attitudes of basic Nursing Process No meds QSEN Competencies feedback
principles of patient Prioritization Geriatric Portfolio Grading and feedback from
centered care for older Legal/Ethical/Standard Evaluate patients instructor
adults. (PCC) s of Practice Unit II. Fundamental medical history to plan
Nursing Knowledge for client care with
Unit II. Fundamental No meds
5.2.2014
 Nursing Knowledge optimal outcomes
Health Assessment &
Pulse Oximetry SKILLS LAB:
Documentation DAY 1:
Change of Shift Report 50 minutes: Tube Feedings
Pharmacology (Focus (N/G, Peg)
on changes in aging Unit III. Nursing Care of 10 minutes: Specimen
affecting the Older Adult with collection/C&S Protocol
pharmacologic Comfort Needs 2 hours: N1300 Skill
processes) NSAIDS: Ibuprofen, Review
Fluid/Electrolytes: Na, ASA 3 hours: Health Assessment
K, Ca, Glucose, CBC Analgesics: Tylenol DAY 2:
(WBC, RBC, H/H, Plt), Opioids: Demerol, IV Management
BUN, Creatinine, Percocet Medication Math
PT/PTT, INR Calculations (pump &
Unit IV. Nursing Care of gravity for primary &
Unit III. Nursing Care of the Older Adult with secondary IVs)
the Older Adult with Psychosocial Needs
Comfort Needs No meds
Pain Assessment and
Management
CRHP: Osteoarthritis
Unit V. Nursing Care of
the Older Adult with Rest
Unit IV. Nursing Care of and Activity Needs
the Older Adult with No meds
Psychosocial Needs
End of life/postmortem
care
CRHP: Basic Unit VI. Nursing Care of
distinction between the Older Adult with
Delirium, Dementia, Safety Needs
Depression No meds

Unit V. Nursing Care of

the Older Adult with Rest
and Activity Needs
5.2.2014
 Immobility/Physical
Impairment Unit VII. Nursing Care of
Management the Older Adult with
Sleep & Rest Oxygenation Needs
CRHP: Statins: Lipitor,
o Osteoporosis Lovastatin, Zocor
o Parkinsons Dz, Steroids: Solu-Medrol
o Hip Fx & TB Meds: INH,
Replacement Rifampin

Unit VI. Nursing Care of Unit VIII. Elimination

the Older Adult with
Safety Needs Anti-BPH: Finasteride
Skin Integrity & (Proscar)
Wound Care
Infection Control &
Isolation Protocols
Restraints
CRHP:
o Nosocomial
Infections Unit IX. Sensory
o Decubitus ulcers Perception & Impairment
Benadryl
Percocet
Unit VII. Nursing Care of Ibuprofen
the Older Adult with Tylenol
Oxygenation Needs Demerol
CRHP: Nitrostat
o COPD Timolol
o Chronic HF Lovastatin
o Pneumonia Lipitor
o TB Zocor
o Chronic ASA
Hypertension Reclast
o CAD Fosamax
o Caltrate
Unit VIII. Elimination Systane
5.2.2014
 Bowel & Bladder Proventil
Training Vasotec
CRHP: Lisinopril
o Pylonephritis Captopril
o Cystitis Levodopa
o Bowel/Bladder Cardura
Dysfunction Atenolol
o Constipation, Metoprolol
Diarrhea Coreg
o Urinary Digoxin
Incontinence Metamucil
o BPH Colace
Dulcolax
Unit IX. Sensory Metformin
Perception & Impairment Proscar
CRHP: INH
CVA Rifampin
TIA Rocephin
Cataracts Cipro
Glaucoma Amoxicillin
Macular Levaquin
degeneration Zosyn
Hearing loss Flagyl
Vancomycin
Gentamycin
Penicillin
Coumadin
Plavix
Lovenox
Heparin
Lasix
HCTZ
Potassium
Supplements
Aricept
Cognex
Namenda
5.2.2014
 Exelon
Razadyne
Communicate with Demonstrated through No specific medications Lecture content & case Testing
health care team learning here. studies Testing
members in a activities/clinical Designated lecture on Grading rubric and instructor
professional manner in a QSEN Competencies feedback
variety of health care Geriatric Portfolio Grading and feedback from
settings. (T/C) Identify tasks that can be instructor
delegated Grading and feedback from
Identify dynamics of instructor
health care team, noting
when conflict Grading and feedback from
management is necessary instructor
Identify barriers and
facilitators of team
functions on the Clinical
Decision Making Tool
Demonstrate best Demonstrated through No specific medications Lecture content & case Testing
practice at a basic level learning here. studies Testing
for the care of older activities/clinical Designated lecture on Grading rubric and instructor
adults in acute, long QSEN Competencies feedback
term care, and the Geriatric Portfolio Instructor grading and
community. (EBP) Clinical Exemplars feedback
require an EBP Internet
resource
Recognize and begin to Demonstrated through No specific medications Lecture content & case Testing
use national patient learning here. studies Testing
safety goals and activities/clinical Designated lecture on Grading rubric and instructor
institution/practice QSEN Competencies
feedback
standards to reduce Geriatric Portfolio
harm to patients and Patient care in Clinical Grading and feedback from
providers in a variety of setting instructor
settings. (S) Clinical Exemplar: must Grading and feedback from
list interventions instructor
performed to maintain a Grading and feedback from
5.2.2014

Recognize indicators of
quality and safety in
nursing care of the older
adult. (QI)
safe environment for the instructor
patient
Simulation lab for skills
Demonstrated through No specific medications Lecture content & case Testing
learning here. studies Testing
activities/clinical Designated lecture on Grading rubric and instructor
QSEN Competencies feedback
Geriatric Portfolio

Demonstrate ability to
navigate institutions
information systems and
medication delivery
systems. (I)
Demonstrated through No specific medications Lecture content & case Testing
learning here. studies Testing
activities/clinical Designated lecture on Grading rubric and instructor
QSEN Competencies feedback
Geriatric Portfolio Instructor grading and
Clinical Exemplars feedback
require an EBP Internet
resource

1410: Adult Nursing Course Content Medications Learning Activities Evaluation Methods
II
Recognize processes in Unit I. Fundamental Mylanta Lecture content and case Testing
place to promote Psychomotor Skills: Reglan studies Grading and feedback from
quality improvement in Glucometer Ginger Perioperative Case Study instructor
the acute care setting Starting IVs Carafate Requirement to identify Grading and feedback from
(QI) Dressing changes FiberCon two QI projects to instructor
Reconstitution Tagamet improve patient Grading and feedback from
Pepcid outcomes instructor
Unit II. Nursing Care of the Zantac Identify cost effective
Perioperative Patient Protonix care techniques on
Complications: Prilosec Exemplar
DVT Lovenox
PE Restoril
Dehiscence Demerol
Evisceration Stadol
Hemorrhage Morphine

5.2.2014
 Blood administration Fentanyl
Staple removal Phenergan
Drain care/removal Vistaril
Basic ABG Atropine
interpretation Robinul
Advance directives Narcan
o Living wills Romazicon
o Power of attorney Rolaids
Informed consent Prevacid
Type and cross Nexium
Fasting glucose Garamycin
ALT/AST, LDH, Biaxin
Bilirubin Flagyl
Cisplatin
Unit III. Nursing Care of the Cytoxan
Middle Aged Adult with 5-FU
Nutrition/Elimination Needs: Trexal
CRHP: Adriamycin
o Crohns Idamycin
o Ulcerative colitis Vincristine
o Diverticulitis Taxol
o Hernias Zofran
o Polyps Emend
o Hemorrhoids Versed
o Appendicitis Ativan
o Ulcers Valium
o Fecal ostomy Zoladex
o Cholelithiasis
o Cholecystitis
o Renal calculi
o EGD
o Colonscopy

Unit IV. Nursing Care of the

Middle Aged Adult with
Fluid/Electrolyte Needs:
Diabetes Insipidus
5.2.2014
 SIADH
Hyperthyroid
Hypothyroid
Hyperparathyroid
Hypoparathyroid
Addisons
Cushings
DM
DKA
HHNS
Neuropathies
Hgb A1C
Amylase
Lipase
TSH, T3, T4
Phosphorous
Pheochromocytoma

Unit V. Nursing Care of the

Adult with Cancer (Comfort)
Needs:
Tumor staging and
grading, detection,
prevention, causes,
treatments, side effects
of treatment
Cancers:
o Breast
o Colorectal
o Bladder
o Lung
o Prostate
o Leukemia
o Hodgkins/non-
Hodgkins
o Multiple Myeloma
o CT biopsy
5.2.2014
Communicate Demonstrated through No specific medications Lecture content and case Testing
effectively in verbal learning activities/clinical studies Grading and feedback from
and written manner, Perioperative Case Study instructor
adapting to the needs of Requirement to identify Grading and feedback from
the team and situation two QI projects to instructor
(T/C) improve patient Grading and feedback from
outcomes instructor
Identify delegated tasks Grading and feedback from
that can be delegated instructor
Identify dynamics of Grading and feedback from
health care team, noting instructor
when conflict Grading and feedback from
management is necessary instructor
Identify barriers and Grading and feedback from
facilitators of team instructor
functions on the Clinical Grading and feedback from
Decision Making Tool instructor, team member
Assignment for essays to evaluation
compare/contrast OR,
PACU, and floor nurses
roles and level of
autonomy
Clinical: include teaching
interventions plus one
health care team teaching
intervention
Collaborative project for
an oncology presentation
Provide compassionate Demonstrated through No specific medications Lecture content and case Testing
care that recognizes learning activities/clinical studies Grading and feedback from
patient and family Perioperative Case Study instructor
preferences, values, and Requirement to identify Grading and feedback from
needs (PCC) two QI projects to instructor
improve patient Grading and feedback from
outcomes instructor
Identify special Grading and feedback from
accommodations in instructor
5.2.2014
 PACU to decrease Grading and feedback from
patient anxiety levels instructor
Designate priority short- Grading and feedback from
and long-term goals instructor
Prioritize six nursing
interventions, including Grading and feedback from
EBP rationales instructor
Clinical: include teaching
interventions plus one
health care team teaching
intervention
Evaluate patients
medical history to plan
for client care with
optimal outcomes
Navigate the Demonstrated through No specific medications Lecture content and case Testing
institutions learning activities/clinical studies Grading and feedback from
information systems Perioperative Case Study instructor
and medication delivery (Internet resources) Grading and feedback from
systems (I) In Clinical, use of: instructor
PYXIS medication and
supply station, facility
Intranet, patient
monitoring equipment,
electronic medical record
Differentiate between Demonstrated through No specific medications Lecture content and case Testing
evidence-based and learning activities/clinical studies Grading and feedback from
experience based Perioperative Case Study instructor
practices in the delivery Requirement to identify Grading and feedback from
of care to middle aged two QI projects to instructor
adults with acute and/or improve patient Grading and feedback from
chronic health problems outcomes instructor
(EBP) Designate priority short- Grading and feedback from
and long-term goals instructor
Prioritize six nursing Grading and feedback from
interventions, including instructor
EBP rationales Grading and feedback from
5.2.2014
 Post-conference in instructor
clinical: Deliver
presentations on assigned
content topics
Collaborative project for
an oncology presentation
Practice safe nursing Demonstrated through No specific medications Lecture content and case Testing
care through the use of learning activities/clinical studies Grading and feedback from
national patient safety Perioperative Case Study instructor
goals and institution Requirement to identify Grading and feedback from
and practice standards two QI projects to instructor
to reduce harm to improve patient Grading and feedback from
patients and providers outcomes instructor
in acute care settings Patient care in Clinical Grading and feedback from
(S) setting instructor
Clinical Exemplar: must
list interventions Grading and feedback from
performed to maintain a instructor
safe environment for the Grading and feedback from
patient instructor
Simulation lab for skills
Describe time-out
process used in clinical
procedures

1415: Nursing Role Course Content Medications Learning Activities Evaluation Methods
Transition
Recognize the role of RN role in quality No medications Locate an article in a Testing
the registered nurse in improvement nursing journal that
processes in place for measures and safety relates to the role of
quality improvement
initiatives communication to
in acute, long-term
care, or community reduce errors in health
settings. (QI) care settings of any

5.2.2014
 type. Summarize the
key points of the
article. Describe how
the information in the
article can be used in
your health care
facility to improve
nursing care

Utilize effective Read the AR Nurse No medications Complete the ASBN Testing
communication Practice Act and activity on Bb Practice care plan
principles in the role SBAR Communication skills
of registered nurse as
Hand off through role play in
a member of an
interdisciplinary team Effective class.
(T/C) communication skills Practice
with HCT documentation in
Documentation medical record.
Delegation Demonstrate
Therapeutic & non- professional behaviors
therapeutic in physical classroom
communication and online classroom.
techniques Complete a Health
Literacy Assessment
on adults. Be prepared
to discuss in class.

1415: Nursing Role Course Content Medications Learning Activities Evaluation Methods
Transition

5.2.2014
Demonstrate Foundational Concepts No medications Access UALR Library Analysis of articles for
knowledge, skills, and Quality Improvement databases professional examples
attitudes of patient Teamwork/Collaborati Complete a plan of
centered care through on care:
simulation and case
Patient Centered Care 1. Perform a physical
study activities.
(PCC) Informatics assessment on partner
Evidence Based in class. Document on
Practice assessment form
Safety
HUMAN NEEDS: 2. Develop
Physiological and individualized plan of
Psychosocial care (use forms in
Oxygenation
course handbook)
Fluid & Electrolytes
Safety Case studies
Elimination
Nutrition
Rest & Activity
Comfort
Sexuality
Spirituality
Human Interaction
Learning
Describe the role of
the RN to promote
safety in patient care.

5.2.2014
Use information Technology utilization No medications Blackboard activity Testing
technology to Complete RN Essentials:
communicate and Test-Taking
support lifelong
learning. (I)

1415: Nursing Role Course Content Medication Learning Activities Evaluation Methods
Transition
Differentiate current Review Course Handbook No medications Complete Experiential Complete Scavenger Hunt
practice role from that Review UALR DON Resum Activity
of registered nurse in Policy/Procedure Manual Self Reflection- NCLEX 4000
implementation of
Identify personal Fundamentals: Basic
evidence based
practice. (EBP) lifestyle risk factors Physical Assessment and
and interventions to The Nursing Process
improve overall health Visit the Healthy People
Case Studies website: healthypeople.gov

1415: Nursing Role Course Content Medication Learning Activities Evaluation Methods
Transition

Review safety Medication Safety No specific medications Calculate using addition, Dosage calculation test
standards as they subtraction, multiplication, Skill performance:
relate to the role of division to administer: Foley
the registered nurse to Oral medications IV management and
reduce harm to (tablets, capsules, initiation
5.2.2014
patients and providers liquids) Role play
in clinical settings. Liquid Injectibles Video analysis
(S) (including
reconstitution)
IV infusion rates
(primary and
secondary infusions)
Describe the role
of the RN to
promote safety in
patient care.

1420: Mental Health Course Content Medications Learning Activities Evaluation Methods
Nursing
Recognize and Demonstrated through No specific medications Lecture content Testing
describe the nurses learning activities/clinical Case studies Discussion with instructor &
role in approaching Ethics and legal issues Psychosocial peers
and assessing quality in mental health Assessment Grading rubric & instructor
improvement in care nursing Community Service feedback
of the mental health Clinical Grading rubric & instructor
patient. Clinical Decision feedback
Making Clinical Grading rubric & instructor
Evaluation (by feedback
student): QI Grading rubric & instructor
Group Activity Clinical feedback
Experience Grading rubric & instructor
NPSG analysis and feedback
paper
Collaborate Therapeutic communication No specific medications Lecture content Testing
effectively in verbal Case studies Discussion with instructor &
and written manner, Clinical Decision peers
adapting ones own Making Clinical Grading rubric & instructor
5.2.2014
style to the needs of Evaluation (by feedback
the team and situation. student): T/C Grading rubric & instructor
Simulation feedback
Role play
Provide organized Fundamentals See Safety SLO Lecture content Testing
nursing care to Grief and crisis Case studies Discussion with instructor &
patient and families Violence and abuse Psychosocial peers
experiencing acute Psychotic disorders Assessment Grading rubric & instructor
and chronic mental Anxiety disorders Clinical Decision feedback
health problems in a Mood disorders Making Clinical Grading rubric & instructor
manner that reflects Personality disorders Evaluation (by feedback
principles of patient Child/adolescent disorders student): PCC Grading rubric & instructor
centered care. (PCC) Substance abuse disorders Group Activity Clinical feedback
Cognitive disorders Experience Grading rubric & instructor
Simulations feedback

Describe examples of Demonstrated through No specific medications Lecture content and Testing
how informatics and learning activities case studies Grading rubric & instructor
technology are related Clinical Decision feedback
to quality of care in Making Clinical Grading rubric & instructor
the mental health Evaluation (by feedback
setting. student): Grading rubric & instructor
Group Activity Clinical feedback
Experience
(disbursement of
educational materials)
Stress assessment paper
utilizing research
articles
Differentiate Demonstrated through No specific medications Lecture content Testing
between evidence- learning activities Case studies Discussion with instructor &
based versus opinion- Psychosocial peers
based practices in the Assessment Grading rubric & instructor
delivery of mental Clinical Decision feedback
health care for acute Making Clinical Grading rubric & instructor
and chronic Evaluation (by feedback
conditions. (EBP) student): EBP Grading rubric & instructor
5.2.2014
 Group Activity Clinical feedback
Experience
Practice safe nursing Demonstrated through Ritalin Lecture content Testing
care through the use learning activities Strattera Case studies Discussion with instructor &
of national patient Adderall Psychosocial peers
safety goals for Focalin Assessment (risk factor Grading rubric & instructor
behavioral care and Vyvance identification) feedback
institution/practice Haldol Clinical Decision Grading rubric & instructor
standards to reduce Thorazine Making Clinical feedback
harm to patients and Prolixin Evaluation (by
providers (S) Zyprexa student):
Risperdal
Abilify
Geodon
Cogentin
Benadryl
Clozaril
Antabuse
Naltrexone
Narcan
Methadone
Subutex
Prozac
Lexapro
Zoloft
Paxil
Effexor
Wellbutrin
Elavil
Trazadone
Nardil
Lithium
Depakote
Tegretol
Lamictal
Buspar
Librium
5.2.2014
 Valium
Ativan
Xanax
Atenolol
Inderal
Klonipin
Clonidine
Ambien
Lunesta

2410: Obstetric & Course Content Medications Learning Activities Evaluation Methods
Reproductive Health
Nursing
Structure organized Trends in Pitocin Lecture content Testing
nursing care of patients womens health Mag Sulfate Simulation lab: IV therapy & Grading rubric and feedback
and families in the Health promotion Colace management; care/skills of the from instructor
childbearing years that and sexually Ibuprofen laboring, postpartum, and
are experiencing the transmitted Toradol newborn clients Grading rubric and feedback
normal and abnormal infections Percocet Simulation lab: NOELLE from instructor
progression during this Contraception and Rubella Vaccine simulation experiences Discussion with peers &
part of the lifecycle in abortion RhoGAM Student Evolve Resources instructors; testing
a manner that reflects Antenatal care Vitamin K (each chapter): Quizzes,
the principles of High-risk Erythromycin videos, learning modules,
patient-centered care. antenatal care: (Opthmalmic) critical thinking exercises
gestational Hep B Vaccine
diabetes, pre- Surfactant
gestational Ampicillin
diabetes, Gentamycin
gestational Folic Acid
hypertensive Rocephin
disorders Zithromax
(gestational Valtrex
hypertension, Vibramycin
5.2.2014
 preeclampsia, Benzathine PCN
eclampsia, Z-Pack
HELLP Suprax
syndrome), Flagyl
hemorrhagic Phenergan
disorders Demerol
(miscarriage, Stadol
ectopic, placenta Marcaine
previa, abruption Lidocaine
placentae, DIC) Ephredrine
Intrapartum care Fentanyl
High-risk Gardasil
intrapartum care: Heparin
premature labor, FFP, Cryo
fetal distress, Diflucan
cesarean section, Cytotec
induction of labor, Cervidil
operative vaginal Celestone
birth, should Brethine
dystocia, Procardia
malpresentation Methergine
Newborn Hemabate
High-risk
newborn:
prematurity,
sepsis, SGA,
LGA, IUGR,
post-term
Post-partum
High-risk
postpartum:
hemorrhage,
infections, post-
partum depression
Relate nursing care and Demonstrated No specific medications Lecture content Testing
assessments provided through learning Simulation lab: IV therapy & Grading rubric and feedback
to patients and families activities management; care/skills of the from instructor; evaluations
5.2.2014
in the childbearing laboring, postpartum, and from in-service attendees
year to other team newborn clients Grading rubric and feedback
members by Simulation lab: NOELLE from instructor
collaborating through simulation experiences
written, oral and Student Evolve Resources Grading rubric and feedback
electronic formats. (each chapter): Quizzes, from instructor
videos, learning modules, Discussion with peers &
critical thinking exercises instructors; testing
Integrate evidence- Demonstrated No specific medications Lecture content Testing
based practice in through learning Simulation lab: IV therapy & Grading rubric and feedback
nursing care of the activities management; care/skills of the from instructor
childbearing family. laboring, postpartum, and
newborn clients Grading rubric and feedback
Simulation lab: NOELLE from instructor
simulation experiences Discussion with peers &
Student Evolve Resources instructors; testing
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Practice safe nursing Demonstrated See PCC SLO Lecture content Testing
care for the through learning Simulation lab: IV therapy & Grading rubric and feedback
childbearing family activities management; care/skills of the from instructor
utilizing the laboring, postpartum, and
Association of newborn clients Grading rubric and feedback
Womens Health, Simulation lab: NOELLE from instructor
Obstetrics, and simulation experiences Discussion with peers &
Neonatal Nurses Student Evolve Resources instructors; testing
(AWHONN) standards (each chapter): Quizzes,
of care. videos, learning modules,
critical thinking exercises
Demonstrate the Demonstrated No specific Lecture content Testing
nurses role in quality through learning medications Simulation lab: IV therapy & Grading rubric and feedback
improvement while activities management; care/skills of the from instructor
caring for the laboring, postpartum, and
childbearing family. newborn clients Grading rubric and feedback
Simulation lab: NOELLE from instructor
simulation experiences Discussion with peers &
5.2.2014

Utilize informatics to
support learning in a
professional forum.
2420: Pediatric
Nursing
Structure organized
nursing care of patients
and families in the
pediatric setting that are
experiencing the normal
and abnormal
progression through the
developmental
milestones from
newborn through
adolescence in a manner
that reflects the
principles of patient-
centered care. (PCC)
5.2.2014
Student Evolve Resources instructors; testing
(each chapter): Quizzes,
videos, learning modules,
critical thinking exercises
Demonstrated No specific Lecture content Testing
through learning medications Develop a Public Service Grading rubric and feedback
activities Announcement video with from instructor
partner and post to course Grading rubric and feedback
YouTube page from instructor
Student Evolve Resources Discussion with peers &
(each chapter): Quizzes, instructors; testing
videos, learning modules,
critical thinking exercises
Course Content Medications Learning Activities Evaluation Methods
Nutrition and Tegretol Growth & Grading rubric &
elimination Dilantin Development Activity instructor feedback
a. Paroxysmal Phenobarbitol Simulation labs Grading rubric &
abdominal pain Ativan Class presentations instructor feedback
(Colic) Phenergan LRC Activity Instructor feedback
b. Gastroesophageal Zofran Clinical Grading rubric &
reflux Reglan instructor feedback,
c. Cleft lip/palate Oral Rehydration peer review
d. Esophageal atresia Therapy Clinical evaluation
with FFP, Cryo tool
Tracheoesophagial Factor VIII Testing
fistula
e. Hypertrophic pyloric
stenosis
f. Anorectal
malformations
g. Diarrhea and
dehydration
h. Hirchsprung disease
i. Insussusception
j. Nephrotic Syndrome
 k. Acute
glomerulonephritis
l. Wilms tumor
m. Reyes Syndrome
n. Meningitis
o. Seizure disorder
p. Strabismus
q. Otitis media
r. Hearing impairment
s. Ear/eye trauma
t. Conjunctivitis
u. Visual impairment
v. Failure to thrive
w. Hemophilia
x. Sickle cell anemia
y. Mental retardation
z. Down syndrome
aa. Autism
bb. Terminal illness
Relate nursing care and Pathophysiology/ Culture No medications Class presentations Grading rubric &
assessments provided to Culture Growth & instructor feedback
patients and families in Growth and Development Activity Grading rubric &
the pediatric setting to Development Clinical instructor feedback
other team members by Clinical evaluation
collaborating through Simulation labs tool
written, oral, and
electronic format. (T/C) Instructor feedback
Integrate evidence- Rest and Activity Decadron Growth & Grading rubric &
based practice in a. Impetigo Topical Steroids: Development Activity instructor feedback
nursing care of the b. Tinea cortisone cream Simulation labs Grading rubric &
pediatric patient and c. Scabies Lotrimin Class presentations instructor feedback
family. (EBP) d. Pinworms Vermox LRC Activity Instructor feedback
e. Contact dermatitis Clinical Grading rubric &
f. Insect/animal bites instructor feedback,
g. Erythema peer review
Infectiosum Clinical evaluation
h. Immunizations tool
5.2.2014
 i. Communicable Testing
disease
j. Cerebral Palsy
k. Muscular dystrophy
l. Myelomeningocele
m. Club foot
n. Developmental hip
dysplasia
o. Fractures
p. Immobilization
q. Osteomyelitis
r. Hydrocephalus
s. Cerebral Dysfunction
t. Scoliosis
Practice safe nursing Foreign body aspiration Simulation labs Instructor feedback
care of the pediatric a. Sudden infant death Clinical Clinical evaluation
patient and family syndrome tool
utilizing growth and b. Poisoning Testing
development principles c. Accidents
and theories. (S) d. CPR
e. Injury prevention
f. Child maltreatment
g. Leukemia
Oxygenation
a. Acute upper
respiratory
infections
b. Tonsillectomy and
adenoidectomy
c. Croup syndrome
d. Epiglottitis
e. Acute
laryngotracheobron
-chitis Mucomyst
f. Acute spasmodic Ampicillin
laryngitis Rocephin
Augmentin
5.2.2014
 g. Infections of the Proventil
lower airway Aminophylline
h. Respiratory Advair
syncytial virus
i. Asthma
j. Cystic fibrosis
k. Cardiac congenital
disorders Digoxin
l. Patent ductus Lasix
arteriosus Mannitol
m. Ventricular septal Beta Blockers
defect ACE Inhibitors
n. Pulmonic stenosis
o. Tetrology of Fallot
p. Transposition of the
great vessels
q. Rheumatic fever
r. Congestive heart
failure
Cardiac surgery
Demonstrate the nurses Demonstrated through No medications Growth & Grading rubric &
role in quality learning activities Development Activity instructor feedback
improvement while Testing
caring for the pediatric
patient and family.
(QI)

Utilize informatics to Demonstrated through No medications Growth & Grading rubric &
support learning in a learning activities Development Activity instructor feedback
professional forum. (I)

2550: Adult Nursing III Course Content Medications Learning Activities Evaluation Methods
Provide compassionate Skill Overview Sheets Metoprolol Sim lab demonstration Grading rubric and
and coordinated care to be handed out the Atenolol & videos: fundamental instructor
based on respect for first day of clinical and Lisinopril skills, IV bolus/push & feedback;

5.2.2014
patient/family include: Ventilators, Cardizem care of ET/trach tubes evaluation
preferences, values, and Chest tubes, IVP, Digoxin
needs (PCC) Compensated and Adenosine Clinical: (dependent on Grading rubric and
Uncompensated ABGs, Amiodorone care area) clinical instructor feedback
Airway Management Lidocaine paperwork, assessment, (skills
Information, Basic Dopamine reflection paper demonstration)
Rhythm Interpretation Levofed
(SR, Afib, VT, VF, Neo-Synephrine Leadership and Grading rubric and
Asystole), Nipride management paper instructor feedback
Hemodynamic Nitroglycerine (prep for 2350 shadow
Monitoring, Trach Pitressin a manager experience)
Care, Critical Drip Heparin
Calculations Lovenox
Unit I: Complex Coumadin
Knowledge Benocar
Acute Care Culture Imdur
Emergency Isordil
Nursing Dobutamine
Triage and Mass Aggrastat
Casualty Nursing Integrilin
Leadership and Reopro
Management Plavix
Delegation TPA
Legal/Ethical TNKase
Unit II: Major Cardiac Sodium Bicarb
and Respiratory Lasix
Events/Disorders Aldactone
Unmet Needs: Bumex
Oxygenation, Comfort Electrolyte
Skills: Hemodynamic replacement
Monitoring, Advanced Decadron
Rhythm Interpretation, Solu-Medrol
Critical Drip AZT
Calculations, Crixivan
Ventilators, Airway Immunoglobulins
Management Neomycin
Myocardial Kayexalate
5.2.2014
 Infarction Imuran
Coronary Artery Pepcid
Bypass Mannitol
Valvular Succinylcholine
Disorders Vecuron
ARDS Diprovan
Arrhythmias Dilantin
Acute HF Versed
Skelaxin
Robaxin
Clonidine
Unit III: Organ Failure Tetanus
and Complications ALS MED
Unmet Needs: MG MED
Elimination, Fluid and BURN MEDS
Electrolytes, Nutrition Bioterrorism
Renal Failure antidotes
Hepatitis
Cirrhosis
Liver Failure
Pancreatitis

Unit IV: Autoimmune

and Immunity
Disorders
Unmet Needs: Safety,
Oxygenation, Comfort
HIV/AIDS
Lupus
Rheumatoid
Arthritis
Amyotrophic
Lateral Sclerosis
Guillain Barr
Syndrome
Myasthenia
Gravis
5.2.2014
 Multiple Sclerosis

Unit V: Multiple
Traumas
Unmet Needs: Sensory,
Comfort, Safety,
Oxygenation, Rest and
Activity
Skills: Chest tubes,
Compensated and
Uncompensated ABGs
Chest trauma
Traumatic
Head/Brain
Injuries
Increased
Intracranial
Pressure
Spinal Cord
Injuries
Shock
Burns
Collaborate within Community Service Grading rubric and
nursing and healthcare Learning Project instructor feedback
team with open
communication, mutual
respect, and shared
decision making in
delivery of optimal
care.(T&C)

Use safety standards to Community Service Grading rubric and

minimize risk of harm to Learning Project instructor feedback
patients and providers
(S) Sim lab demonstration Grading rubric and
& videos: fundamental instructor feedback
skills, IV bolus/push & (skills
5.2.2014
 care of ET/trach tubes demonstration)

Clinical: (dependent on Grading rubric and

care area) clinical instructor feedback
paperwork, assessment,
reflection paper

Incorporate best Discuss benefits of the Class discussion

practices, based on electronic medical with instructor
current evidence, records (EMRs) and
patient/family computer based records
preferences, and values (CPRs)
into delivery of optimal
care.(EBP)

Use data to monitor and Evaluation of EBP Class discussion

improve the quality and
safety of patient care
(QI)
nursing articles (each with instructor
unit) Class discussion
Discuss benefits of the with instructor
electronic medical
records (EMRs) and Testing &
computer based records feedback from
(CPRs) instructor
Identify online Grading rubric and
resources for nursing instructor feedback
research (skills
Sim lab demonstration demonstration)
& videos: fundamental
skills, IV bolus/push & Grading rubric and
care of ET/trach tubes instructor feedback

Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper
Demonstrate Evaluation of EBP Class discussion
understanding of nursing articles (each with instructor
5.2.2014
information and unit) Class discussion
technology to Discuss benefits of the with instructor
communicate and electronic medical
support decision making records (EMRs) and
in delivery of optimal computer based records Grading rubric and
health care (I) (CPRs) instructor feedback
Community Service
Learning Project Grading rubric and
(distribution of learning instructor feedback
materials, PowerPoint
presentation)
Clinical: (dependent on
care area) clinical
paperwork, assessment,
reflection paper

Community Service Grading rubric and

Learning Project instructor feedback
Clinical: (dependent on Grading rubric and
care area) clinical instructor feedback
paperwork, assessment,
reflection paper

Sim lab demonstration Grading rubric and

& videos: fundamental instructor feedback
skills, IV bolus/push & (skills
care of ET/trach tubes demonstration)
Grading rubric and
Clinical: (dependent on instructor feedback
care area) clinical
paperwork, assessment,
reflection paper

5.2.2014
 Community Service Grading rubric and
Learning Project instructor feedback

Clinical: (dependent on Grading rubric and

care area) clinical instructor feedback
paperwork, assessment,
reflection paper

Sim lab demonstration Grading rubric and

& videos: fundamental instructor feedback
skills, IV bolus/push & (skills
care of ET/trach tubes demonstration)

Clinical: (dependent on Grading rubric and

care area) clinical instructor feedback
paperwork, assessment,
reflection paper

2350: Competency for Course Content Medications Learning Activities Evaluation Methods
Entry Into Practice
Incorporate best Review content from Review all medications Lecture Diagnostic Evolve HESI
practices, based on all previous courses from all previous Exit (no points)
current evidence, courses Final Evolve HESI Exit
patient/family Unit exams (4)
preferences, and values
into delivery of optimal 36 hour preceptor Grading rubric, daily log
care (EBP) experience evaluation, preceptor &
instructor feedback
5.2.2014
 Grading rubric and
9 hours shadow a manager & instructor
manager feedback

Collaborate within Review content from Review all medications Lecture Diagnostic Evolve HESI
nursing and health care all previous courses from all previous Exit (no points)
team with open courses Final Evolve HESI Exit
communication, mutual Unit exams (4)
respect, and shared
decision making in 36 hour preceptor Grading rubric, daily log
delivery of optimal care experience evaluation, preceptor &
(T/C) instructor feedback
Grading rubric and
9 hours shadow a manager & instructor
manager feedback

Provide compassionate Review content from Review all medications Lecture Diagnostic Evolve HESI
and coordinated care all previous courses from all previous Exit (no points)
base on respect for courses Final Evolve HESI Exit
patient/family Unit exams (4)
preferences, values, and
needs (PCC) 36 hour preceptor Grading rubric, daily log
experience evaluation, preceptor &
instructor feedback
Grading rubric and
9 hours shadow a manager & instructor
manager feedback

Use data to monitor and Review content from Review all medications Lecture Diagnostic Evolve HESI
improve the quality and all previous courses from all previous Exit (no points)
safety of patient care courses Final Evolve HESI Exit
Unit exams (4)

36 hour preceptor Grading rubric, daily log

5.2.2014
 experience evaluation, preceptor &
instructor feedback
Grading rubric and
9 hours shadow a manager & instructor
manager feedback

Use safety standards to Review content from Review all medications Lecture Diagnostic Evolve HESI
minimize risk of harm all previous courses from all previous Exit (no points)
to patients and courses Final Evolve HESI Exit
providers (S) Unit exams (4)

36 hour preceptor Grading rubric, daily log

experience evaluation, preceptor &
instructor feedback
Grading rubric and
9 hours shadow a manager & instructor
manager feedback

Demonstrate Review content from Review all medications Lecture Diagnostic Evolve HESI
understanding of all previous courses from all previous Exit (no points)
information and courses Final Evolve HESI Exit
technology to Unit exams (4)
communicate and
support decision making 36 hour preceptor Grading rubric, daily log
in delivery of optimal experience evaluation, preceptor &
health care (I) instructor feedback
Grading rubric and
9 hours shadow a manager & instructor
manager feedback

5.2.2014
 RN-BSN Completion Program
NURS 3220/3230: Informatics in Nursing
Course Descriptions:
Prerequisite/Concurrent: RN or enrolled in the final semester of an Accreditation Commission for Education in Nursing (ACEN) approved
associate degree or diploma program with approval of department chairperson.
This course [3220] is the first in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for
competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment.
A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to
the health care team. One-half semester course. Two credit hours.
Prerequisite: Grade of C or better in NURS 3220.
This course [3230] is the second in a two course sequence that focuses on client assessment. It provides the knowledge, skills, and attitudes for
competency that focuses on the role of the professional nurse in performing a comprehensive health history, physical, and psychosocial assessment.
A variety of assessment tools and techniques are utilized. Further focus is on data collection and accurate documentation to communicate findings to
the health care team. Students are STRONGLY encouraged to take the course immediately following NURS 3220. One-half semester course; Two
credit hours.
Student Learning Outcomes:
1. Incorporate evidence-based practices into health assessment (EBP)
2. Document a systematic physical and psychosocial assessment on a patient (T/C)
3. Collect data in patient assessment to improve quality of care (QI)
4. Outline basic safety design principles when assessing the client with age appropriate medications from infancy throughout the lifespan (S)
5. Demonstrate skills to conduct individual comprehensive patient focused assessment (PCC)
6. Demonstrate the ability to communicate, collaborate, learn, and perform a health assessment in an electronic format (I)
KNOWLDEDGE SKILLS ATTITUDES LEARNING ACTIVITIES
Review posted items for each
For each system, differentiate Correctly perform health Collecting and chapter of Bates (powerpoint slides,
normal and abnormal findings assessments documenting accurate anatomy review exercise, brief
information is an videos of assessment techniques,
important part of patient case studies, quizzes)
care Written assessment of each of the
following systems:
Mini mental status exam
Skin, Hair, Nails
Head/Neck
Lungs/Thorax
Cardiovascular/Peripheral
Vascular

5.2.2014
 Abdomen
Nervous System
Musculoskeletal

Perform a comprehensive health

history and document it.

Film an Introductory video and post

(privately) to YouTube

Film the following system

assessments: and post
(privately) to YouTube
Thorax, Lungs,
Cardiovascular and
Peripheral Vascular
Head and Neck, Cranial
Nerves
Muscluloskeletal & Nervous
System
Film a complete head to toe
assessment and post
(privately) to YouTube
Document the complete head to toe
assessment (save for capstone
portfolio)
Write a reflective paper addressing
student learning outcomes
(save for capstone portfolio)

5.2.2014
NURS3305 Informatics in Nursing (Elective)
Prerequisites/Concurrent: NURS 2550 or consent of instructor
This course explores knowledge, skills and attitudes associated with accessing, managing, and communicating information, particularly on the
creation, structure, and delivery of health related information with the use of technology. Further emphasis is on the use of information technology to
improve practice and support life-long learning. One-half semester course; Three credit hours.
At the completion of this course, the student will:
1. Demonstrate the use of basic computer and communication skills including:
a. Using word processing applications.
b. Using e-mail systems to communicate with other health care providers in a professional manner.
c. Demonstrating creation of multimedia presentations in the development of client education at the appropriate health literacy level.
d. Navigating in the MS Windows and Bb environment effectively and efficiently. (I)
2. Conduct online and library database literature searches; distinguish between scholarly and non-scholarly sources and access and retrieve
evidence based data related to decision-support and quality client care. (EBP, QI)
3. Explore the interrelationship of concepts related to nursing informatics and evidence based nursing practice, and recognize the relevance of
information and technology in nursing for improving practice and continued learning. (EBP, I)
4. Acknowledge the advantage of nurse involvement on the team in the planning, implementation and evaluation of information systems in the
healthcare environment. (T/C)
5. Integrate the ANA Code of Ethics and HIPAA with regard to patient privacy and confidentiality related to electronic and computerized
information. (S, PCC)
6. Examine the use of computers and information technology for documentation, collaboration and networking. (T/C, I)

KNOWLEDGE SKILLS ATTITUDES LEARNING

Utilize information technology in
professional communication,
knowledge management and
resource management.
Foster lifelong learning, assess
community health needs and
support evidence-based decision
making in a variety of health care
delivery settings using the
research process within the
information technology
5.2.2014
Lead teams in planning, implementing
and evaluating information systems in
the healthcare environment.
Employ basic computer and electronic
communication skills in professional
writing and presentations.
Apply research findings in the
implementation of information
technology for documentation and
collaboration within the healthcare
Act as a change agent in the
planning, evaluation and
implementation of
information systems within
healthcare organizations.
Respect patient privacy and
confidentiality related to
electronic and computerized
information.
Model positive attitudes
ACTIVITIES
Participate in online
discussions of
professional
communication, IT and
evidence-based practice,
plagiarism and netiquette,
practice competencies
and technology and
holistic care.
Develop a concept map
integrating such concepts
environment.
Enforce the ANA code of Ethics
and HIPAA policy as they apply
to electronic and computerized
information within organizational
structures.
5.2.2014
teams.
Conduct online and library database
literature searches to effect research
utilization in nursing practice and
practice improvement.
related to nursing
informatics and evidence-
based practice. Recognize
the relevance of information
and technology in
professionalism, practice
improvement and lifelong
learning.
as nursing science and
information science, and
computer science for the
nurse, person, health and
environment in a variety
of healthcare settings.
Write a formal paper on
informatics applications
in nursing practice.
Perform self-assessment
of basic competencies in
informatics related to
technical, utility and
leadership.
Nurs 3310: Professional Nursing Role Development
Prerequisite: Admission into the BSN Program

Prerequisite to all other required upper level nursing courses except NURS 3220 and 3230. The course focus is on the process of socialization into
nursing as a profession. The process explores the impact of historical and current events in the development of the professional role of the nurse.
Knowledge, skills, and attitudes related to QSEN competencies (EBP, T/C, QI, S, PCC, and I) in professional nursing and the BSN curriculum is
included. A personal philosophy of nursing will be explored within the framework of various nursing theories. One-half semester course; 3 credit
hours.

Student Learning Outcomes:

1. Articulate the role of professional nurse in incorporating QSEN competencies into practice (S & EBP)
2. Identify strategies to collaborate and effectively bring about change in a practice setting (T/C)
3. Compare the characteristics of nursing as a profession to other health care disciplines (QI)
4. Expound upon a personal philosophy incorporating nursings meta-paradigm (PCC)
5. Demonstrate ability to effectively utilize information technology to add to existing knowledge base and communicate in a scholarly approach
(I)

KNOWLEDGE SKILLS ATTITUDES LEARNING ACTIVITIES

Course Reflection Discovery of a problem in Learning to navigate Compiled and documented
Discussion ones area of practice Blackboard Learning student Nursing
Grading Rubrics for: based on IOM reports. System Philosophy paper in APA
o Discussion format
forums Orientation quiz to Orientation quiz to
o Papers blackboard and UALR APA Manual (check Formal Paper written in APA
o Philosophy RN-BSN program there may be one format, related to problem
o Power Point made) identification and knowledge
Presentations QSEN web-search and of QSEN
write paper on an issue in
Discussion forums on: their current practice
o Characteristics setting; written formally Reflection Journal -
of a profession with a draft and final examination of beliefs and
o How document attitudes
philosophical Write a philosophy paper
beliefs incorporating a nursing Using the online library
influence care theory; written informally (completed skill in online
o Strategies to Using APA Publication classroom)Discussion forums and
5.2.2014
 improve the Manual (latest edition) for interactivity as a professional in
health care writing team collaboration
system Reference draft for
o Change Theory feedback (optional)
in action Library reference support
Reflection on within course
course and how Orientation to online
learning outcomes learning
were met

5.2.2014
Nurs 3420: Wellness Promotion and the Nurse Educator
Course Description:
Prerequisite/Concurrent: NURS 3310.
Provides an overview of knowledge, skills, and attitudes inherent in the nurses role as educator. Emphasis is on principles of teaching and learning
in diverse populations to implement evidence based practices to improve outcomes. Assessment of learning needs of patients and communities will
be explored. The course will culminate with students designing an integrated practice project as an avenue for nurses to advance health. One-half
semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Incorporate evidence-based practices into education related to improved patient outcomes (EBP).
2. Practice effective communication skills with patients, families, community members, and interdisciplinary teams to achieve quality patient
outcomes (T/C)
3. Design health promotion and teaching activities incorporating the preference, values, and needs of diverse groups (PCC).
4. Participate in Quality Improvement Initiatives to communicate outcome improvements with colleagues (QI).
5. Assimilate best practices to support a culture of safety through patient and staff education (S).
6. Use information technology as a tool to assess learning needs, plan, implement, and evaluate education programs for individuals and
communities to advance health (I)

KNOWLEDGE SKILLS ATTITUDES LEARNING

Recognize the need for
patient education
throughout the continuum
of care to promote
wellness, prevent illness,
and maintain health in all
health care settings.
Participate in research
utilizing efficient and
effective search strategies
to locate reliable sources of
evidence to design
education programs that
improve patient outcomes.
Communicate and
collaborate within
5.2.2014
Design and deliver educational programs
to meet community health needs
utilizing adult learning theories when
planning educational program.
Employ efficient and effective research
strategies needed to answer questions
related to assigned project during a
library search. Utilize professional
writing and presentation skills.
Utilize effective communication skills
when collaborating with
family/staff/community/interdisciplinary
team.
Demonstrate leadership and followership
skills within interdisciplinary teams.
Recognize learners needs
considering development,
culture, and limitations to
learning.
Value research and data
information management
related to health care delivery.
Advocate for health literacy to
promote wellness.
Acknowledge learning styles
and adult learning theories
when communicating with
adults.
Value ethical decision-making
while modeling professional
ACTIVITIES
Reading assignments, web
searches, and guided
discussions: standards of
care, readability of patient
education materials, and
health literacy.
Research complexities of
health literacy when
developing a teaching plan
and writing a formal
paper.
Develop a patient/staff
teaching plan based on a
needs assessment to
promote health of families,
groups, and/or
interdisciplinary teams to behaviors. communities.
ensure delivery of optimal Design, present, and provide patient-
health care. center education programs that are Function competently within Self-selection of an
patient-centered and supported by scope of practice as member education brochure to
Coordinate and design evidence-based practice to address of an interdisciplinary health evaluate readability of
health promotion and community health needs with respect to care team when delivering materials using the SAM
teaching activities diversity of human experiences. care to meet communities, (suitability assessment of
incorporating patient/family group, or patient needs. material).
values, needs, and Expand research and data-information
preferences. management using current technology Maintain confidentiality and CE web assignment to
and computer skills. security of patient information identify needs of diverse
Implement health and records. groups and promote
promotion strategies that Assess community health needs, cultural competence for
facilitate behavioral client/staff, or group using an assessment Appreciate the impact of profession development
changes in families, tool. information technology in a and life-long learning.
populations, groups and variety of health care setting.
communities. Prepare a professional reflection Locate a website or
summary to evaluate student learning internet search related to
Utilize information outcomes. health literacy and discuss
technology to barriers due to low health
communicate, manage literacy and discuss
knowledge, foster lifelong strategies to overcome
learning, and support these barriers.
evidence-based practice in
a variety of health care Web Assignment used to
delivery settings. compare and contrast
healthcare in the United
Applies best practice States and other countries.
models that addresses
safety Reflective summary to
evaluate student learning
outcomes.

NURS 3430: Health Care Economics

5.2.2014
Course Description:
This course focuses on knowledge, skills, and attitudes that relate to factors affecting costs of health care. Students will research cost/benefit analyses
related to quality outcomes in the business of health care. Current local, state and national health policy issues as they relate to patient centered care
will be discussed from a nursing perspective. The integrated practice project will be completed. One-half semester course; Four credit hours (3 credit
theory; 1 credit lab).
Student Learning Outcomes:
1. Utilize a cost/benefit analysis to justify implementation of evidence base practices to improve
outcomes. (EBP & QI)
2. Collaborate to create a budget or policy related to financial component in the provision of
health care. (T/C)
3. Examine costs associated with the delivery of patent centered care. (PCC)
4. Evaluate the cost and benefits of safety initiatives in healthcare delivery. (S)
5. Explore various methods of information technology and their influences on cost/benefits (I)

KNOWLEDGE SKILLS ATTITUDES LEARNING ACTIVITIES

Know costs and factors in the
business of healthcare and their
relationship to patient centered
care, evidence based practices
and quality improvement.
Grasp the importance of legal,
fiduciary and ethical standards
in financial matters.
Within an interdisciplinary
team apply sound fiscal best
practices in the provision of
patient care and health services.
Explore economics aspects
of healthcare accessibility,
parity and policy.
5.2.2014
Utilize information technology
to establish and assess financial
practices and effectiveness.
Create budgets for the
administration and provision of
safe and cost effective patient
centered care.
Develop policies and
procedures managing supplies,
staffing and administration.
Act with integrity,
professionalism and
accountability in all financial
matters.
Practice and advocate for
lifelong learning in the pursuit
fiduciary responsibility.
Be proactive in looking for cost
effective processes while
maintaining focus on providing
patent centered, high quality
care to all without limitations
with regard to ability to pay,
age, gender, race or cultural
background and beliefs.
Embrace the challenges in
healthcare economics with
openness to ideas and problem
solving approaches from all
Observe a health care process
and describe efficiency.
Engage in structured
discussions of economic
matters as they apply to
healthcare.
Formulate health policy
decisions using cost-benefit
analysis (spending limited
funds, public decision making
to protect interest of children,
homeless population, clients
with mental illness, etc.).
Identify Health care problems
prominent in various cultural
groups.
Examine the cost of
navigation through the health
care system related to a health
concern using an illustrative
map.
Video presentation that
 members of the multi- relates to the illustrative map
disciplinary team. with emphasis on cost

Model receptiveness and a

positive attitude toward
change.

5.2.2014
NURS 3440 Research and EBP in Nursing
Prerequisite: PSYC 2310 or PSYC 2340 or SOCI 3381/3181 or STAT 2350 Prerequisite/Concurrent: NURS 3310.

This course provides an overview of scientific evidence integrated into nursing practice. The focus is on knowledge, skills and attitudes required for
the research process, including evaluation and dissemination of best practices to improve health care outcomes. Further emphasis is on the
significance of research as it contributes to the profession of nursing. An integrated practice project will be completed. One-half semester course;
Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Collaboratively investigate current research and its application to practice (PCC, T/C, & EBP)
2. Relate research processes to continuous quality improvement (QI)
3. Integrate evidence from a variety of sources to foster a culture of safety (S & EBP)
4. Apply ethical and legal standards as they relate to information technology and data security (I)

KNOWLEDGE SKILLS ATTITUDES Learning Activities

Assessment of research areas
related to EBP and define the
term EBP
Continuous quality improvement
compared with the nursing
research process
Recognize the safety needs to
produce ethical and valid EBP
Access the online library to review
literature
Use of the research process to produce
an organized approach
Understanding the IRB and other
areas that develop the best practice as
safety to participants in research
studies
Fear and uncertainty about
the role of research and
EBP
Art appreciation in the
design of poster toward
using a research
Act as participant advocate
with a simple informed
consent to promote safety to
participants
Choose a QI topic with 3-
5 peers in a group and
search for evidence about
the topic and define EBP.
Complete a poster as a
team collaborative
project
Review of the ethics to
promote safety in EBP
reviewed and practiced

NURS 3350 Ethics, Legalities, and Advocacy

Prerequisite/Concurrent: NURS 3310

This course explores various ethical guidelines that inform and guide the decision making of nurses, including the framework of the American Nurses
Association Code of Ethics. Emphasis is on the knowledge, skills, and attitudes included in the legal and ethical responsibilities of nurses in all

5.2.2014
aspects of care. Patient-centered care is explored from the perspective of advocating for the patient within the interdisciplinary team. One-half
semester course; 3 credits theory.
Student Learning Outcomes:
1. Use an established ethical decision making model to guide decision making. (EBP)
2. Support patients informed decisions within the inter-disciplinary team. (T/C)
3. Examine self-beliefs, attitudes, and values related to providing nursing for diverse groups
in a legal ethical manner. (PCC)
4. Explore ethical and/or legal issues to improve care and support patient advocacy. (QI)
5. Promote a culture of safety through improved ethical decision making skills. (S)
6. Verbalize the legal implications associated with information technology in health care settings. (I)

KNOWLDEDGE SKILLS ATTITUDES LEARNING

Professional functions related
to the American Nurses
Association Code of Ethics.
A variety of philosophical
approaches to ethical analysis are
examined.
Within an interdisciplinary
team apply the foundational
knowledge related to legalities
and patient advocacy for ethical
decisions in practice.
Utilize an evidence based ethical
decision making process to
systematically work through an ethical
dilemma within an interdisciplinary
team.
Conduct a literature review
addressing the topics related to ethical
decision making, legal issues and
patient advocacy.
Promote effective communication,
whether verbal or written or
electronic, throughout the
interdisciplinary team as a leader and
patient advocate.
Appreciate the value of a
systematic ethical decision
making process.
Embrace self reflection,
life- long learning, and
professional growth for
preservation of integrity,
safety and maintenance of
professional competence.
Assimilate and exhibit
cultural competence with
respect to patients, families
and communities.
Respect the need to
know standard related to
HIPAA, as well as informed
consent.
ACTIVITIES
Reading assignments
and Web searches.
Guided discussions
involving a
comprehensive approach
to ethical decision
making in professional
practice.
Formal paper with
accurate APA Style.
Presentation, as to an
ethics committee, using
an Ethical Decision
Making Model
determining the best
possible outcome of an
ethical dilemma.

5.2.2014
NURS 4415 Community Health Needs
Pre-requisite: NURS 3310
This course provides an introduction to knowledge, skills, and attitudes for community health nursing including issues related to public health and
concepts of epidemiology. Emphasis is on health promotion and illness prevention or disease management of specified groups. Integrated practice
project focus is on the professional nurses role in community assessment and development of an interventional project to meet identified community
needs. One-half semester course. Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Participate with collaborative interdisciplinary teams in the community to improve outcomes for groups whose health status is at risk (T/C)
2. Expand the role of the professional nurse to develop, implement, and evaluate culturally competent, evidence-based care for groups,
communities, and populations (PCC)
3. Analyze and integrate data and information from multiple sources to make clinical judgments in community health nursing care ( EBP & I)
4. Explore the nurses role in maintaining the safety of the public related to potential epidemic situations (S)
5. Implement a project to address needs of identified groups and to evaluate project effectiveness in meeting identified health needs. ( QI )

KNOWLDEDGE SKILLS ATTITUDES LEARNING

Examine the role and functions of
the community health nurse.
Explore the contributions of
community health advocates from
a historical and current
perspective.
Within an interdisciplinary team
apply the foundational knowledge
related to legalities and patient
advocacy for issues related to
public/community health.
Be aware of projects and
initiatives in local, as well as
global settings, related to Healthy
People 2010/2020.
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Utilize an assessment tool to
determine the needs of a specified
group, community or population.
Conduct a literature review addressing
the topics related to identified
community needs.
Promote effective communication,
whether verbal or written or
electronic, throughout the
interdisciplinary team as a leader and
community advocate.
Collaborate with a Clinical partner to
develop and implement a project for a
specified population.
Become more proficient with
computer programs related to
Appreciate the value of a
systematic approach to
assessment, planning,
intervention and evaluation
of a community project.
Embrace self-reflection,
life- long learning, and
professional growth for
preservation of integrity,
safety and maintenance of
professional competence.
Recognize the role of the
nurse in advocating for
vulnerable populations.
Assimilate and exhibit
cultural competence with
respect to patients, families
ACTIVITIES
Reading and Web search
assignments.
Independent Web
searches to supplement
and enhance learning.
Individualized
community Clinical to
apply course concepts to
practice settings.
Guided discussions
involving a
comprehensive approach
to community health
nursing, patient versus
community advocacy.
Post assignments using
accurate APA Style.
Create a presentation, as
 presenting health information to a
patient, staff or community.
5.2.2014
and communities. to a community or
practice staff, describing
the intervention of a
community project.
Clinical journals using
the nursing process as the
framework.
Reflective summary to
address how student
learning outcomes were
met.
NURS 4420: Leadership and Management

Pre-requisite: NURS 3310

This course provides the opportunity to develop knowledge, skills and attitudes required for leadership and management in nursing. Leadership,
organizational management and change theories are examined, with emphasis on conflict management, workplace diversity, resource allocation,
quality and performance. The integrated practice project is designed to provide experiences to expand the application of leadership and management
skills. One-half semester course; Four credit hours (3 credit theory; 1 credit lab).
Student Learning Outcomes:
1. Discuss the significance of evidence based principles of leadership and management to promote the efficient performance of the health care
team (EBP & T/C)
2. Characterize the responsibility inherent in leader/manager nursing roles related to assuring quality in delivery of patient centered care (PCC)
3. Participate in a quality improvement process (QI)
4. Explore the role of the nurse leader/manager as an integral member of the interdisciplinary team (T/C)
5. Elaborate on methods to promote a culture of safety within the health care team or organization (S)
6. Explore the facilitation of information dissemination throughout an organization (I)

KNOWLDEDGE SKILLS ATTITUDES LEARNING ACTIVITIES

Examine the roles and
functions of the nurse as
leader/manager.
Apply knowledge learned from
library searches related to
principles inherent in the
leader/manager role.
Within an interdisciplinary
team apply the foundational
knowledge related to legalities
and patient advocacy for issues
related to the leader/managers
role.
Conduct a literature review
addressing topics related to
identified leadership and
management principles as they
apply to the practice setting.
Promote effective verbal,
written, and electronic
communication, within the
interdisciplinary team as a
leader and advocate.
Collaborate with a Clinical
partner to develop and
implement a project to gain
knowledge and experience in
the role of nurse
leader/manager.
Appreciate leadership and
management theories in the
healthcare setting.
Value participation in
professional organizations to
enhance practice and advance
nursing as a profession.
Recognize the role of the nurse
in advocating for vulnerable
populations.
Assimilate and exhibit cultural
competence with respect to
patients, families and embrace
self-reflections, lifelong
learning, and professional
growth for preservation of
The student will:
Conduct independent web
searches to supplement and
enhance learning.
Individualize the leadership
and management Clinical to
apply course concepts to the
practice settings.
Participate in guided
discussions involving a
comprehensive approach to
leadership and management.
Post assignments using
accurate APA style.

5.2.2014
 integrity, safety and Prepare a presentation to share
maintenance of professional information related to Clinical
competence communities. experience.

Write a formal paper related to

managing cost and budget.

Critique resumes of ASN

graduates.

Complete Clinical journals

using the defined criteria.

Provide a reflective summary

to address how student learning
outcomes were met.

5.2.2014
NURS 4430 Integration of Concepts

Prerequisite/Concurrent: NURS 4415; NURS 4420

Must be taken in the final term. Instructor approval required. The course focuses on the synthesis of the essential competencies of the RN-BSN
program in a systematic and comprehensive manner in order to provide a framework for the transition to the BSN role. The essential competencies
are: Quality improvement, teamwork/collaboration, patient-centered care, evidence based practice, informatics, and safety. The integrated practice
project is designed to provide experiences to expand the analysis and synthesis of these competencies. One-half semester course; Four credit hours (3
credit theory; 1 credit lab).
Student Learning Outcomes

1. Integrate best available evidence, professional experience and patient preferences in the design, coordination and provision of care. (EBP)
2. Communicate and collaborate within interdisciplinary teams to ensure delivery of optimal care. (T/C)
3. Coordinate and design care incorporating the patient/familys values, needs and preferences in evidence based clinical decision making in
providing and ensuring quality care. (PCC)
4. Apply quality improvement principles to develop plans and initiate actions to ensure continuous quality improvement. (QI)
5. Promote and cultivate a culture of safety to minimize risk of harm to patients and providers in a variety of health care systems. (S)
6. Utilize information technology to communicate, manage knowledge, foster lifelong learning, and support evidence-based decision-making in
a variety of health care delivery systems. (I)

KNOWLDEDGE SKILLS ATTITUDES LEARNING

ACTIVITIES

Use best practices from nursing
and health care research.
Recognize policy and procedure
needs in the Clinical setting to
perfect patient centered care.
Search the research online libraries
and databases with excellent resources
to use as a lifelong learner.
Review policies and procedures to
compare with updated research and
instill evidence based practice.
Demonstrate acts toward
using best practice in the
Clinical setting and
document the experiences in
the Clinical log.
Be accepting to change to
provide EBP in professional
nursing.
Choose projects to
present related to quality
improvements based on
the concepts throughout
the program.
Partner with a health care
facility and/or
organization to analyze
data and report
suggestions to support
PCC.

5.2.2014

Excellent assessment of the
patient/family/community to
promote patient centered care and
include their preferences to
design and implement care.
Choose from a variety of CE
activities to foster professional
development.
A culture of safety to recognize
that every nurse and stakeholder
in health care deserves a safe
environment to provide effective
care.
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Plan and implement concepts as a
team with assigned members and
leaders during theory and Clinical
discussion board sessions.
Report CE activities as part of the
comprehensive student e-portfolio.
Use communication skills to listen
and defuse anger and plan another
time to investigate problems toward
incivility.
Review house and/or senate bills via
online technology or media for the
latest updates about healthcare needs.
Design and facilitation
Involving the patient and EBP during the
family in their daily care to discussion board forums
promote efficacy and self- where student facilitate
esteem. case studies, concepts as
topics describing patient
centered care.
A comprehensive e-
portfolio is compiled,
organized and submitted
to demonstrate
Develop an appreciation for completion of student and
concepts gained toward program learning
self-development outcomes.
throughout the program and
upon completion of the Practice use of excellent
BSN; self-growth. communication skills in
classroom and Clinical
settings. Describe the
ethical dilemma
Positive leadership involving improving PCC
management skills demand and safety in a clinical
a professional approach setting.
Letter to a government
official is compiled about
a issue/problem in health
care to improve quality of
healthcare and the letter
is sent to the official.
Act as an advocate for
political avenues to improve
healthcare, locally,
 statewide, and/or nationally.

Analysis of healthcare issues or

problems that need to be
addressed by legislation to
improve healthcare.

(Key terms: SSafety; EBPEvidence-based practice; T/CTeamwork and Collaboration; QIQuality Improvement; PCCPatient-centered
Care ; and, IInformatics)

4. How will you assess each objective? (a) Methods; b) Design; c) Assessment cycle; d) Stakeholder involvement.)
C. Assessment Plan Timeline:
July
Collect Course Coordinator Reports (AAS) (BSN)
Compile NCLEX results from May graduating class (AAS)
August
Collect Course Coordinator Reports (AAS) (BSN)
Compile and Review data from course surveys (AAS) (BSN)
August Graduate numbers (BSN)
September
Continue course survey analysis (AAS) (BSN)

October
Review and enter Exit HESI QSEN data (AAS)
Review and enter Exit HESI sub-specialty data (AAS)
Review EOC testing (AAS)
Collect Course Coordinator Reports (1/2 semester courses) (AAS)
November
Distribute Standard report drives (AAS) (BSN)
Prepare SPE Report (AAS) (BSN)
Distribute via email SPE report and make hard copies (AAS) (BSN)
NLNAC Report (AAS) (BSN)
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December
Conduct SPE meeting (AAS) (BSN)
Make Changes to SPE to reflect faculty actions (AAS) (BSN)
Collect Course Coordinator Reports (AAS) (BSN)
January
Compile Exit HESI Data from Accelerated Class (AAS)
February
Collect NCLEX Data (AAS)
ASBN Report due (AAS)
March
Review and enter Exit HESI QSEN data (AAS)
Review and enter Exit HESI sub-specialty data (AAS)
Review EOC testing (AAS)
Collect Course Coordinator Reports (1/2 semester courses) (AAS)
April
Distribute Standard report drives (AAS) (BSN)
Prepare SPE Report (AAS) (BSN)
Distribute via email SPE report and make hard copies (AAS) (BSN)
May
Conduct SPE meeting (AAS) (BSN)
Make Changes to SPE to reflect faculty actions (AAS) (BSN)
Collect Course Coordinator Reports (AAS) (BSN)
BSN & AAS Graduate and Employer Surveys to be sent out (AAS) (BSN)
June
No meeting
.

5.2.2014