NUR 3010
HD
Physical Assessment
Lecture / Hybrid Online
Pearline Okumakpeyi
D.N.S., R.N., M.A., M.Ed.
TABLE OF CONTENT Page
Faculty Information 3
Course Syllabus 3-4
Course Description 4
Course Objectives/Student Learning Outcome 5-6
Teaching Methodology 6
Methods of Evaluation 6-7
Student responsibility 7-8
Course participation 8
Attendance 8-9
Technology Requisites 10-11
Academic Integrity/Student Support Services 11-12
Grading Policy 12-13
Assignments Grading/ Rubrics 14-20
Unit Objectives 20-22
Topical Outline 23-28
References 28-29
Tentative Course Schedule 30-31
Course Number and Name: NUR 3010 Physical Assessment
Faculty Name and Position: Pearline Okumakpeyi, Associate Professor
Office Hours: Mondays 11:30 AM – 1:30 PM. Room A613D
Telephone: 718-260-5663
E-mail: POkumakpeyi@citytech.cuny.edu
Course Coordinator Name and email: Prof. Linda Bradley, Libradley@citytech.cuny.edu
COURSE SYLLABUS
COURSE CODE & NAME: NUR 3010 Physical Assessment
CREDITS: 3 Credits
CLASS HOURS: 4 Hours per week
2 Hours of lecture, 2 Hours of Laboratory
5 Classes are Online
(Class meeting dates are in Course Schedule or Topical Outline)
PREREQUISITE: AAS degree with major in nursing or Permission of Department
Required Textbook and Website
OER resourses and video presentations
Recommended Books
American Nurses Association (2010). Nursing: Scope & Standard of Practice. Silver Springs, Maryland: American Nurses Association.
American Nurses Association. (2008). Code of Ethics for Nurses with Interpretive Statements. Silver Springs, Maryland: American Nurses Association
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th.ed.) Washington, DC: Author.
Recommended Websites:
Healthy People 2020- http://www.healthypeople.gov
N.Y.S. Office for the Aging- www.aging.ny.gov
National Institute of Aging- https://www.nia.nih.gov/
American Academy of Pediatrics- https://www.aap.org/en-us/Pages/Default.aspx
Office of Minority Health- http://www.minorityhealth.hhs.gov
Resources for APA Format Websites: Using APA Format, Purdue University Online Writing Lab (OWL) –http://owl.english.purdue.edu/owl/resource/560/01/
Book: Publication Manual of the American Psychological Association. 6th ed.Reserve/Reference Desk BF76.7 .P83 2010 (call number at City Tech Library) Official Publication Manual of the APA Website – http://www.apastyle.org/
COURSE DESCRIPTION: Health assessment skills and techniques for the conduct of a comprehensive health history and physical exam are developed for generalist nursing practice. Students critically analyze interview data and assessment findings that relate to the specific needs of individuals concerning age and culture. The normal parameters of health findings are used to compare and contrast the findings. Discussion will include health screening across the life span, and associated health promotion practices as recommended by Healthy People 2020. The course will meet in person in the classroom, in the lab and will also have required online classes and assignments.
This course is designated as Hybrid (H)
Hybrid courses at City Tech are courses where 33% to 80% of scheduled class meetings are replaced with online activities or virtual meetings. Our on-line or virtual classes are asynchronous and will take place on the Discussion Board in Blackboard. You are expected to visit your online course in Blackboard more than once per week.
COURSE OBJECTIVES:
Student Learning Outcomes Gen Ed Outcomes
| 1. Demonstrate critical thinking skills when using knowledge gained from the study of nursing, humanities, biological and social sciences in the health assessment of culturally diverse clients across the life-span. | Knowledge– Develop Knowledge from a wide range of disciplinary perspectives and develops the ability to deepen and continue learning. Development knowledge from a range of disciplinary perspectives and hone the ability to deepen and continue learning. |
| 2. Utilize 21st century technology in the assessment and documentation of client data. | Skills– Acquire and use the tools needed for communication, inquiry, analysis, and productive work. |
| 3. Use therapeutic communication skills in a caring manner, while conducting a health assessment, collecting data, and performing health promotion counseling. | Skills-Acquire and use the tools needed for communication, inquiry, analysis, and productive work |
| 4. Conduct a holistic assessment of culturally diverse clients across the life-span. | Skills-Acquire and use the tools needed for communication, inquiry, analysis, and productive work |
| 5. Recognize the importance of collaboration with significant support people and members of the health care team in assisting diverse clients to achieve identified goals. | Integration– Work productively within and across disciplines |
| 6. Recognize the role of the Baccalaureate prepared nurse in client assessment. | Values, ethics and relationships – Understands and apply values, ethics, and diverse perspectives in personal, professional, civic and cultural/global domains. |
| 7. Identify evidence-based interventions for the health assessment of culturally diverse clients. | Knowledge– Develop Knowledge from a wide range of disciplinary perspectives, and develop the ability to deepen and continue learning |
| 8. Demonstrate personal and professional accountability when taking a health history and performing a comprehensive physical assessment. | Values, ethics, and relationships – Understands and apply values, ethics, and diverse perspectives in personal, professional, civic, and cultural/global domains. |
| 9. Identify strategies to promote life-long learning and participation in nursing organizations. | Values, ethics, and relationships – Understands and apply values, ethics, and diverse perspectives in personal, professional, civic, and cultural/global domains. |
| 10. Discuss economic, social, and political influences which affect the delivery of health care to clients in a global society. | Values, ethics, and relationships – Understands and apply values, ethics, and diverse perspectives in personal, professional, civic, and cultural/global domains. |
TEACHING METHODOLOGY
For the purposes of this course and in order to address the multiple learning styles of students, a variety of methods and strategies will be used to enhance the facilitation of student education. For example, a class session may be carried out in several ways, including the use of collaborating, demonstrating, explaining, modeling, and questioning. In addition, the following may be used in both the classroom and laboratory settings:
Blackboard e-Portfolio
Use of Internet/Web-based Sources College lab
Open Lab Group work
Lecture Written Assignment(s)
Discussions Handout Supplementary Materials
Presentations Role-play/Case Studies
Self-Reflections
METHODS OF EVALUATION AND GRADING:
Theory:
In the Lecture/discussion component, students will be expected to read assigned materials, use resources provided within Blackboard to review anatomy and physiology, view videos, present written assignments. Students will attend class prepared to discuss the needs of culturally diverse clients across the life span as they relate to health history taking and the physical assessment. There will be a focus on health promotion, Healthy People 2020 and other factors which impact the provision of Health History and Physical Assessment. Late papers will receive a grade penalty of five points per week.
Clinical laboratory:
There will be on-campus clinical laboratory experiences in a simulated clinical setting. Students will attend the lab prepared to discuss the skills and techniques as described in assigned readings. Clinical sessions will be on campus.
Clinical laboratory and Practicum: A physical assessment practicum will be scheduled for the final weeks of class, during class time. Students will sign up for an appointment. All students must come to all scheduled classes whether they have an appointment for their practicum or not. Students must achieve a satisfactory grade for the practicum physical assessment with a minimum grade of 80%. If a student fails to pass the practicum, there will be (1) additional opportunity to repeat the skill (s) test to achieve a satisfactory grade. Individual appointments will be made based on both the student and instructor’s schedule. The evaluation forms for the practicum skills will be in a separate folder in Blackboard.
Examinations:
There will be a midterm and final exam. Format of the exam will be discussed in class.
Written papers:
All written assignments will be submitted via Blackboard and anti-plagiarism tool e.g. Safe Assign or Turnitin; on the assigned date. Papers or lecture assignments and Online Class assignments must be typed and adhere to APA style and format.
Student Responsibilities:
Communication with the Faculty
It is your responsibility to keep the faculty and/or instructor for your assigned class up to date on progress, problems, concerns and or questions you may have.
You may contact faculty by way of message function in Blackboard, City Tech email or by office telephone/voicemail, leaving adequate information regardless of form of contact.
Check your City Tech email and Blackboard on a regular basis for any messages or group announcements.
Student completion of CastleBranch clearance:
The New York State Health Law requires that all nursing students obtain clinical clearance prior to participating in clinical placements. Although you are not required to have such clearance for this course you will for subsequent courses. Thus, during this semester, you must obtain a CastleBranch account (see instructions in this course BlackBoard site and must submit the required documentation by the specified due date indicated in your course calendar.
Student log on to Blackboard
Blackboard is your entry to your course. You will need to check all the areas that we will be utilizing in the course, such as, Announcements, Course Information, Content, Assignments etc.
Student Participation:
Students are expected to be prepared for and to participate actively in class and in online discussions. In this Hybrid course, participation in both lecture in-class and online activities is expected regularly and represents a significant part of your final grade. Participation is calculated based on quality and quantity of the posts, and their meaningful impact on the development of the class discussion. To earn full participation points, you must post on the due date. You are expected, and it is a course requirement that you contribute regularly to the discussion questions and comments from your peers or faculty which may mean more than 1 day out of the week.
COURSE PARTICIPATION
You are expected to attend each class meeting. You may be absent without penalty for no more than 10% of the class instructional hours (including all courses with laboratory, clinical or fieldwork) during the semester. Active participation on discussion board will signify attendance at the on-line component.
All course assignments must be submitted on time or you will lose points. If you have a personal emergency, please let faculty know via email ASAP and within 24 hours of an assignment which may not be submitted on time.
ATTENDANCE AND LATENESS:
Active participation on the discussion board will signify attendance at the on-line component. According to City Tech Policy, absence from 10% of class time makes you overcut and puts you in jeopardy of failing the course. All assignments must be submitted on time or you will lose points. If you have a personal emergency, please let faculty know via email ASAP and within 24 hours of an assignment which may not be submitted on time.
Attendance Online Component:
Attendance can be tracked by the system, meaning that to be in attendance each week; you must join in and post a message or response to any class discussion going on at the time. By posting weekly assignments on time (by 11:59 on the due date), joining and contributing on the Discussion Board, you will meet the attendance requirement. Please be aware of these online attendance requirements. Non-submission of Online Class assignments by designated time will result in an absence for the class. No late submissions are accepted. They are just as important as your in-class attendance requirements and will be calculated together for your final grade. If there are extenuating circumstances, please contact the Professor for this course. Late posts (if permitted after consultation with your Professor) are counted as “lateness to class” 2 of this equal 1 absence. Please note contact number and office hours are located at the beginning of this document. If you cannot reach the professor contact the Nursing Department.
TECHNOLOGY REQUIREMENTS:
The college uses an online platform, Blackboard, which all students have an option to learn and use with support from the Information Technology Center.
Many students have been using Blackboard for many years and are familiar with the system. Below are the suggested minimum prerequisites that students should know/have for taking part in this course.
- You should have access to and be able to use Internet Explorer, Mozilla Firefox, Google Chrome or Safari browsers. Blackboard does not fully support AOL.
- You will need a City Tech e-mail account and should be comfortable using it. The college provides an e-mail account to all students. Personal email accounts are not to be used.
- You need access to a computer with at least 256 MB RAM.
- You should have the correct Java version downloaded/ installed – if necessary. The installation is automatic. You only need to do this the first time.
If you are new to Blackboard, Log into the beginner’s guide to Blackboard and take the student survey. Another option is to visit the open student lab in the General Building, sixth floor, room G 600. The phone number for the lab is (718) 254-8565. Students are encouraged to go to G600 the Computer Student Lab, for assistance with Blackboard.
The Help Desk number is 718 254-8565
This course is Hybrid. (Blended) Between 33% and 80% of scheduled class meetings are replaced with online classes and assignments.
Our on-line class will meet ASYNCHRONOUSLY on designated ONLINE dates. Each Online or virtual classes will take place in Blackboard. The following is a brief overview of Blackboard 9.1 components:
ANNOUNCEMENTS and INFORMATION is the entry point. Notices, assignments, and updates are posted on a regular basis, so please check these announcements several times a week.
ASSIGNMENTS is where you will you will obtain your assignments and where you will submit your work into a plagiarism software (e.g. Turnitin and/or Safe Assign), where due dates are
CONTENT/COURSE DOCUMENTS is where you find course documents
TOOLS is where you can send emails to individuals or groups in the class as well as check your grades.
DISCUSSION BOARD is where you’ll be participating in ONLINE discussions and replying to questions, comments AND responding to your classmates.
SAFE ASSIGN is where written papers are submitted. Safe Assign will automatically compare any submitted assignment to its extensive database of published and unpublished material. A report is automatically generated that highlights areas in the submitted paper that are identical to other works.
Netiquette: Another important facet of our online component in this course is “manner or etiquette of communication”. This is known as Netiquette, and the main rule of netiquette is, “Think before you post”, cited from http://www.dictionary.com.
Some of the critical rules are:
- Avoid offending classmates with insensitive remarks.
- Keep your “voice down” – avoid using all capital letters, as online, that is the equivalent of yelling…really loud yelling. We are engaging in discussions, not battles.
- Be clear and straightforward with your language, making an extra effort to be sensitive and courteous.
- Never hastily post something when you’re not in the best of moods; it could be quite offensive to the reader.
- Stay positive and keep your interactions with your classmates – your learning community – friendly, sincere, and polite.
- Be sensitive and aware of ethnic and cultural differences – avoid postings that may be misunderstood, considered inflammatory, and cause feelings of alienation and exclusion.
- Follow the rules for correctly posting replies on the Discussion Board, on the Wiki page, etc.
A final word: Our virtual classroom, the Discussion Board, is only for “accountable talk” explicitly related to course content, questions on content, assignment postings, if so indicated; it is not for personal issues. Any personal issues must not be addressed via email for privacy purposes.
NEW YORK CITY COLLEGE OF TECHNOLOGY POLICY ON ACADEMIC INTEGRITY
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.
The Baccalaureate Program in Nursing adheres to this New York City College of Technology/CUNY Policy on Academic Integrity. This policy spells out in detail what constitutes Academic Dishonesty. All students are responsible for following this policy.
The detailed policy can be found in the NYCCT College Catalogue or on the college website www.citytech.cuny.edu. Two DVD’s on plagiarism are available in the NELL Lab, 5th floor Pearl Building.
STUDENT SUPPORT SERVICES
Any student with a documented disability or history of disability services seeking academic adjustments and/or reasonable accommodations will need to contact The Center for Student Accessibility and meet with staff to establish your adjustments and reasonable accommodations.
The Center for Student Accessibility is located in room A-237 and the phone number is 718 260 5143. Students may enroll with the program throughout the year and are responsible for alerting faculty to accommodations needed.
GRADING POLICY
Students must pass both the theory and lab to pass the course. Failure in either part constitutes a failure for the course. The academic grade recorded will be based on the numerical grade from the theory part of the course. The lab portion is pass/fail.
Grading Policy for all courses designated with the prefix NUR
Grade Definition Quality Points (Index)
A 93–100% 4.0
A- 90-92.9% 3.7
B+ 87-89.9% 3.3
B 83-86.9% 3.0
B- 80–82.9% 2.7
C+ 77–79.9% 2.3
C 75–76.9% 2.0
D 60–74.9% 1.0
F Below 60 0.0
GRADING
| Theory assignments: | Date Due | % of Final Course Grade |
| Online Day Assignments | 9/11/19, 10/2/19, 10/30/19, 11/13/19, 11/27/19 | 25% |
| Clinical Clearance | 10/28/19 | P/F |
| Midterm Exam | 10/23/19 | 25% |
| Cultural Health Promotion Poster and Presentation | 12/4/19, 12/11/19
(if needed on 12/18/19) |
25% |
| Final Practicum | 12/4/19, 12/11/19
(if needed on 12/18/19) |
P/F (a minimum of 80%) |
| Laboratory Participation | Each lab | P/F |
| Final Exam | 12/18/19 | 25% |
| RUBRIC FOR ONLINE CLASS DISCUSSIONS | ||||
| Criteria | Exemplary | Proficient | Satisfactory | Unsatisfactory |
| Content clarity of posting | 15 Points
Posts are well articulate, clear and understandable |
10 Points
Contains minor errors that does not cloud meaning |
5 Points
1-2 sentences that are difficult to understand |
0 Points
Contains multiple mechanical errors and/or the diction is informal |
| Evidence of Critical Thinking | 20 Points
Clear evidence of critical thinking: application, analysis, synthesis, and evaluation. Postings are characterized by clarity of argument, depth of insight into theoretical issues, originality of treatment, and relevance. Information is well supported. Response goes beyond simply answering the prompt; attempts to stimulate further thought & discussion. |
18 Points
Analysis with no synthesis of ideas Does not fully evaluate the information presented. Presents the issues. Arguments are not noted and supported |
15 Points
Simply reverberates what the book or the article discussed. |
0 Points
Response shows no evidence of critical thinking. No analysis no synthesis of ideas. Information posted is unrelated to topic. |
| Supporting statements | 15 Points
Quotes used: Support writer’s point Properly integrated (not just dropped in) |
10 Points
A few quotes used: Support some of the writer’s point. Some integration of writer’s points. |
5 Points
Paraphrased evidence. No quotes used. Content is not fully developed and only student opinion is stated. Appears to have information just dropped in. |
0 Points
No quotes are used; textual evidence, content is scanty. Student cannot delineate fact from opinion. |
| Content of Follow-up posts/ Responses to Other Students | 20 Points
Shows effort to engage with others Responds to ideas in a way that advances discussion |
15 Points
Some effort to engage others. Responds to ideas but does not advance the conversation. |
10 Points
Brief response. Strictly an acknowledgement of another’s response. |
0 Points
Does not respond to other student’s discussion board |
| Frequency of follow up posts | 15 Points
Participates at least two times. This means you Post your initial discussion board post and you respond to at least two colleagues. If they respond to you. You answer in kind. |
10 Points
Participates once by responding to one colleague Acknowledges classmate’s response to your post. |
5 Points
Participates once by responding to one colleague’s response but does not engage classmates. |
0 Points
Does not respond to a colleague |
| Spelling/Grammar | 5 Points
No spelling errors |
4 Points
Minimal spelling error 2 or less spelling errors |
4 Points
3-5 spelling errors |
0 Points
>5 spelling errors. |
| APA | 10 Points
Citations and references provided. Clearly delineates fact and opinion. References documented correctly in APA format. Citations documented correctly using APA. |
8 Points
Minimal APA errors 2 or less errors in reference and or citations |
6 Points
3-4 APA errors |
0 Points
5 or > APA errors |
SEE INSTRUCTIONS AND RUBRIC for POSTER IN COURSE TAB UNDER CONTENT |
UNIT OBJECTIVES
UNIT I
Discuss Health and Health Assessment.
Collect information for a Health History.
Describe the role of the nurse and client during the health assessment.
Describe the role of the nurse and client during the interview process.
Identify factors that influence the client interview.
Describe the stages of the interview process.
Describe general survey and basic techniques for physical assessment.
List the equipment needed to perform a comprehensive physical assessment.
Describe the role of the nurse and client during physical assessment.
Discuss nutrition and pain assessment
Describe the complete health assessment
UNIT II
Identify developmental theories across the lifespan.
Discuss basic concepts associated with culturally competent assessments.
Discuss concepts of wellness, health promotion, and psychosocial assessment
UNIT III
Review the anatomy and physiology of the abdomen.
Review health history related to the gastrointestinal system
Perform an assessment of the abdomen.
UNIT IV
Review the anatomy of the internal and external structures of the eye.
Perform an assessment of the eye.
Review the anatomy of the internal and external structures of the ear.
Perform an assessment of the ear.
Review client’s health history related to the eyes and ears
UNIT V
Review health history related to the integumentary, hair and nails
Review and perform techniques of physical assessment to examine integumentary, hair and nails.
Review health history related to the head, neck and regional lymphatic.
Review and perform techniques of physical assessment to examine the head, neck and regional lymphatic.
UNIT VI
Review the anatomy of the internal and external structures of the nose, mouth, and throat
Perform an assessment of the nose, mouth, and throat
Review health history related to the nose and mouth.
Perform an assessment of the nose, mouth and throat.
UNIT VII
Review the anatomy and physiology of the cardiovascular and peripheral vasculature.
Review health history related to the cardiovascular system and peripheral vasculature.
Perform an assessment of the cardiovascular and peripheral vasculature.
UNIT VIII
Identify clients at risk for breast disease, urinary, male and female reproductive system
Review the anatomy of the regional lymph nodes.
Review health history related to the breast disease, urinary, male and female
Reproductive system
Perform an assessment of the breast and regional nodes.
UNIT IX
Review the anatomy of the respiratory system.
Review the health history related to respiratory system.
Describe characteristics of normal and adventitious breath sounds.
Perform an assessment of the thorax and lungs
UNIT X
Review the anatomy and physiology of brain/neurological system/ cranial nerves
Identify the functions of the brain/neurological system/ cranial nerves
Review health history related to the brain/neurological system/ cranial nerves
Perform an assessment of the brain/neurological system/ cranial nerves
UNIT X1
Review the anatomy and physiology of the neurological system/sensory system motor system neurological system.
Identify the functions of the reflexes and cerebellar function
Review client’s health history related to the reflexes and cerebellar function
Perform an assessment of the neurological system and musculoskeletal system.
UNIT X11
Review and discuss physical differences of children and oldest old
Describe vulnerable populations
Describe differences between pathology and normal age-related changes.
Review the complete health assessment
TOPICAL OUTLINE
Week Lecture/ Laboratory Overview Assignment
Week 1 Lecture: Introduction & Course Overview
8/28/19
- Discussion of curricular organizing framework.
- Introduction of Watson’s Theory of Human Caring
- Human needs and Carative factors
- Healthy People 2020
The Health Assessment
- Factors influencing the Health History
- Factors influencing the Assessment
- Stages of the interview process
- Interviewing and Communication techniques
- Interviewing and special populations
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
- Nutritional
Health Assessment
Components of a health assessment, health history, interview
Laboratory: Health Assessment, History & Interview
Week 2 Lecture: Assessment of the Head, Neck, Nose, Mouth, Throat,
9/4/19 Related Lymphatics HEENT exam video
- Review of anatomy & physiology
- Changes with age
- Techniques of examination
- Screening for health promotion
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Documentation of findings
- Inspection of the shape of the head, mouth, teeth, nose
- Palpation of the head for contours, masses, depressions
- Inspection of the face, nose, for symmetry, shape, and features
- Inspection and palpation of the sinuses, neck and thyroid gland
- Inspection and palpation of the regional lymphatics
Laboratory: Assessment of Head, Neck, Nose, Mouth, Throat, Related Lymphatics
Week 3 Culture and Caring Impact on Health Online class #1 in Blackboard
ONLINE and Physical Assessments Application https://www.thinkculturalhealth.hhs.gov/resources/videos
9/11/19
Week 4 Lecture: Assessment of the Respiratory system Lung & thorax exam video
9/18/19
- Review of anatomy & physiology
- Changes with age
- Techniques of examination
- Simulation and Practice of the skill
- Screening for health promotion for
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Documentation of findings
- Inspection of the thorax
- Assessment: respirations-rate, pattern, depth, symmetry
- Palpation of the thorax for crepitus, tactile fremitus
- Percussion of the thorax for hyper-resonance, dullness
- Auscultation of breath sounds
- Identification of adventitious breath sounds
Laboratory: Assessment of Thorax and Lungs
Week 5 Lecture: Assessment of the Eye and Ear Eye & ear video
9/25/19 Changes with age Review of anatomy
Techniques of examination & physiology
Practice of the skill
Screening for health promotion
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Documentation of findings
- Assess the eye for visual acuity, color vision, visual fields
- Cardinal Fields of gaze
- Pupil Abnormalities
- Fundoscopy examination of retinal structures
- Assessment of Optic Disc
- Auditory Screening- Weber and Rinne tests
- Inspection of external ear
- 8. Otoscopy assessment of the ear
Laboratory: Assessment of Ear and Eye and use of equipment
Week 6 Assessment of the Skin, Hair, Nails Online Class #2
ONLINE Due by end of day in Blackboard
10/2/19 Hair, skin, & nails video
Week 7 MIDTERM
10/23/19 Lecture: Assessment of Abdomen Abdomenal exam video
- Holistic health principles
- Cultural considerations
- Review of anatomy & physiology
- Changes with age
- Techniques of examination and use of equipment
- Screening for health promotion
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Documentation of findings
- Four quadrant anatomic inspection of the abdomen for contour, symmetry, pigmentation and color, masses, pulsation.
- Auscultation for bowel sounds and vascular sounds
- Percussion of four quadrants of abdomen
- Light and deep palpation of the abdomen
Laboratory: Assessment techniques and use of equipment
Week 8 Assessment of the Breast, Urinary and Regional Lymphatic Online Class #3
Online Due by end of day in Blackboard
10/30/19 Breast assessment video
Week 9 Lecture: Assessment of Cardiovascular and Cardiovascular exam
video
11/6/19 Peripheral Vascular System
- Review of anatomy & physiology
- Changes with age
- Techniques of examination
- Screening for health promotion
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Documentation of findings
- Assessment of heart sounds
- Palpation and auscultation of arterial pulses
- Inspection and palpation of peripheral perfusion
Laboratory: Assessment techniques and use of equipment
Week 10 Assessment of Neurological System/ Cranial Nerves Neurological exam video
ONLINE Online Class #4 in Blackboard
11/13/19
Week 11 Lecture: Assessment of Musculoskeletal & Neurological System
Musculoskeletal Exam video
11/20/19 System/Sensory System
- Review of Anatomy
- Pain, temperature
- Vibration, stereognosis
- Assessment of reflexes
- Assessment of cerebellar function
- Assessment of Musculoskeletal
Special Considerations
- Health Promotion
- Lifespan
- Psychosocial
- Cultural/Environmental assessment
Laboratory: Assessment techniques of neuro, motor, musculoskeletal, sensory
Week 12 Assessment of Vulnerable populations
ONLINE Due by end of day Online Class #5 in Blackboard
11/27/19
Week 13 Practicum/Presentations Final assignment/Presentations
12/4/19 All students are required to attend class Practicum by schedule
Week 14 Practicum/Presentations Final assignment/Presentations
12/11/19 All students are required to attend class Practicum by schedule
Week 15 Final Examination Practicum by appointment
12/18/19
REFERENCES
American Nurse Association. (2015). Nursing Scope and Standards of Practice (3rd ed.) Silver Spring, MD: ANA.
Bersamin PhD, A., Stafford, PhD, R. S., & Winkleby, PhD, M. A. (2009). Predictors of Hypertension Awareness, Treatment, and Control in Mexican-American Women and Men. Journal of General Internal Medicine 24(3), 521-7.
Brewer, B. & Watson, J. (Dec. 2015) Evaluation of Authenticity of Human Caring Professional Practices. JONA. 45(12): pp. 622–627.
Fowler, M. D. (2009). Religion, Bioethics, and Nursing Practice. Nursing Ethics, 16(4), 393-405.
Fowler, M.D. (2015). Guide to the Code of Ethics for Nurses with Interpretive Statements. (2nd ed.) Silver Spring, MD: American Nurses Association.
Giger, J.N. & Davidhizar, R. E. (2008). Transcultural Nursing: Assessment and Intervention (5th ed.) St. Louis, Mo.: Mosby/Elsevier.
Larios, S. E., Wright, S., Jernstrom, A., Lebron, D., & Sorensen, J. L. (2011). Evidence-Based Practices, Attitudes, and Beliefs in Substance Abuse Treatment Programs Serving American Indians and Alaska Natives: A Qualitative Study. Journal of Psychoactive Drugs, 43(4), 355-359. doi:10.1080/02791072.2011.629159
Leininger, M. M., & McFarland, M. R. (2006). Culture care Diversity and Universality. (2nded.) (p.289). Sudbury, MA: Jones & Bartlett.
Leininger, M.M., & McFarland, M.R. (2002). Transcultural Nursing: Concepts, Theories, Research and Practice. New York: McGraw-Hill.
Lowe, J., Riggs, C., & Henson, J. (2011). Principles for Establishing Trust When Developing a Substance Abuse Intervention with a Native American Community. Creative Nursing, 17(2), 68-73.
Lutz, C., & Przytulski, K. (2010). Nutrition and Diet Therapy (5th ed.). Philadelphia: F.A.
Davis
Montoya, J. A., Salinas, J. J., Barroso, C. S., Mitchell-Bennett, L., & Reininger, B. (2010). Nativity and Nutritional Behaviors in the Mexican Origin Population Living in the US – Mexico Border Region. Journal of Immigrant Minority Health (2011), 13, 94 – 100.
Portes, A., Fernandez – Kelly, P. & Light, D. (2012, January 1). Life on the edge: immigrants confront the American health system. Ethical and Racial Studies 35(1), 3-22.
Purnell, L.D. (2009). Guide to Culturally Competent Health Care (2nd ed.). Philadelphia: F.A. Davis Co.
Snyder, M. Lindquist, R. (2010). Complementary and Alternative Therapies in Nursing. (6th ed.) New York, NY: Springer Publishing Company
Watson, J. Watson Caring Science Institute. Retrieved from https://www.watsoncaringscience.org/
COURSE SCHEDULE
| Course Schedule
Session Dates |
Lecture/Lab | Online class | Assignment due dates/Discussion Board due dates |
| August 28, 2019 | Lecture/Lab | NA | Couse readings due |
| September 4, 2019 | Lecture/Lab | NA | Couse readings due |
| *September 11, 2019 | NA | YES | *Blackboard Online Class #1
Due by end of day |
| September 18, 2019 | Lecture/Lab | NA | Couse readings due
Status update on Abstract and Poster Clinical Clearance progress update |
| September 25, 2019 | Lecture/Lab | NA | NYCCT Simulation Lab |
| *October 2, 2019 | NA | YES | *Blackboard Online Class #2
Due by end of day |
| October 23, 2019 | Lecture/Lab | NA | Mid Term Exam
Couse readings due Clinical Clearance due |
| *October 30, 2019 | NA | YES | *Blackboard Online Class #3
Due by end of day |
| November 6, 2019 | Lecture/Lab | NA | Couse readings due
Status update on Abstract and Poster |
| *November 13, 2019 | NA | YES | *Blackboard Online Class #4
Due by end of day |
| November 20, 2019 | Lecture/Lab | NA | Course readings due |
| * November 27. 2019 | NA | YES | *Blackboard Online Class #5
Due by end of day |
| December 4, 2019 | Lecture/Lab | NA | Presentations of Poster, All documents posted before December 30, 2019 online 11:59 if Presentation in class December 4, 2019 or December 11, 2019 //or Final Practicum or combination of Practicum and Presentations |
| December 11, 2019 | Lecture/Lab | NA | Presentations of Poster, All documents posted before December 3, 2019 online 11:59 if Presentation in class December 11, 2019 //or Final Practicum or combination of Practicum and Presentations |
| December 18, 2019 | Lecture/Lab | NA | Final Exam
(Practicum scheduled if needed) |
| *Log into Blackboard | to complete | assignments | and to validate attendance |
