Galen College of Nursing

Course Syllabus

Course Information:
Course Name Nursing Practice – Adult Health I
Course Number NSG 3250
Course Section Number 14D 01
Quarter Credit Hours
4/2/3
[Theory/Lab/Clinical]
Contact Hours
Twelve weeks: [48/48/108]
[Theory/Lab/Clinical]
Prerequisites NSG 3130: NSG 3160; NSG 3180
Co-requisites NSG 3280
Course Location See Student Self Service for information. Select Academics > Schedule.
Course Meeting Dates/Times Times and locations are subject to change.
Engaged lectures, seminars, multimedia, internet, textbooks, written
Methods of Instruction assignments, small group work, and faculty-supervised learning
laboratory practice.
Faculty reserves the right to make changes as necessary to this course
Changes to Syllabus syllabus. Learners will be notified in writing of any changes in a timely
fashion.

Faculty Information:
Faculty Evaline Kihara, MSN, APRN, AGACNP-BC, CCRN

Office Location Houston Campus

Office Hours By appointment
Phone Number(s) 713-338-9404
Email Address [email protected]

Course Description:
This course focuses on the delivery of evidence-based care of adult patients experiencing common and less
complex health problems, chronic healthcare conditions, and the effects of aging in relationship to these
problems. Emphasis is placed on advancing the use of clinical judgment to establish priorities related to
health promotion, disease prevention, reduction of risk potential, and improving patients’ health adaptation.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 1

Textbooks & Resources:
Yoost, B. L., & Crawford, L. R. (2023). Fundamentals of nursing: Active
learning for collaborative practice (3rd ed.). Elsevier. ISBN-13:
9780323828093

Frandsen, G., & Pennington, S. (2021). Abrams’ clinical drug therapy:

Rationales for nursing practice (12th ed.).
Wolters Kluwer.
ISBN-13: 9781975136130
Required Textbook(s)
Harding, M., & Snyder, J. (2020). Clinical Reasoning Cases in Nursing (7th
ed).: Elsevier.
ISBN-13: 9780323527361

Hinkle, J. L., Cheever, K. H., & Overbaugh, K. (2022). Brunner & Suddarth’s
textbook of medical-surgical nursing (15th ed.). Wolters Kluwer.
ISBN-13: 9781975161033
Horntvedt, T. (2023). Dimensional Analysis: Calculating Dosages Safely
(3rd ed.). F. A. Davis
ISBN-13: 9781719646284

Silvestri, L. A., & Silvestri, A. E. (2023). Saunders comprehensive review

for the NCLEX-RN® examination (9th ed.). Elsevier.
Recommended Textbook(s) ISBN-13: 9780323795302

Vallerand, A. H., & Sanoski, C. A. (n.d.). Davis’s drug guide for nurses
(Current ed.). F. A. Davis.

Any handbook or laboratory and diagnostic tests

Any medical dictionary

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 2

Additional Information:
Student Portal See Student Self Service for information.
Galen Website www.galencollege.edu
Student Catalog See Student Self Service for information.
For 24/7 technical support with Canvas, you can contact our Canvas
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Courses are augmented on the web utilizing the Canvas Learning
Management System. On the first day of class, students will be oriented
to the learning system. Students will access the course syllabus and
Web-Enhanced Access
content through this network. https://classroom.galencollege.edu. This
network will also provide access to student course grades, a means to
submit assignments, and handouts the faculty may post for you.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 3

Program Student Learning Outcomes (PSLOs):
1. Synthesize knowledge from the arts and sciences to form a foundation for the practice of professional
nursing.
2. Provide holistic, culturally competent care for individuals, families, and populations through health
promotion and disease prevention across the lifespan and healthcare continuum.
3. Integrate professional values and behaviors when delivering standards-based nursing care to diverse
patients and populations.
4. Develop leadership skills to provide and continuously improve the delivery of safe, patient-centered
quality healthcare.
5. Incorporate best practices and the most current evidence when using clinical reasoning to make practice
decisions.
6. Incorporate information systems and technology in order to communicate, manage knowledge, mitigate
error, and support decision-making.
7. Integrate effective communication and collaboration skills to improve patient satisfaction and health
outcomes.

Course Student Learning Outcomes (CSLOs):

1. Demonstrate holistic, culturally competent care for patients experiencing common and less complex
health problems, chronic healthcare conditions, and the effects of aging in relationship to these problems.
(PSLO 2)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients
experiencing common and less complex health problems, chronic healthcare conditions, and the effects of
aging in relationship to these problems. (PSLO 3)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of
safe, patient-centered, quality healthcare to patients experiencing common and less complex health
problems, chronic healthcare conditions, and the effects of aging in relationship to these problems. (PSLO
4)
4. Implement best practices and current evidence when caring for patients experiencing common and less
complex health problems, chronic healthcare conditions, and the effects of aging in relationship to these
problems. (PSLO 5)
5. Explain how information systems and technology can be used to communicate, manage knowledge,
mitigate error, and support decision-making to care for patients experiencing common and less complex
health problems, chronic healthcare conditions, and the effects of aging in relationship to these problems.
(PSLO 6)
6. Determine effective communication and collaboration skills to improve patient satisfaction and health
outcomes when caring for patients experiencing common and less complex health problems, chronic
healthcare conditions, and the effects of aging in relationship to these problems. (PSLO 7)

Course Requirements:
1. Achieve a minimum cumulative course average of 74% in the theory portion of the course.
2. Achieve a score of 90% or higher within three attempts on the Dosage Calculation Exam.
3. Achieve a “Pass” within three attempts on each Competency Performance Examination (CPE).
4. Achieve a “Pass” on each written laboratory or clinical assignment.
5. Achieve a “Satisfactory” on the final clinical evaluation.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 4

Final Course Grade Determination for Theory, Lab, & Clinical:
Unit/Week
Theory Weight Date Administered
Administered
Exam 1 24% 3
For exam dates:
Exam 2 24% 5 https://colss-
Exam 3 24% 8 prod.ec.galencollege.edu
/Student
ATI RN Fundamentals Go to: Academics ->
4% 10
Proctored Assessment* Schedule.
Final Exam 4 24% 11
Total 100%
* Learners will be provided one opportunity to attain the benchmark of Level 2 or higher on the ATI RN Fundamentals
Proctored Assessment. If a Level 2 or higher is achieved, learners will earn 4% toward their final course average.

Laboratory – Unit/Week
Requirement Date Administered
Examinations Administered
CPE A: IV Therapy (IV Attempt 1: 6 Attempt 1: TBD
initiation, IV Medication: Pass Attempt 2: 6 Attempt 2: TBD
IVPB & IVP) Attempt 3: TBD Attempt 3: TBD
Attempt 1: 11 Attempt 1: TBD
CPE B: Tracheostomy
Pass Attempt 2: 11 Attempt 2: TBD
Care and Suctioning
Attempt 3: TBD Attempt 3: TBD
Attempt 1: 2
Pass
Dosage Calculation Exam Attempt 2: 5 During Lab as Assigned
(Pass = 90%)
Attempt 3: 10
Learners must ‘pass’ CPE A and CPE B and the dosage calculation test within three attempts to meet the requirements and pass
the course.

Clinical Packets Requirement Unit/Week Due Date Due

Satisfactory
Clinical Packet (weekly) As Assigned As Assigned
(Per rubric)
Clinical Written
Requirement Unit/Week Due Date Due
Assignments
Satisfactory
Reflective Journaling (3) As Assigned As Assigned
(Satisfactory = 74%)
Satisfactory
Concept Map (3) As Assigned As Assigned
(Satisfactory = 74%)
Satisfactory
Teaching Plan (1) As Assigned As Assigned
(Satisfactory = 74%)
Learners must “Pass” each written assignment to meet the requirements and pass the course.

Clinical Evaluation Requirement Unit/Week Due Date Due

Clinical Evaluation Satisfactory As Assigned As Assigned
Learners must achieve a satisfactory on each written assignment and the final clinical evaluation to meet the requirements and
pass the course.

Academic Policies:
All policies and procedures contained in the most recent edition of the Student Catalog apply to this course
and are hereby incorporated by reference into this syllabus. Please refer to the Galen College of Nursing
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 5
website and your campus at: http://www.galencollege.edu/campuses/ for the most recent edition of the
Student Catalog.

Disability Accommodations
Galen will make academic adjustments and provide auxiliary aids and services deemed necessary and
appropriate to facilitate enrollment and participation of qualified individuals with disabilities. Any student
who wishes to request disability accommodations should contact one of Galen’s Title IX Coordinators.
Information regarding disability accommodations can be found in the Student Catalog published on
the College website, as well as the Accessibility and Accommodations page of the website.

Grading Scale:

Grade Explanation Quality Quality Points

A+ 98.00 – 100 Excellent 4
A 95.00 – 97.99 4
A- 92.00 – 94.99 3.7
B+ 89.00 – 91.99 3.3
B 86.00 – 88.99 Good 3
B- 83.00 – 85.99 2.7
C+ 79.00 – 82.99 2.3
C 74 – 78.99 Average 2
F Below 74 Failing 0
S Satisfactory
U Unsatisfactory
Audit Audit
I Incomplete
W Withdrawn
WP Withdrawn Passing
WF Withdrawn Failing** Failed 0
T Transferred
DP Dismissed Passing
DF Dismissed Failing** Failed 0
* Students must earn a grade of at least 74.00 to pass each course.
**Grades of WF or DF will be considered when computing GPA.

Course Requirements:
Achieve a minimum cumulative course average of 74%.

Dosage Calculation Tests:

Accurate computation of medication dosages and solutions is an essential competency for safe nursing
practice. In order to establish the achievement of this competency, students will be required to obtain a
passing score of 90% or higher on a medication calculation test. Students will have three attempts to obtain a
score of 90% or higher. Remediation will be required after each unsuccessful attempt on the medication
calculation test. If a student does not earn a passing grade of 90% or higher by the third attempt, the student
will earn a grade of “F” for this course.

Competency Performance Examination (CPE):

The purpose of the Clinical Performance Examination is to assess a student’s performance of required nursing
practice competencies. In order to establish the achievement of this competency, students will be required to
successfully pass CPEs within 3 attempts. If a student does not pass the CPE by the third attempt, the student
will earn a grade of “F” for this course.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 6

Clinical and CLL Written Assignments:
Students may be required to submit written assignments. Successful completion of these assignments will be
based on earning a pass as outlined in the grading rubrics included in the syllabus. Students who do not pass a
written assignment (i.e.: Careplan, Concept Maps and Teaching Plans) will have one opportunity to revise the
assignment for resubmission. Students who fail to complete this assignment or who do not earn a pass per the
rubric after the allowed repeated attempt will not meet the requirements for this course and will earn a grade
of “F” for this course.

Late Assignment Policy

All assignments are expected to be submitted by the due date. Late assignments, without faculty consent, may
result in a grade of “0”. Late assignments, with faculty consultation and consent, may result in a penalty of 5%
per day past due on written assignments. No assignments will be accepted after the official term end date.
Initial weekly discussions or reflections will be penalized for lateness according to the rubric and instructions.

Makeup Exam/Quiz Policy

Students are expected to take all exams and quizzes as scheduled. A student who will be late for or misses an
exam or quiz is expected to notify faculty in advance. The decision to offer a make-up exam or quiz will be at
the discretion of the course faculty member in collaboration with the program director. The number of make-
up exams or quizzes per term may be limited. The make-up exam or quiz may be different from the originally
administered version and standardized reporting for feedback regarding the exam may be unavailable. The
program director must approve any change in the scheduling of the last exam administered in the course.

Course/Faculty Evaluation:
As part of Galen’s continued effort to offer courses of the highest quality and effectiveness, students will have
the opportunity to evaluate this course as well as provide feedback on course faculty. Evaluations will be
distributed to students prior to the end of the quarter. All evaluations are completely confidential and
anonymous.

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Exam Blueprint:
Exam 1

Unit Content # of Questions

• Perioperative Care
Unit 1 24-26
• Concepts of Rehabilitation
Unit 2 • Alterations in Glucose Metabolism 24-26

TOTAL 50

Exam 2

Unit Content # of Questions

Unit 3 • Alterations in Tissue Integrity 24-26

• Infection Control Guidelines
Unit 4 24-26
• Alterations in Oxygenation
TOTAL 50

Exam 3

Unit Content # of Questions

Unit 5 • Alterations in Neurological Function 16-17

Unit 6 • Alterations in Sensory Perception 16-17

Unit 7 • Alterations in Mobility 16-17

TOTAL 50

Exam 4

Unit Content # of Questions

• Alterations in Sexuality
Unit 8 16-17
• Disorders of the Male Genitalia and Reproductive Function
• Disorders of the Female Genitalia and Reproductive Function
Unit 9 16-17
• Disorders of the Breast
• Concepts of Aging
Unit 10 16-17
• Concepts of Chronic illness
TOTAL 50

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 8

 Laboratory
Theory & Clinical Learning

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 9

Topical Outline:
Any changes to this syllabus will be communicated to the student in writing.
Unit 1
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care of the perioperative and rehabilitation patient and the effects of aging using evidence-based practice and
quality care measures. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based perioperative and rehabilitation nursing care and the effects of aging. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to
perioperative and rehabilitation patients and the effects of aging. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing common and less complex health problems, chronic healthcare
conditions, effects of aging, and the concepts of perioperative and rehabilitation care. (CSLO 4)
5. Explain how information systems and technology can be used to communicate, manage knowledge, mitigate error, and support decision-making to care
for perioperative and rehabilitation patients experiencing common and less complex health problems, chronic healthcare conditions, and the effects of
aging in relationship to these problems. (CSLO 5)
6. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for perioperative and
rehabilitation patients experiencing common and less complex health problems, chronic healthcare conditions, and the effects of aging in relationship to
these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Perioperative Care • Presentation • Perioperative Care • Group Activity: Evidence Hinkle et al., 2022
• Concepts of • Socratic Questioning • Concepts of Based Practice in • Ch. 2, Medical-Surgical
Rehabilitation • In-Class Discussion: Rehabilitation Perioperative Nursing Nursing, pp. 36-49
• Types of rehabilitation QSEN Competencies • Case Studies • Chapter Ch. 14:
• Staple/Suture Removal Preoperative Nursing
Demonstration and Management, pp. 396-
Practice 414
• Group Discussion: • Ch. 15: Intraoperative
Concepts of Rehab Nursing Management, pp.
416-436
• Ch. 16: Postoperative
Nursing Management, pp.
437-458

Frandsen & Pennington,

2021
• Ch. 9: Drug Therapy for
Coagulation Disorders,
Nursing Implications,
Heparin, Enoxaparin, pp.
151-155

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 10

 • Ch. 16: Drug Therapy for
Pain Fever and
Inflammation, Nursing
Implications: Salicylates
pp. 309-310,
Acetaminophen, pp. 313-
314, Ibuprofen, pp. 317,
Meloxicam, pp. 319
• Ch. 38: Drug Therapy for
Nausea and Vomiting,
Nursing Implications:
Promethazine, pp. 768-
769, Hydroxyzine, p. 771,
Ondansetron, pp. 772
• Ch. 49: Drug Therapy
with Opioids, Nursing
Implications: Morphine
Sulfate, Fentanyl,
Hydrocodone,
Hydromorphone, pp.
979-980, Naloxone, pp.
987
• Ch. 51: Overview of
General Anesthesia,
Nursing Implications:
Isoflurane, Nitrous Oxide,
p. 1006, Vecuronium, pp.
1011-1012, Propofol, p.
1009
• Ch. 53: Drug Therapy for
Malignant Hyperthermia,
Nursing Implications:
Dantrolene Sodium, p.
1067
• Ch. 54: Drug Therapy for
Anxiety and Insomnia,
Nursing Implications:
Benzodiazepines,
Diazepam, Alprazolam,
Lorazepam, pp. 1084-
1085

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 11

 Unit 2
Unit Student Learning Outcomes (USLOs): Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing alterations in Glucose Metabolism, and the effects of aging in relationship to
these problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients experiencing alterations in Glucose Metabolism, and
the effects of aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing alterations in Glucose Metabolism, and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing alterations in Glucose Metabolism, and the effects of aging in
relationship to these problems. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
alterations in Glucose Metabolism, and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in Glucose • Presentation • Alterations in Glucose • Group Activity: Teaching Hinkle et al., 2022
Metabolism • Socratic Questioning Metabolism Plan • Ch. 46: Management of
o Glucose Intolerance • Rapid Recall o Glucose Intolerance Group Activity: Discharge Patients with Diabetes,
Disorders Disorders Planning pp. 1487-1531
▪ Pre-diabetes o Diabetes Education • CPE A: IV Initiation, IV
▪ Diabetes Mellitus • Insulin Administration Medications Yoost & Crawford, 2023
- Type 1 • Intravenous Therapy Demonstration and • Ch. 39: Fluid, Electrolyte,
Diabetes • CPE A: CPE A: IV Therapy Practice and Acid-Base Balance,
Mellitus o IV Initiation • Ch. 35: Medication
- Type 2 o IV Medications Administration
Diabetes o IVPB
Mellitus IVP Frandsen & Pennington,
▪ Gestational 2021
Diabetes • Ch. 41: Drug Therapy for
▪ Metabolic Diabetes Mellitus,
Syndrome Nursing Implications –
▪ Hypoglycemia Insulins, pp. 825-827;
▪ Hyperglycemia Glipizide & Glyburide, pp.
▪ Somogyi Effect
831-832; Acarbose, p.
▪ Dawn
Phenomenon 835; Metformin, p. 833-
834; Rosiglitazone, p.
836; Repaglinide, pp.
837-838; Sitagliptin, pp.
839-840; Exenatide, p.
843; Patient Teaching
Guidelines for

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 12

 Antidiabetic Drugs
(General), pp. 830; The
Nursing Process, pp. 47-
848

Unit 3
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing alterations in tissue integrity, and the effects of aging. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients experiencing alterations in tissue integrity, and the
effects of aging. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing alterations in tissue integrity, and the effects of aging. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing alterations in tissue integrity, and the effects of aging. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
alterations in tissue integrity, and the effects of aging. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in Tissue • Presentation • Alterations in Tissue • Integumentary Hinkle et al., 2022
Integrity • Socratic Questioning Integrity Assessment • Ch. 56: Management of
• Pruritis • Integumentary Demonstration and Patients with
• Urticaria Assessment Practice Dermatologic Disorders,
• Nail Disorders • Venous access devices • Group Activity: Concept pp. 1821-1829
• Infectious Processes o Tunneled Maps • Ch. 26: Assessment and
o Herpes Simplex o Implanted • Central Venous Access Management of Patients
o Herpes-Zoster o Central lines Devices: Discussion and with Vascular Disorders
• Fungal Infections Demonstration and Problems of
o Yeast • Case Studies Peripheral Circulation,
• Bacterial Infections • CPE Practice pp. 861-862
o Impetigo • Ch. 33: Assessment and
o Cellulitis Management of Patients
• Inflammatory Conditions with Allergic Disorders,
o Seborrheic pp. 1056-1057
Dermatitis • Ch. 39: Management of
o Psoriasis Patients with Oral and
o Acne Vulgaris Esophageal Disorders, p.
• Allergic Skin Responses 1230
o Atopic • Ch. 51: Management of
Dermatitis/Eczema Patients with Female
o Contact Dermatitis Reproductive Disorders,
• Parasitic Infestations pp. 1677-1678; 1682-
o Lyme Disease 1684

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 o Scabies • Ch. 55 Assessment of
o Pediculosis Integumentary Function,
• Other pp. 1802-1813
o Pressure Ulcers • Ch. 56: Management of
o Abnormal Cell Patients with
Growth Dermatologic Disorders,
▪ Cysts pp. 1815-1820; 1829-
▪ Malignant 1846; 1851-1859
▪ Benign • Ch. 67: Emergency
Nursing, p. 2202

Yoost & Crawford, 2023

• Ch. 39: Fluid, Electrolyte,
and Acid-Base Balance,

Frandsen & Pennington,

2021
• Ch. 14: Drug Therapy for
the Treatment of Cancer,
Nursing Implications:
Methotrexate, p. 268
• Ch. 16: Drug Therapy to
Decrease Pain, Fever, and
Inflammation, Nursing
Implications: Ibuprofen,
p. 317
• Ch. 17: Drug Therapy
with Corticosteroids,
Nursing Implications:
Prednisone, pp. 347-350
• Ch. 23: Drug Therapy for
Viral Infections, Nursing
Implications: Acyclovir
pp. 441
• Ch. 24: Drug Therapy for
Fungal Infections,
Nursing Implications:
Nystatin, p. 479
• Ch. 25: Drug Therapy for
Parasitic Infections,
Nursing, Adverse Effects

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 and Contraindications:
Permethrin, p. 502-503
• Ch. 32: Drug Therapy to
Decrease Histamine
Effects and Allergic
Response, Nursing
Implications:
Diphenhydramine, pp.
640, 642
• Ch. 61: Drug Therapy for
Disorders of the Skin,
General Guidelines:
Benzoyl Peroxide,
Mupirocin, Selenium
Sulfide, Salicylic Acid,
Coal Tar, Potriene,
Tazarotene, p. 1209,
Isotretinoin, p. 1216

Unit 4
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing alterations in oxygenation, and the effects of aging in relationship to these
problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients experiencing alterations in oxygenation, and the effects
of aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing alterations in oxygenation, and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing alterations in oxygenation, and the effects of aging in relationship to
these problems. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
alterations in oxygenation, and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Infection Control • Presentation • Infection Control • Oxygen Therapy: Rapid Hinkle et al., 2022
Guidelines • Socratic Questioning Guidelines Recall • Ch. 17: Assessment of
o Hospital Acquired • Alterations in • PPE Practice Respiratory Function, pp.
Infection Oxygenation • Case Studies 470-493
• Alterations in • Oxygen Therapy and • Respiratory Assessment • Ch. 20: Management of
Oxygenation Respiratory Treatments Demonstration and Patients with Chronic
o Obstructive Sleep • CPE B: Tracheostomy Practice Pulmonary Disease, pp.
Apnea Care and Suctioning 608-616; 625-628

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 o Upper Airway • Tracheostomy Care and • Ch. 18: Management of
obstruction Suctioning Patients with Upper
o Asthma Demonstration Respiratory Tract
o Rhinitis • Tracheostomy Care and Disorders, pp. 494-505;
o Pharyngitis Suctioning 507-511
o Laryngitis • Ch. 19: Management of
o Influenza Patients with Chest and
o Occupational Lower Respiratory Tract
Pulmonary Disease Disorders, pp. 576-577
• Ch. 20: Management of
Patients with Chronic
Pulmonary Disease, pp.
632-643
• Ch. 42: Assessment and
Management of Patients
with Obesity, p. 1352
• Ch. 66: Management of
Patients with Infectious
Diseases, pp. 2144-2158

Yoost & Crawford, 2023

• Ch. 38: Oxygenation and
Tissue Perfusion

Frandsen & Pennington,

2021
• Ch. 7: Pharmacology and
Women’s Health, Nursing
Implications:
Medroxyprogesterone
acetate, p. 116-118
• Ch. 10: Drug Therapy for
Dyslipidemia, Nursing
Implications:
Atorvastatin, pp. 178-182
• Ch. 16: Drug Therapy to
Decrease Pain, and Fever,
and Inflammation,
Nursing Implications:
Aspirin, p. 30 6-309
Acetaminophen, pp. 311-

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 314, Ibuprofen, p. 314-
318
• Ch. 17: Drug Therapy
With Corticosteroids,
Nursing Implications:
Prednisone,
Betamethasone,
Fluticasone, pp. 336-357
• Ch. 18: Drug Therapy
With Beta-Lactam
Antibacterial Agents,
Nursing Implications:
Penicillin, Amoxicillin,
Ampicillin, pp. 357-361,
Cephalosporins, p. 361-
368
• Ch. 61: Drug Therapy for
Disorders of the Skin:
Erythromycin, p. 1211-
1214
• Ch. 23: Drug Therapy for
Viral Infections, Nursing
Implications: Oseltamivir
Phosphate, p. 437-441
• Ch. 31: Drug Therapy for
Nasal Congestion and
Cough, Nursing
Implications:
Guaifenesin, p. 620
• Ch. 32: Drug Therapy to
Decrease Histamine
Effects and Allergic
Response, Nursing
Implications:
Diphenhydramine, pp.
639-642
• Ch. 33: Drug Therapy for
Asthma and
Bronchoconstriction,
Nursing Implications:
Albuterol, pp. 657-659;
Ipratropium Bromide, pp.
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 17
 661-662; Montelukast,
pp. 668-670
• Ch. 38: Drug Therapy for
Nausea and Vomiting,
Nursing Implications:
Ondansetron, pp. 72
• Ch. 40: Drug Therapy for
Diarrhea, Nursing
Implications:
Diphenoxylate with
Atropine Sulfate, p. 801-
803
• Ch. 53: Drug Therapy for
Seizure Disorders and
Spasticity, Nursing
Implications:
Acetazolamide, pp1053-
1057
• Ch. 55: Drug Therapy for
Depression and Mood
Stabilization, Nursing
Implications:
Risperidone, pp. 1108-
1111
• Ch. 57: Drug Therapy for
Attention Deficit
Hyperactivity Disorder
and Narcolepsy, Nursing
Implications: Modafanil,
pp. 1144-1145

Unit 5
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing common and less complex neurological disorders, and the effects of aging in
relationship to these problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients experiencing neurological conditions and the effects of
aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing neurological conditions and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing common neurological conditions and the effects of aging in
relationship to these problems. (CSLO 4)

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 18

 5. Explain how information systems and technology can be used to communicate, manage knowledge, mitigate error, and support decision-making to care
for patients experiencing neurological conditions and the effects of aging in relationship to these problems. (CSLO 5)
6. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
neurological conditions and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in • Presentation • Calculation Exam 2 • Calculation Exam 2 Hinkle et al., 2022
Neurological Function • Socratic Questioning • Alterations in Case Studies • Ch. 60: Assessment of
o Acute Disorders of Neurological Function • Neurovascular Neurologic Function, pp.
the Brain Altered Level of Assessment 1977-1991
▪ Cerebrovascular Consciousness Demonstration and • Ch. 61. Management of
Disease and Rehabilitation Practice Patients with Neurologic
Stroke • Nervous System • NIH Stroke Scale Practice Dysfunction, pp. 1992-
- TIA/RIND Assessment • Glasgow Coma Scale 1999; 2017-2030
- Ischemic • Alterations in Mobility Practice • Ch. 62: Management of
Stroke • Musculoskeletal • Musculoskeletal Patients with
- Hemorrhagic Assessment Assessment Cerebrovascular
Stroke Demonstration and Disorders, pp. 2031-2054
▪ Cerebral Practice • Ch. 63: Management of
Aneurysm and • CPE Practice Patients with Neurologic
Arteriovenous Trauma, pp. 2061-2069
Malformation • Ch. 64: Management of
- Cerebral Patients with Neurologic
Aneurysm Infections, Autoimmune
- Arteriovenou Disorders, and
s Neuropathies, pp. 2106-
Malformatio 2110
n • Ch. 65: Management of
o Chronic Disorders of Patients with Oncologic
Neurologic Function or Degenerative
▪ Brain Disorders Neurologic Disorders, pp.
- Seizure 2122-2128
Disorder
- Epilepsy Frandsen & Pennington,
- Parkinson’s 2021
Disease • Ch. 9: Drug Therapy for
o Bell Palsy Coagulation Disorders,
o Trigeminal Neuralgia Nursing Implications:
o Headache Heparin, pp. 151-152,
Warfarin, pp. 153-157,
Clopidogrel pp. 161-162,

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 19

 Alteplase/t-PA, pp. 165-
166
• Ch. 10: Drug Therapy for
Dyslipidemia, Nursing
Implications:
Rosuvastatin, pp. 178-
179
• Ch. 17: Drug Therapy
with Corticosteroids,
Nursing Implications:
Prednisone, pp. 340-345
• Ch. 34: Drug Therapy for
Fluid Volume Excess,
Nursing Implications:
Mannitol, pp. 673, 675
• Ch. 39: Drug Therapy for
Constipation and
Elimination Problems,
Nursing Implications:
Laxatives/Cathartics, pp.
767-768, 771
• Ch. 48: Drug Therapy for
Parkinson’s Disease,
Urinary Spasticity, and
Disorders Requiring
Anticholinergic Drug
Therapy, Nursing
Implications: Levodopa-
carbidopa, pp. 920, 922-
923, Tolcapone, pp. 925-
926, Benztropine
mesylate, p. 935
• Ch. 52: Drug Therapy for
Migraines and Other
Headaches, Nursing
Implications:
Sumatriptan, pp. 998-999
• Ch. 53: Drug Therapy for
Seizure Disorders and
Spasticity, Nursing
Implications:
phenobarbital, pp. 1010-
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 20
 1012, Diazepam,
Lorazepam, pp. 1012,
1014-1015, Gabapentin,
pp. 1017-1018,
Carbamazepine, p. 1022,
Valproate, pp. 1029-
1030, Levetiracetam, p.
1033
Unit 6
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing alterations in sensory perception, and the effects of aging in relationship to
these problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients with alterations in sensory perception, and the effects
of aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing alterations in sensory perception, and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing alterations in sensory perception, and the effects of aging in
relationship to these problems. (CSLO 4)
5. Explain how information systems and technology can be used to communicate, manage knowledge, mitigate error, and support decision-making to care
for patients experiencing alterations in sensory perception, and the effects of aging in relationship to these problems. (CSLO 5)
6. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
alterations in sensory perception, and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in Sensory • Presentation • CPE A (Attempt 1 and 2) • CPE A (Attempt 1 and 2) Hinkle et al., 2022
Perception • Socratic Questioning • Ch. 58: Assessment and
o Hearing Impairment Management of Patients
Disorders with Eye and Vision
▪ Conductive Disorders, pp. 1896-1933
Hearing • Ch. 59: Assessment and
Impairment Management of Patients
- Cerumen with Hearing and Balance
Impaction Disorders, pp. 1935-1963
- Foreign Body • Ch. 46: Management of
Occlusion Patients with Diabetes,
- Otosclerosis pp. 1519-1521
▪ Sensorineural
Hearing Frandsen & Pennington,
Impairment 2021
- Ototoxicity • Ch. 34: Drug Therapy for
- Trauma Fluid Volume Excess,

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 21

 - Meniere’s Nursing Implications:
Disease Hydrocholorthiazide, pp.
▪ Acute Otitis 669-670, Spironolactone,
Media p. 672
▪ Chronic Otitis • Ch. 38: Drug Therapy for
Media Nausea and Vomiting,
o Visual Impairment Nursing Implications:
Disorders Promethazine, pp. 749-
▪ Impaired Vision 750
- Refractive • Ch. 54: Drug Therapy for
Errors Anxiety, Nursing
- Visual Implications: Diazepam,
Impairment pp. 1054-1055
and • Ch. 59: Drug Therapy for
Blindness Disorders of the Eye,
▪ Age-Related Nursing Implications:
Disorders Betaxolol, p. 1147,
- Cataracts Acetazolamide,
▪ Retinal Disorders Pilocarpine, p. 1149, pp.
- Retinal 1149-1150
Detachment
- Diabetic
Retinopathy
- Macular
Degeneration
▪ Glaucoma
- Wide-Angle
Glaucoma
- Narrow
Angle-
Glaucoma
▪ Conjunctivitis

Unit 7
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing alterations in mobility, and the effects of aging in relationship to these problems.
(CLSO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients with alterations in mobility, and the effects of aging in
relationship to these problems. (CLSO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing alterations in mobility, and the effects of aging in relationship to these problems. (CLSO 3)
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 22
 4. Implement best practices and current evidence when caring for patients experiencing alterations in mobility, and the effects of aging in relationship to
these problems. (CLSO 4)
5. Explain how information systems and technology can be used to communicate, manage knowledge, mitigate error, and support decision-making to care
for patients experiencing alterations in mobility, and the effects of aging in relationship to these problems. (CLSO 5)
6. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
alterations in mobility, and the effects of aging in relationship to these problems. (CLSO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in Mobility • Presentation Alterations in Sensory Case Studies Hinkle et al., 2022
o Soft-Tissue Injuries • Socratic Questioning Perception • Sensory Assessment • Ch. 36: Management of
▪ Sprains & Strains • Hearing Impairment Demonstration and Patients with
▪ Ligaments Disorders practice Musculoskeletal
▪ Joints • Visual Impairment • CPE Practice Disorders, pp. 1113-1149
▪ Tendons Disorders • Group Activity: Visual • Ch. 35: Assessment of
▪ Muscle Sensory Assessment Impairment Musculoskeletal
o Bone injuries and • Group Activity: Hearing Function, pp. 1097-1112
Infections • Alterations in Mobility Impairment • Ch. 37: Management of
▪ Bone and joint Musculoskeletal Assessment • CPE Practice Patients with
trauma Musculoskeletal Trauma,
- Back Pain Musculoskeletal Assessment pp. 1152-1202
▪ Fractures Demonstration and Practice • Ch. 65: Management of
- Types Patients with Oncologic
- Healing or Degenerative
process Neurologic Disorders, pp.
- Complication 2132-2133
s Frandsen & Pennington,
· Delayed 2021
· Osteonec • Ch. 7: Pharmacology and
rosis Women’s Health, Nursing
· Osteomy Implications: Estrogen, p.
elitis 114
· Compart • Ch. 16: Drug Therapy to
ment Decrease Pain, Fever, and
Syndrom Inflammation, Nursing
e Implications: Celebrex, p.
· Fat 323, Indomethacin, p.
emboli 319-322, Allopurinol, pp.
syndrom 326-328
e • Ch 41: Drug Therapy for
· Deep Diabetes Mellitus,
venous Nursing Implications:
thrombo Metformin, p. 812
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 23
 sis and • Ch. 44: Drug Therapy to
pulmona Regulate Calcium and
ry Bone Metabolism,
embolis Nursing Implications:
m Raloxifene, p. 896
· Neurovas • Ch. 45: Drug Therapy for
cular Addison’s Disease and
injury Cushing’s Disease,
▪ Dislocations and Nursing Implications:
Subluxations Denosumab, p. 896
▪ Bone Structure • Ch. 53: Drug Therapy for
Disorders Seizure Disorders and
- Scoliosis Spasticity, Nursing
▪ Infections of the Implications:
Bone Cyclobenzaprine, p.
- Osteomyeliti 1066-1068
s • Ch. 55: Drug Therapy for
▪ Metabolic Bone Depression and Mood
Disease Stabilization, Nursing
- Osteoporosis Implications:
- Paget Amitriptyline, pp. 1099-
Disease 1100-1069, Duloxetine,
- Osteomalacia p. 1104
▪ Bone Cancer
▪ Bone Tumors
▪ Diseases of
Skeletal Muscle
- Muscular
Dystrophy
▪ Osteoarthritis
▪ Joint Dysfunction
Secondary to
Other Diseases
- Psoriatic
Arthritis
- Gout
▪ Carpal Tunnel
Syndrome
▪ Amputations
Unit 8

Unit Student Learning Outcomes (USLOs):

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 24
 1. Demonstrate holistic, culturally competent care for patients experiencing sexually transmitted infections, male genitalia and reproductive disorders, and
the effects of aging in relationship to these problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients experiencing sexually transmitted infections, male
genitalia and reproductive disorders, and the effects of aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing sexually transmitted infections, male genitalia and reproductive disorders, and the effects of aging in relationship to these problems. (CSLO
3)
4. Implement best practices and current evidence when caring for patients experiencing sexually transmitted infections, male genitalia and reproductive
disorders, and the effects of aging in relationship to these problems. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
sexually transmitted infections, male genitalia and reproductive disorders, and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Alterations in Sexuality • Presentation • Alterations in Sexuality • Case Studies Hinkle et al., 2022
o Sexually Transmitted • Socratic Questioning • Disorders of the Male • Male Reproductive • Ch. 51: Management of
Infections Genitalia and Assessment Patients with Female
▪ Gonorrhea Reproductive Function Demonstration and Reproductive Disorders,
▪ Syphilis • Male Reproductive Practice pp. 1679-1686
▪ Chlamydia Assessment • Group Activity: STE • Ch. 53: Assessment and
▪ Trichomoniasis • Self-Testicular Exam Education. In groups, Management of Patients
▪ Genital Herpes (STE) take turns educating on with Male Reproductive
▪ Human STE Disorders, pp. 1743-1777
papillomavirus • CPE Practice • Ch. 66: Management of
• Disorders of the Male Patients with Infectious
Genitalia and Diseases, pp. 2168-2169
Reproductive function
o Inflammation and Frandsen & Pennington,
infectious disorders 2021
▪ Epididymitis • Ch. 8: Pharmacology and
▪ Benign Prostatic Men’s Health, Nursing
Hyperplasia Implications: Finasteride
▪ Prostatitis p. 138-139, Tamsulosin,
o Acquired Disorders pp. 140-141
▪ Urethral • Ch. 18: Drug Therapy
Strictures With Beta-Lactum
▪ Erectile Antibacterial Agents,
Dysfunction Nursing Implications:
o Neoplastic Disorders Ceftriaxone p. 365-367,
▪ Neoplasms of the Penicillin, pp. 357-360
Penis • Ch. 19: Drug Therapy
▪ Neoplasms of the with Aminoglycosides,
Testes Nursing Implications:
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 25
 ▪ Prostate Cancer Levofloxacin, pp. 381-
383
• Ch. 20: Drug Therapy
With Tetracyclines,
Sulfonamides, and
Urinary Antiseptics,
Nursing Implications:
Trimethoprim-
Sulfamethoxazol,e p.
392-395
• Ch. 21: Drug Therapy
with Macrolides and
Miscellaneous Anti-
Infective Agents, Nursing
Implications:
Azithromycin, p. 403-
405, Metronidazole, p.
410
• Ch. 23: Drug Therapy for
Viral Infections, Nursing
Implications: Acyclovir,
Valacyclovir, Famciclovir,
pp. 438-441
Unit 9
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing female disorders of the reproductive system, and the effects of aging in
relationship to these problems. (CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients with female disorders of the reproductive system, and
the effects of aging in relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing, female disorders of the reproductive system and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when caring for patients experiencing female disorders of the reproductive system, and the effects of aging
in relationship to these problems. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
female disorders of the reproductive system, and the effects of aging in relationship to these problems. (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Disorders of the Female • Presentation • Disorders of the Female Dosage Calculation Exam 3 Hinkle et al., 2022
Genitalia and • Socratic Questioning Genitalia and • Case Studies • Ch. 50: Assessment and
Reproductive Function Reproductive Function • Female Reproductive Management of Patients
• Disorders of the Breast Assessment with Female Physiologic

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 26

 o Alterations in Uterine • Female Reproductive Demonstration and Processes, pp. 1643-
Position and Pelvic Assessment Practice 1650; 1652-1655
Support • Self-Breast Examination • Group Activity: SBE • Ch. 51: Management of
▪ Uterine Prolapse (SBE) Education. In groups, Patients with Female
▪ Cystocele take turns educating on Reproductive Disorders,
▪ Rectocele SBE pp. 1676-1704
o Inflammation and • CPE Practice • Ch. 52: Assessment and
Infection Management of Patients
▪ Pelvic with Breast Disorders,
Inflammatory pp. 1714; 1718-1730
Disease
▪ Vaginitis Frandsen & Pennington,
o Abnormal Tissue 2021
Growths • Ch. 7: Pharmacology and
▪ Uterine Women’s Health, Nursing
Leiomyomas Implications:
(Fibroids) Progesterone, pp. 116-
▪ Ovarian Cysts 120
▪ Endometriosis • Ch. 8: Pharmacology and
▪ Malignant Men’s Health, Nursing
- Cervical Implications: Danazol, p.
- Endometrial 131-133
- Vaginal • Ch. 18: Drug Therapy
- Vulvar With Beta-Lactam
- Ovarian Antibacterial Agents,
• Disorders of the Breast Nursing Implications:
o Benign Breast Ceftriaxone, p. 361-368
Disorders • Ch. 20: Drug Therapy
▪ Fibrocystic With Tetracyclines,
Breast Disease Sulfonamides, and
▪ Specific Benign Urinary Antiseptics,
Neoplasms Nursing Implications:
o Malignant Disorder Doxycycline, pp. 388-391
of the Breast • Ch. 21: Drug Therapy
With Macrolides and
Miscellaneous Anti-
infective Agents, Nursing
Implications:
Metronidazole, p. 410
• Ch. 24: Drug Therapy for
Fungal Infections,
Nursing Implications:
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 27
 Nystatin, p. 478,
Clotrimazole,
Micronazole,
Terconazole, pp. 480-483
• Ch. 41: Drug Therapy for
Diabetes Mellitus,
Nursing Implications:
Metformin, p. 832-834
• Ch. 43: Drug Therapy for
Pituitary and
Hypothalamic
Dysfunction, Nursing
Implications: Leuprolide,
p. 876-878

Unit 10
Unit Student Learning Outcomes (USLOs):
1. Demonstrate holistic, culturally competent care for patients experiencing chronic illnesses, and the effects of aging in relationship to these problems.
(CSLO 1)
2. Apply professional values and behaviors when delivering standards-based nursing care to patients with a chronic illness, and the effects of aging in
relationship to these problems. (CSLO 2)
3. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe, patient-centered quality healthcare to patients
experiencing a chronic illness, and the effects of aging in relationship to these problems. (CSLO 3)
4. Implement best practices and current evidence when administering and teaching the effects of medications on aging population. (CSLO 4)
5. Determine effective communication and collaboration skills to improve patient satisfaction and health outcomes when caring for patients experiencing
common and less complex health problems, chronic healthcare conditions, and the effects of aging in relationship to these problems (CSLO 6)
Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
• Concepts of Aging • Presentation • Concepts of Aging o Case Studies Hinkle et al., 2022
o Ageism • Socratic Questioning • Concepts of Chronic o Group Discussion • Ch. 7: Disability and
o Effects of Medication • Rapid Recall Illness o Comprehensive Chronic Illness, pp. 155-
on Aging Person • Assessment Review Assessment (Related 163
▪ Concepts of (Related to Aging) to Aging) • Ch. 8: Management of the
Chronic Illness • Intravenous Therapy Demonstration and Older Adult Patient, pp.
Practice 166-192
o Role Play: Education
o Group Activity Frandsen & Pennington,
Prevention 2021
• Ch. 5: Pharmacology and
the Care of Adults and

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 28

 Geriatric Patients, pp. 76-
88
• Ch. 7: Pharmacology and
Women’s Health, Nursing
Implications: Conjugated
Estrogen, pp. 114-115,
Medroxyprogesterone
Acetate, pp. 117-118,
Conjugated Estrogen-
Medroxyprogesterone,
pp. 122-123
• Ch. 8: Pharmacology and
Men’s Health, Nursing
Implications: Sildenafil,
pp. 134-135
Unit 11/12

No new Unit Student Learning Outcomes (USLOs)

Theory Theory Laboratory Laboratory Required Reading
Content Learning Activities Content Learning Activities Assignment
Review • Presentation CPE B (Attempt 1 and 2)
• Socratic Questioning

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 29

 Galen College of Nursing
Competency Performance Examination (CPE)
Student Role and Responsibilities

Contract for Expected Behaviors of Nursing Students Related to CPEs:

As a student at Galen College, I understand that I must comply with the following expectations as
validated by my signature below:

1. I am expected to attend lab, use my practice time effectively, and practice all skills until I am able to
perform them competently during the Competency Performance Examination (CPE) within the designated
time period.
2. I will respect the mannequins as I would my client.
3. I will familiarize myself with all CPE materials provided, including the CPE Examination Packet, Universal
Competencies, and the CPE Procedure, Protocol and General Study Guide. I will safeguard and use these
materials, which I will receive at the beginning of each quarter to prepare for the CPE and competent
practice.
4. I will clarify any points of confusion or doubt during lab time with my instructor so that I can practice
productively and competently.
5. I will present a positive professional attitude and demeanor at all times during the CPE.
6. I will treat the CPE as an examination, not as a practice session; I will prepare for it as I would other types
of final examinations.
7. I understand that the Examination Coordinator (EC), who oversees all aspects of the CPE process, will act
as my advocate during the examination and that I may ask questions for clarification concerning general
examination procedures prior to the examination.
8. I will adhere to the clinical dress code as stated in the Galen College of Nursing Student Catalog for all
CPEs. I understand that when I am not in compliance I will not be allowed to proceed with the
examination as scheduled.
9. I will arrive at my appointed CPE examination time.
10. If I do not show up on the scheduled time for my scheduled CPE, I understand that I will forfeit this
attempt but will be permitted to take my next attempt as scheduled by the Examination Coordinator.
11. I will perform correct handwashing technique as part of the Universal Competencies during the CPE;
thereafter, as this is a lab simulated examination, throughout the examination I will state specifically when
further handwashing is required.
12. I understand that I am responsible for implementing all critical elements and protocols for skills assigned
during the CPE, and for all Universal Competencies.
13. A Clinical Examiner will observe my performance during all aspects of the CPE; I understand that she/he
is responsible to determine whether or not I meet the stated critical elements correctly and is not there to
teach or help me, but will answer general questions regarding the examination protocol before the CPE
begins.
14. I will be permitted to correct an error and continue the examination but only when my actions do not
jeopardize client safety; this is at the discretion of the Examiner.
15. The Clinical Examiner will stop me when my actions jeopardize client safety, and will terminate the
examination when a critical element or other protocol is violated, at the time and manner specified by the
predetermined CPE criteria.
16. I may be permitted to repeat a CPE skill station, one time on the initial examination day. Third attempt
exams will be scheduled on a different day as determined by the Examination Coordinator.
17. If I fail to meet the required critical elements for a designated skill, the Exam Coordinator will counsel me
as needed and schedule a repeat examination according to policy. I understand I am responsible for
practicing skills according to critical elements prior to repeating the CPE.
18. The Examination Coordinator will render the final decision if a discrepancy or doubt occurs during the
examination about my performance.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 30

19. I am responsible for completing the required examination documentation accurately and submitting it to
the Examination Coordinator prior to leaving the examination area.
20. If my campus utilizes the Galen tote bags, I will bring the necessary items from my bag for testing as
applicable. If I do not bring the necessary items, I will forfeit the first exam opportunity but will be
permitted to take my second attempt as scheduled by the Examination Coordinator.
21. If a third attempt is needed, the Examination Coordinator and I will determine a written plan for success. I
will review and practice the skill and consult with clinical learning lab faculty prior to the third attempt. I
understand I will not be permitted to practice immediately prior to the CPE time. Two Clinical Examiners
will observe my performance during the third attempt. These Clinical Examiners will be faculty who have
not tested me in either of the first two attempts. I understand that if I do not meet the critical elements for
the designated skill or fail to show up for the third attempt, I will receive an unsuccessful for the CPE
resulting in a grade of ‘F’ for the course.

_____________________________________________________________ ________________
Signature of Student Date

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 31

 Galen College of Nursing
Competency Performance Examination (CPE)
Third Attempt Contract

Student Name (print): _______________________________________________ Date: _______________________

You have been scheduled for your _______________ quarter, third attempt Competency Performance Examination
(CPE) on _______________ at (time) __________ at (location) ____________________.

Failure to attend your scheduled third attempt CPE will result in course failure. As described in your syllabus,
you are expected to arrive promptly, in Galen blue uniform, for your scheduled appointment.

The skill(s) you will be performing during your third attempt CPE is/are

_____________________________________________________________________________________________________________________

Your responsibilities as a student include:

• Practice CPE skill(s) prior to the third attempt
• Contact clinical learning lab faculty and/or clinical learning lab coordinator for remediation

Your success is important to Galen College of Nursing. Please contact your clinical learning lab faculty and/or
clinical learning lab coordinator if you have any questions regarding this matter.

Clinical Learning Lab Faculty: ________________________________________

My written plan for success includes (be specific, not just practice):

1. _______________________________________________________________________________________________________________
2. _______________________________________________________________________________________________________________

I have received my scheduled third attempt CPE appointment and a copy of this document.

_____________________________________________ ________________________________________
(Student Signature) (Student Phone Number)

_____________________________________________
(Faculty Signature)

*Please provide a copy to the student

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 32

 Galen College of Nursing
NSG 3250 Nursing Practice – Adult Health I
Competency Performance Exam (CPE) A

Student Name (print): _______________________________________________ Date: _______________________

Student Signature: __________________________________________________

Exam Coordinator: _________________________________________________ Campus: _____________________

Standard Met _______ Not Met _______ Initial Test: _______ Repeat Test: _______

Documentation of critical elements not met: Write the area of care, critical elements not met, and a precise
explanation of the specific behavior that constituted the not met. Both the Clinical Examiner and the student
must initial immediately following the description of reason for failure. Write a statement for each critical
element not met. Use a second page if needed.

P = Pass and F = Fail

Mandatory: Implement all of the following

Universal Competencies (Hand-washing): P F

IV Medication Administration – IV Insertion, IV Piggyback, IV Push

Date__________1st Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ PF
Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Date__________2nd Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ P F

Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Date__________3rd Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ PF

Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Each CPE skill is to be completed within a total of a 20-minute time frame. Learner’s that are
unsuccessful during the initial examination will be permitted to repeat the skill/s two times only.
Skill/s that are not completed successfully during the initial CPE will be repeated as specified by the
CPE Exam Coordinator.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 33

Examiner sign, and initial, in space provided:
Signature Initials Signature Initials

Used with permission and adapted from work by Carrie B. Lenburg, EdD, FAAN, Competency Performance Examination.
Revised 01/25/09 jrc

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 34

 Galen College of Nursing
NSG 3250 Nursing Practice – Adult Health I
Competency Performance Exam (CPE) B

Student Name (print): _______________________________________________ Date: _______________________

Student Signature: __________________________________________________

Exam Coordinator: _________________________________________________ Campus: _____________________

Standard Met _______ Not Met _______ Initial Test: _______ Repeat Test: _______

Documentation of critical elements not met: Write the area of care, critical elements not met, and a precise
explanation of the specific behavior that constituted the not met. Both the Clinical Examiner and the student
must initial immediately following the description of reason for failure. Write a statement for each critical
element not met. Use a second page if needed.

P = Pass and F = Fail

Mandatory: Implement all of the following

Universal Competencies (Hand-washing): P F

Tracheostomy Care and Suctioning

Date__________1st Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ PF
Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Date__________2nd Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ P F

Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Date__________3rd Attempt: (Examiner’s initials)______ Start Time: _____ Stop Time:______ PF

Reason for Failure:________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________

Each CPE skill is to be completed within a total of a 20-minute time frame. Learner’s that are
unsuccessful during the initial examination will be permitted to repeat the skill/s two times only.
Skill/s that are not completed successfully during the initial CPE will be repeated as specified by the
CPE Exam Coordinator.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 35

Examiner sign, and initial, in space provided:
Signature Initials Signature Initials

Used with permission and adapted from work by Carrie B. Lenburg, EdD, FAAN, Competency Performance Examination.
Revised 01/25/09 jrc

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 36

 Competency Performance Examination (CPE)

I. Universal Competencies: Consistent with the level in the program, the student will implement all of the
following skills throughout the CPE:

A. Standard Precautions: The prevention of the introduction of or the transfer of harmful organisms in
nursing practice (PSLO 1, 2, 5; CSLO 2, 4)
Critical Elements
1. Wash hands in presence of examiner prior to beginning any patient care
2. Use hand sanitizer:
a. after each patient activity
b. after coming in contact with any patient body secretions
c. after handling contaminated equipment, supplies, or surfaces
3. Protect patient, self and others from contamination
4. Dispose of contaminated material in designated containers according to
institution policy and procedure
5. Confine contaminated material to contaminated areas
6. Implement any designated special precautions as required by institution protocols

B. Safety and Security:

Physical Safety and Security: Any action or inaction on the part of the student that threatens the
patient’s well-being or violates the patient’s physical security (PSLO #4, 5; CSLO 3, 4)
Critical Elements
1. Identify assigned patient prior to initiating any patient care
2. Prepare patient and environment effectively prior to beginning areas of care
3. Protect the patient from physical harm at all times:
a. side rails are raised when indicated
b. bed in lowest position after completion of care
c. assess patient’s ability to use call-light that is within easy reach
d. assess patient’s ability to ambulate safely prior to ambulation
e. secure restraints, when required, without injuring patient
4. Assess patient for allergies or other factors that influence care

Emotional Security: Any action or inaction which threatens the emotional well-being of the patient,
significant others or violates the patient’s emotional security (PSLO #2, 7; CSLO 1, 6)
Critical Elements
1. Protect the patient and significant others from psychological harm by the
following actions:
a. refer to patient by designated or preferred name
b. communicate verbally and non-verbally in a professional manner
c. communicate verbally and non-verbally in a manner that shows respect
and caring for the patient and /or significant others
d. ensure privacy during physical care, discussion of sensitive matters, or
when otherwise indicated
e. keep all patient-related information professional and confidential

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 37

 C. Communications: The use of verbal and nonverbal interactions and effective communication
techniques with patients, significant others and other healthcare providers (PSLO #7; CSLO 6)
Critical Elements
Communication with Patients:
1. Establish verbal communication with the patient or significant others at the
beginning of the interaction by doing the following:
a. introduce self
b. explain actions to be taken, purpose of interaction, and relevant outcomes
2. Interact with the patient by using at least one the following methods:
a. ask questions to determine patient’s response to nursing actions or level of
comfort
b. direct focus of communication toward patient-oriented interests
c. communicate verbal and non-verbal messages consistent with patient’s
needs or status(e.g., infant, child, or non-communicating adult)
3. Modify communication to be consistent with patient needs, cultural values and
language

Communication with other healthcare providers:

1. Contact relevant care provider to report inconsistencies or specific changes in
patient’s status
2. Describe discrepancies or specific new physical or emotional findings that require
guidance or further actions
3. Communicate new actions to other relevant providers and to patient or significant
others, consistent with situation

D. Critical Thinking: Deliberate and rational thinking focused on clinical decision-making (problem
solving, diagnostic reasoning), reflective judgment, or scientific inquiry (PSLO #4, 5, 6, 7; CSLO 3, 4, 5,
6)
Critical Elements
1. Make decisions that are based on:
a. legal, ethical and/or professional standards
b. relevant nursing and health-related knowledge, standards, accepted
practices, and/or agency protocols
c. pertinent objective and subjective data obtained
d. respect for individual and cultural variations, values, and preferences
e. specified outcomes and plans of action (treatment plans, etc.)
f. potential alternative actions
g. reasoning consistent with previous findings, actions, decisions
2. Prioritize decisions based on available pertinent data related to nursing care
3. Change decisions and care only after consulting with supervising nurse
4. Communicate written decisions:
a. in a timely manner, consistent with stated requirements
b. in language that is clear, accurate, precise and relevant
c. in the designated location, form and format
5. Inform designated person of any changes in patient status detected while
providing care

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 38

 E. Documentation: The recording of data required by, or pertinent to the designated situation (PSLO #6;
CSLO 5)
Critical Elements
1. Document patient care, or other professional activities according to agency
policies and guidelines, using the following methods, as designated:
a. assessment forms, flow graphs, or other standard forms
b. computer programs or systems
c. narrative process recording
2. Document patient changes and responses to care in designated records
3. Use language, terms, and abbreviations that are consistent with professional
standards, agency protocols, and other specific guidelines
4. Record data so that entries are:
a. clear
b. accurate
c. precise
d. pertinent/relevant

F. Professional Relationships and Caring (Humanistic Caring): The use of professional behaviors,
attitude and interactions with patients and significant others that incorporate a discernible valuing
and respect for their circumstances, preferences and overall well-being (PSLO # 2, 3, 5; CSLO 1, 2, 4)
Critical Elements
1. Engage in relationships with patients or significant others that illustrate caring
and respect for well-being
2. Engage in activities that demonstrate caring and respect for the patient’s needs,
and concerns about health status, treatments, and or prognosis
3. Implement behaviors that show respect for patient’s age, gender, cultural values
and personal preferences, to the extent allowed by law and policies:
a. integrate evidence-based practices related to differences in patient’s age
and gender and other variables
b. integrate evidenced-based practices related to cultural/ethic
characteristics

G. Professional Role Performance: Demonstration of behaviors that consistent with designated policies
and procedures of the course, Galen College of Nursing, clinical agencies and ANA Code for Nurses
(PSLO #3, 4, 7; CSLO 2, 3, 6)
Critical Elements
1. Implement student role with responsibility and accountability:
a. comply with policies governing student behavior, dress, attendance, and
academic misconduct as stated in the course, Galen College of Nursing,
Student Handbook
b. prepare for clinical sessions by completing assignments as designated
c. use constructive criticism and suggestions for continued self-development
2. Implement professional roles with responsibility and accountability
a. implement legal, cultural, ethical and professional standards
b. use human and material resources efficiently
3. Communicate effectively with other members of the health care team, peers and
faculty
4. Collaborate effectively with other members of the health care team, peers and
faculty

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 39

II. Competencies Specific to NSG 3250, CPE A PSLO 1, 2, 3, 4, 5, 6, 7; CSLO 1, 2, 3, 4, 5, 6
A. Mandatory: The student will complete all areas of care:

Intravenous Initiation: The introduction of an intravenous catheter into vein.

Not
Critical Elements Met
Met
Universal Competencies (UC)
List the Critical Element(s) not met, if any, on the Documentation
section of face-sheet by utilizing the identifying letter and number of
the UC
1. Position patient to facilitate venipuncture
2. Select site for venipuncture per practice guidelines
3. Set up all necessary equipment per practice guidelines
4. Insert catheter per practice guidelines
5. Verify patency of catheter
6. Secure catheter and cover venipuncture site per practice
guidelines
7. Label the dressing with date, time, gauge of catheter, and
initials

Medication Administration – IVP: The administration of medications via intravenous (IV) Push
route.
Not
Critical Elements Met
Met
Universal Competencies (UC)
List the Critical Element(s) not met, if any, on the Documentation
section of face-sheet by utilizing the identifying letter and number of
the UC
1. Calculate correct medication administration dose and rate
2. Implement nursing measures needed prior to medication
administration
3. Confirm absence of contraindications and compatibility before
administrating medication
4. Prepare the prescribed medications and equipment according
to practice guidelines
5. Administer prescribed medication and dose to designated
patient at the designated time and rate using the correct route
according to practice guidelines

Medication Administration – IVPB: The administration of medications via intravenous piggyback

(IVPB) route.
Not
Critical Elements Met
Met
Universal Competencies (UC)
List the Critical Element(s) not met, if any, on the Documentation
section of face-sheet by utilizing the identifying letter and number of
the UC
1. Confirm correct medication and administration dose
2. Calculate correct medication administration rate
3. Implement nursing measures needed prior to medication
administration
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 40
 4. Confirm absence of contraindications and compatibility before
administrating medication
5. Prepare the prescribed medications and equipment according
to established practice guidelines
6. 5. Administer prescribed medication and dose to designated
patient at the designated time and rate using the correct route
according to practice guidelines

III. Competencies Specific to NSG 3250, CPE B PSLO 1, 2, 3, 4, 5, 6, 7; CSLO 1, 2, 3, 4, 5, 6

B. Mandatory: The student will complete all areas of care:

Tracheostomy Suction: The removal of secretions by mechanical suctioning.

Not
Critical Elements Met
Met
Universal Competencies (UC)
List the Critical Element(s) not met, if any, on the Documentation section
of face-sheet by utilizing the identifying letter and number of the UC
1. Perform a respiratory assessment pre and post procedure
2. Position patient to facilitate breathing and suctioning
3. Monitor patient’s status throughout procedure
4. Maintain patency of tracheostomy tube
5. Perform procedure per practice guidelines
6. Apply suction for approximately 10-15 seconds with no more than 3
consecutive attempts

Tracheostomy Care: Care of the tracheostomy including cleaning, replacing the inner cannula,
and application of a clean dressing to the stoma.

Not
Critical Elements Met
Met
Universal Competencies (UC)
List the Critical Element(s) not met, if any, on the Documentation section
of face-sheet by utilizing the identifying letter and number of the UC
1. Position patient to facilitate breathing and suctioning
2. Monitor patient’s status throughout procedure
3. Maintain patency of tracheostomy tube
4. Provide tracheostomy care, cleaning/replacing inner cannula, clean
stoma, change stoma dressing per practice guidelines
5. Ensure that tracheostomy tube ties are secure and clean

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 41

 Clinical

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 42

 CLINICAL EXPERIENCE

Description of Clinical Experience

Clinical Course 1. Demonstrate holistic, culturally competent care for patients experiencing
Objectives common and less complex health problems, chronic healthcare conditions, and
the effects of aging in relationship to these problems.
2. Apply professional values and behaviors when delivering standards-based
nursing care to patients experiencing common and less complex health
problems, chronic healthcare conditions, and the effects of aging in relationship
to these problems.
3. Demonstrate emerging leadership skills required to provide and continuously
improve the delivery of safe, patient-centered quality healthcare to patients
experiencing common and less complex health problems, chronic healthcare
conditions, and the effects of aging in relationship to these problems.
4. Implement best practices and current evidence when caring for patients
experiencing common and less complex health problems, chronic healthcare
conditions, and the effects of aging in relationship to these problems.
5. Explain how information systems and technology can be used to communicate,
manage knowledge, mitigate error, and support decision-making to care for
patients experiencing common and less complex health problems, chronic
healthcare conditions, and the effects of aging in relationship to these
problems.
6. Determine effective communication and collaboration skills to improve patient
satisfaction and health outcomes when caring for patients experiencing
common and less complex health problems, chronic healthcare conditions, and
the effects of aging in relationship to these problems.
Prior to the 1. Review theory content.
Experience 2. Be prepared to practice acquired clinical skills.
3. Arrive to clinical on time, dressed appropriately, with required supplies.
During the 1. Participate in pre/post conference.
Experience 2. Provide competent, safe, quality, patient-centered nursing care using
established professional standards, guidelines, best practices, and available
evidence.
3. Provide competent and compassionate patient-centered nursing care.
4. Use effective communication and information technology to interact, manage
information, support decision-making, and minimize the potential for error.
5. Analyze patient situations while integrating critical thinking skills and applying
clinical judgment.
6. Reinforce skills that involve participation in collaborative relationships with
patients and members of the interdisciplinary healthcare team.
7. Demonstrate professional behavior required for the care of diverse patients in
a variety of healthcare settings.
Following the 1. Reflective Journaling - Self-evaluate and reflect on your clinical experience.
Experience (Total of 3 for the term)
2. Submit assignments as indicated in the syllabus.
Learning Activities 1. Concept Map (Total of 3 for the term)
2. Teaching plan (Total of 1 for the term)
3. Clinical Packet including Physical Assessment and Health history (Weekly)
4. Huddle

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 43

 Content Outline/Learning Activities
Clinical
Unit Content Outline Clinical Focus
• Perioperative Care • Care of clients through the healthcare
Unit 1 • Concepts of Rehabilitation continuum
• Care of clients with rehabilitation needs
• Care of older adults with alterations in
Unit 2 • Alterations of Glucose Metabolism
Glucose metabolism
• Care of clients with alterations in tissue
Unit 3 • Alterations in Tissue Integrity
integrity
• Infection Control Guidelines • Care of clients with alterations
Unit 4
• Alterations in Oxygenation Oxygenation
• Care of clients with alterations in
Unit 5 • Alterations in Neurological Function
neurological function
• Care of clients with alterations in sensory
Unit 6 • Alterations in Sensory Perceptions
perceptions.
Unit 7 • Alterations in Mobility • Care of clients with alterations in mobility.
• Alterations in Sexuality • Care of clients with alterations in sexuality
Unit 8 • Disorders of the Male Genitalia and or male or reproductive function.
Reproductive Function
• Disorders of the Female Genitalia and • Care of clients with alterations in female
Unit 9 Reproductive Function genitalia and reproductive function or
• Disorders of the Breast disorders of the breast.
• Concepts of aging • Care of the aged client.
Unit 10
• Concepts of Chronic illness • Care of the client with chronic illness.
Unit 11 Clinical Evaluations
*Units may be combined dependent upon scheduling of clinical days

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 44

 Galen College of Nursing
BSN Clinical Packet
Instructions

1. Identify unit focus from syllabus.

2. Complete head-to-toe assessment (remember do NOT use any patient identifiers).
3. Complete Vital sign and Lab and Diagnostic Test areas with results interpreted.
4. Complete Medication sheet with current ACTIVE medication per medication administration record (MAR).
5. Complete narrative nurse’s notes: to include the initial nursing assessment, all safety rounds and any exceptions.
6. Complete Client Plan of Care with Nursing Interventions and Goal(s): Instructions: Review the data collected and
identify alterations that interfere with the clients healing process or the ability to function at his/her highest level.
Prioritize the problems indicating the most important first. Document what you as the nurse will do in caring for the
patient to help with his/her problem/need. PLEASE REFER TO REQUIREMENTS BY COURSE FOR GRADING
STRUCTURE AND PACKET REQUIREMENTS
7. Grading Rubric: Physical Assessment: Scoring is as follows:
a. Exceeds Expectations: Documentation of assessment is accurate and complete for each content area. No
errors on physical assessment.
b. Satisfactory: Documentation of assessment is moderately complete and accurate for content area. Missing
only 1-2 critical elements. Minor spelling and/or grammar issues noted.
c. Needs Improvement: Documentation of assessment is partially complete and accurate for content area.
Missing 3-4 critical elements. Several spelling and/or grammar issues noted.
d. Unsatisfactory: Documentation of assessment is incomplete or inaccurate for content area.
8. Grading Rubric: Narrative Note: Scoring is as follows:
a. Exceeds Expectations: Narrative assessment is complete and accurate based upon documentation. No
spelling and/or grammar issues noted.
b. Satisfactory: Narrative assessment is moderately complete based upon documentation. Missing only 1-2
critical elements. Minor spelling and/or grammar issues noted.
c. Needs Improvement: Narrative assessment is partially complete based upon documentation. Missing 3-4
critical elements. Several spelling and/or grammar issues noted.
d. Unsatisfactory: Narrative assessment is incomplete or inaccurate for content area.
9. Grading Rubric: Client Plan of Care with Nursing Interventions and Goal(s): Scoring is as follows:
a. Exceeds Expectations: See rubric.
b. Satisfactory: See rubric.
c. Needs Improvement: See rubric.
d. Unsatisfactory: See rubric.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 45

Name: _______________________________________________________ Date: ___________________

Course Name/Number: ____________________________________________________________________________

Clinical Packet
Unit Focus ________________

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 46

 DEMOGRAPHICS: Admit Diagnosis: _______________________________ Allergies: NKDA Other: ____________________________
HT: __________ WT: __________ Past Medical/Surgery History: ________________________________________________________________________________________
Code Status: DNR DNI DNH FULL Isolation Type: None Other: ____________________ Diet: ______________________
Initial VS: BP: _____ / _____ site: __________ Resp: _____ / min Pulse: __________ / min O2 Sat: _____ %Temp: __________ Route: _________

NEUROLOGICAL ASSESSMENT
Oriented to: Person Self Place Time Alert Lethargic Comatose
Communication/Speech: Makes needs known Non-verbal Dysarthria Expressive Receptive
Global Aphasia
Pupils: PERRLA/PERRL OR Equal: Yes No R larger L larger
Round: Yes No R abnormal shape L abnormal shape
Pupil Size: R: _____ Reactive to light: Yes No
L: _____ Reaction: Brisk Sluggish R no reaction L no reaction
Accommodation: R L
Glasgow Coma Scale (GCS) (Score range from 3 to 15, Coma = < 7) GCS Coma Scale Total __________
Eye opening to: Verbal response to: Motor response to:
Spontaneous = 4 Oriented, converses = 5 Verbal command = 6
Verbal command = 3 Disoriented, converses = 4 Localized pain = 5
Pain = 2 Uses inappropriate words = 3 Flexes and withdraws = 4
No response = 1 Incomprehensible sounds = 2 Flexes abnormally (decorticate) = 3
No response = 1 Extends abnormally (decerebrate) = 2
No response = 1
Global Deterioration Scale (GDS) (Score range 1 to 7)
A score of 4 or higher is usually considered to be indicative of dementia. A score of 3 on the GDS is considered consistent with mild
cognitive impairment (MCI); people with MCI are at heightened risk to develop dementia within the next few years.
Copyright 2017, American Elder Care, Reproduced with permission.
No Cognitive Very Mild Mild Decline Moderate Moderately Severe Very Severe
Decline = 1 Decline (Age- (MCI) = 3 Decline (Mild Severe Decline Decline Decline (Severe
The patient Associated Increased Dementia) = 4 (Moderate (Moderately Dementia) = 7
functions Memory Loss) = forgetfulness, Difficulty Dementia) = 5 Severe Essentially no
normally, has no 2 slight difficulty concentrating, Major memory Dementia) = 6 ability to speak
memory loss, Normal concentrating, decreased deficiencies. Require or communicate.
and is mentally forgetfulness decreased work memory of Need some extensive Require
healthy associated with performance. recent events, assistance to assistance to assistance with
aging; for People may get and difficulties complete ADLs. carry out daily most activities.
example, forgets lost more often managing Memory loss is activities. Start Often lose
names and or have difficulty finances or more prominent to forget names psychomotor
where familiar finding the right traveling alone and may include of close family skills.
objects were left. words. Loved to new locations. major relevant members. Have
Symptoms are ones will begin Trouble aspects of little memory of
not evident to to notice a completing tasks current lives, recent events.
loved ones or the cognitive decline. efficiently or people may not Many remember
physician accurately. May remember home only some
be in denial address or details of earlier
about symptoms. phone number life. Have
May start and may not difficulty
withdrawing know the time or counting down
from family or day or where from 10 and
friends, they are. finishing tasks.
socialization Incontinence,
becomes ability to speak
difficult. declines,
Physician can personality
detect clear changes,
cognitive delusions,
problems during compulsions, or
a patient anxiety and
interview/exam. agitation may
occur.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 47

 Equality of
Location Muscle Strength Strength Sensation Tremor
><=
Head/Neck Strong Weak Touch To pain No response to pain No Present
Hands Strong Weak R _____ L_____ Touch To pain No response to pain No Present
UEs Strong Weak R _____ L_____ Touch To pain No response to pain No Present
LEs Strong Weak R _____ L_____ Touch To pain No response to pain No Present

MUSCULOSKELETAL / CAST/SPLINT EXTREMITY ASSESSMENT

Gait Ambulatory Yes No Describe gait: _______________________________________________________________________
Assistive Device Yes No Type of Assistive Device: _______________________
Active ROM Passive ROM
Non-ambulatory Yes No Type of Assistive Device: _______________________
Active ROM Passive ROM
Transfers Assist Yes No Type of Assist: None Stand by Assist
One Person Two Person
Use of and Type of Assistive Device for Transfer: _______________________________
CAST/SPLINT EXTREMITY ASSESSMENT
Cast Present: No Extremity Check:
Hot spots over cast? No/NA Color: WNL Pale Other: ________________________________________
Temperature: Warm Cool Other: ________________________________________
Cast intact? Yes No Sensation: WNL Loss of sensation
Splint? Yes No Movement: No Yes, describe: __________________________________________
Cap refill: No Yes, describe: __________________________________________
Pain increasing? No Yes, describe: __________________________________________
Drainage? None Swelling increasing?No Yes, describe: __________________________________________

RESPIRATORY ASSESSMENT
Pulse ox: __________ (WNL 90-100%)
Oxygen: Room air ______liters/ nasal cannula ______% per face mask Mechanical ventilator: ___________________________
_____% per Trach collar Other:______________________ Trach _________________ Size: ____________ Type: ___________________
Cough: None Non-productive, dry Productive Productive sounding, no sputum
Sputum:  None Consistency: Thick Thin Foamy Color:  White  Other: _____________________________________
Respiratory rate: ___________ Tachypnea/hyperventilation (too fast) Bradypnea/hypoventilation (too slow/shallow)
Respiratory effort: Even and unlabored Pursed lip breathing Painful respiration Labored
Dyspnea at rest Dyspnea with minimal effort, talking, eating, repositioning in bed, etc.
Dyspnea with moderate exertion, dressing, walking =< 20 feet, etc.
Dyspnea when walking _____ feet
Dyspnea with exercise
Respiratory pattern: Regular Regular, tachypnea Regular, bradypnea
Regular with periods of apnea
Regular pattern of increasing rate and depth, followed by decreasing rate and depth, followed by apnea (Cheyne-Stokes)
Regular, abnormal, rapid and deep respiration (central neurogenic hyperventilation)
Regular, abnormal, prolonged inspiration with a pause or sigh with periods of apnea (apneustic)
Irregularly irregular pattern/ depth (ataxic) Irregular with periods of apnea (cluster breathing)
Chest Tube
Breath sounds (auscultate anterior & posterior, R & L upper, mid, lower chest). Describe where breath sounds are auscultated.
Clear throughout ____________________________________________________________________
Decreased ___________________________________________________________________________
Crackles/Rales: Fine (sounds like hair rubbing) ___________________________________ Coarse/moist ____________________________________
Rhonchi: (low pitched, moaning, snoring sounds, gurgles) ____________________________________________________________________________________
Wheezes: Inspiratory _______________________________________________ Expiratory _______________________________________
Friction rub (sounds like leather rubbing against leather) _____________________________________________________________________________________
Absent (pneumothorax or look for asymmetrical rise and fall of chest) ______________________________________________________________________

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 48

 CARDIOVASCULAR ASSESSMENT
Temperature: Oral ________ Axillary__________ Temporal ___________Rectal__________ Fistula: Location ___________________ Bruit Thrill
Skin: Warm Dry Cool Clammy Diaphoretic
Skin turgor: < 3 sec (good)  > 3 sec (poor) Fair = 3 sec.
Capillary refill: Brisk < 3 sec. Delayed > 3 seconds Fair = 3 sec.
Apical pulse rhythm: Regular Regularly irregular Irregularly irregular
Apical Pulse Rate: Heart Sounds:
__________ (60-100) Normal S1 S2 abnormal/extra sounds
Bradycardia (rate): __________ Valve click (artificial heart valve)
Tachycardia (rate): __________ Murmur: ___________________________________________________
Peripheral Pulses Edema
R brachial 0  +1  +2  +3 R arm/hand None Non-pitting Pitting _____+
R radial 0  +1  +2  +3 R arm/hand None Non-pitting Pitting _____+
R femoral 0  +1  +2  +3 R groin/knee None Non-pitting Pitting _____+
R popliteal 0  +1  +2  +3 R knee/ankle None Non-pitting Pitting _____+
R posterior tibialis 0  +1  +2  +3 R ankle/foot None Non-pitting Pitting _____+
R dorsalis pedis 0  +1  +2  +3 R ankle/foot None Non-pitting Pitting _____+

L brachial 0  +1  +2  +3 L arm/hand None Non-pitting Pitting _____+

L radial 0  +1  +2  +3 L arm/hand None Non-pitting Pitting _____+
L femoral 0  +1  +2  +3 L groin/knee None Non-pitting Pitting _____+
L popliteal 0  +1  +2  +3 L knee/ankle None Non-pitting Pitting _____+
L posterior tibialis 0  +1  +2  +3 L ankle/foot None Non-pitting Pitting _____+
L dorsalis pedis 0  +1  +2  +3 L ankle/foot None Non-pitting Pitting _____+
Sacrum None Non-pitting Pitting _____+

GENITOURINUARY ASSESSMENT
Genitalia:
No Abnormalities Noted ____________
Noted Abnormalities, describe: __________________________________
Assessment of urination: No complaints Burning Frequency Urgency
Bladder distention palpated Bladder Scan: Results: _____________ Pelvic pain/discomfort
Lower back/flank pain/discomfort
Continent: Yes Stress incontinence with coughing, etc. Rarely incontinent Regularly incontinent
Urine Amount:
As expected (over 30 mL/hr or output approximates input)
Decreased output (Less than 30 mL/hr - Dehydration? Post-op volume depletion? SIADH?)
Output greatly exceeds intake (Diuretics? Post-op diuresis? Diabetes insipidus?)
_______________________ Times Voided _______________________ mLs
Urine color: Yellow Amber Orange Dark amber Pink Red-tinged
Grossly bloody Other: ___________________
Urine characteristics: Clear Cloudy Sediment Abnormal odor Other: ___________________
Method of output: BRP BSC Urinal Bedpan Brief Catheter
Urostomy: N/A Urostomy/ileal conduit
Stoma status: Pink, viable Red Deep red Dusky Dark Retracted below skin S/S of infection
Urinary catheter: N/A Foley Intermittent: Frequency Suprapubic Catheter
Suprapubic catheter insertion site:
Clean/dry/intact S/S of infection
Cath size: ________ Fr _______cc

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 GASTROINTESTINAL ASSESSMENT
Oral mucosa: Intact Moist Dry Pink Pale
Abdomen: Rounded Pendulous Distended Non-distended/flat Tender Non-tender
Soft Firm Ascites Abdominal incision, describe:
Abdominal pain, see pain assessment
Bowel movements: None noted this shift Soft/formed Constipation Diarrhea
Bowel program required Other: ___________________________________________________________________
Date of last bowel movement: __________________________
Continent: Yes Rarely incontinent Regularly incontinent
Method of Output: BRP BSC Bedpan Brief Ostomy
Nausea/vomiting: No Yes, describe: ________________________________________________________________________________________
Bowel Sounds (Mark all four quadrants):
Active RUQ ___ LUQ ____ RLQ _____ LLQ ______  Hyperactive RUQ ___ LUQ ____ RLQ _____ LLQ ______
Hypoactive RUQ ___ LUQ ____ RLQ _____ LLQ ______  Absent (listen for 5 full minutes) RUQ ___ LUQ ____ RLQ _____ LLQ ______
Tubes: None Salem sump N/G tube G-tube J-tube G - J-tube
Insertion site: Clean/dry/intact Pressure areas Redness Purulent drainage Tenderness
Warmth
Tube feeding: Type: Amount: _____mL over/ every hours via Gravity Pump
Intermittent Continuous
Tube placement verified: Yes No Residual checked: Yes, amount________, time checked ________ No
Stoma:  N/A Colostomy Ileostomy
Stoma status:  Pink, viable Red Deep red Dusky Dark Retracted below skin
S/S of infection____________
Ostomy Care: _________________________________________________________________________________________________________________________________
Shift Intake Total: ________________ Shift Output Totals: _____________________ Shift Fluid Balance: ____________________________

SKIN INTEGRITY ASSESSMENT

Skin color: Normal for origin  Pale  Jaundice  Dusky  Cyanotic
Skin is:  Warm  Dry  Intact  Hot  Cool  Moist  Clammy  Not intact, document below
Signs/symptoms of inflammation/infection:
Location(s): ____________________________________ None Noted; Yes, Describe__________________________________________
Client is on a pressure reduction or relief surface: No Yes: type
Surrounding
Location Type (Code) Size Wound Drainage
Tissue
 Abrasion (A) Length: _____cm Tunneling:  WNL Color/
Place corresponding type  Avulsion (V) Present at Characteristics:
code on appropriate  Burn (B) Width: _____cm __________ o’clock,  Redness  Serous
location  Contusion/ depth ________cm  Tenderness  Serosanguinous
Ecchymosis (C) Depth: _____cm  Pain  Sanguineous /
 Laceration (L) Present at  Warmth Bloody
 Puncture (P) o’clock,  Streaking  Yellow
 Pressure ulcer, Incision length: depth  Excoriation  Tan
Stage ________ (#) _____cm ________cm  Bruising  Brown
 Scar (S)  Discolored  Green
 Skin tear (T) Undermining:  Dusky
 Stasis ulcer (U) __________ # of  Firm Boggy Purulent?
 Surgical incision, staples/sutures Wound edges: No Yes
closed, edges are (circle one) Wound Bed  Well
approximated (I) (Select all that approximated Odor?
 Surgical, edges not apply):  Not well No Yes
approximated (Z) Beefy Red approximated
 Open areas (O) Necrotic  Granulation
 Wound dehiscence Sloughing
(W)
 Tattoo/Piercing (*)

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 PAIN ASSESSMENT
None Noted or Reported
If patient is unable to verbalize pain, use non-verbal
pain scale to the right.
Nonverbal pain score: _____

Location of pain: _____________________________________ Pain is: Acute Chronic Constant Intermittent

Pain is affecting: N/A Sleep Activity Exercises Relationships Emotions Concentration
Appetite Other:
Description of pain: Sharp Dull Stabbing Throbbing Shooting Burning Aching Other
_______________________
Pain rating on a scale of 0 to 10: Acceptable level of pain for this client:
Highest pain level today: Lowest pain level today: Least pain ever gets:
What makes the pain worse? Activity Exercises Other: _______________________________________________________________________
What makes the pain decrease? Rest/sleep Medication Heat Cold Family presence Music
Reading Distraction Meditation Guided imagery Relaxation techniques
Other: ___________________________________
PRN Pain medication(s): _________________________________________________________ Route: __________ Last dose: __________
PCA: N/A Yes Medication: Epidural: N/A Yes Medication:
Continuous dose: /hr Demand dose: __________every __________minutes Max doses per hour: _________________
Drsg:Clean Dry Intact Other: _________________

IV ASSESSMENT
No IV
Time/ Date Initiated: __________________ Dressing Type:_______________ Location ____________________
Type of line: Peripheral, site: _______ CVL Type__________ PICC Implanted port Sub q port
Insertion site: Clean/dry/intact Redness Tenderness/pain Warmth Swelling Drainage
IV fluids: N/A, heplock/saline lock IV fluids: @ mL/hr Continuous Over _____hrs
IV pump Dial-a-flo Gravity
TPN/PPN: N/A TPN PPN @ mL/hr Continuous Over hrs per ______pump

ADDITIONAL VITAL SIGNS (VS)

Time B/P Site HR Resp. O2 Sat Temp Route

POC Testing (FSBG): q 6 hrs. q 8 hrs. Other: ____________________

POC Testing Result: _______________ Time: __________________
POC Testing Result: _______________ Time: __________________

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 LAB & DIAGNOSTIC TESTS ASSESSMENT
Date Labs Collected: _____________________
Lab Normal Values per Galen College of Nursing Pt. Results Interpretation
RBC Male: 4.7-6.1mm3 Female: 4.2-5.4 mm3
WBC 5-10mm3
HGB Male: 14-18g/dL Female: 12-16g/dL
HCT Male: 42-52% Female: 37-47%
Platelet 150-400mm3
HgbA1C <6%
Cholesterol Both sexes: <200 mg/dl
NA 135-145mEq/L
K 3.5-5mEq/L
Cl 98-106mEq/L
CO2 22-30mEq/L
Glucose 70-110mg/dL
BUN 10-20mg/dL
Creatinine Male: 0.6-1.2mg/dL Female: 0.5-1.1mg/dL
Albumin 3.5-5g/dL
Calcium 9-10.5mg/dL
ALT 4-36IU/mL
ALK Phos 30-120 IU/L
AST 0-35 IU/L
CPK-MB 0%
Troponin I 0-0.1ng/mL
Troponin T 0-0.2ng/mL
Amylase 56-190IU/L
Lipase 0-110 IU/L
PT** 11-12.5 seconds ** 1.5-2.5 times the normal control
(on Warfarin)
INR** 0.9-1.2 seconds Desired therapeutic level is 2-3 times
the norm (on Warfarin)
PTT** 20-30 seconds ** 1.5-2.5 times the normal control (on
Heparin)
APTT** Both sexes: 30-40 sec. ** 1.5-2.5 times the normal
control (on Heparin)

Date UA collected: ________________________________________

Lab Normal Values per Galen College of Nursing Pt. Results Interpretation
Color Yellow (light pale to dark/deep amber)
RBC ≤RBCs/hpf
WBC 0-4
pH 4-6-8
Casts 0-5 hyaline casts/lpf
Crystals Occasional
Albumin/ Protein 50-80mg/24hrs at rest <250/ 24hrs after exercise
Glucose ≤130mg/dL
Ketones None
Bacteria None

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 52

 Date ABGs collected: ____________________________________
Normal Values per Galen
Test Abbreviation Pt. Results Interpretation
CON
ph n/a Both Sexes: 7.35-7.45
Partial Pressure PCO2 Both Sexes: 35-45 mm Hg
Carbon Dioxide
Partial Pressure PO2 Both Sexes: 80-100 mm Hg
Oxygen
Bicarbonate HCO3 Both Sexes: 22-26 mEq/L
Oxygen saturation SaO2 Both Sexes: 95-100%

Date Labs Collected: ____________________________________________

D-Dimer N/A 500 ng/mL
Bilirubin Bili Total: 0.3-1 mg/dL
Bilirubin Bili Indirect: 0.2-0.8 mg/dL
Bilirubin Bili Direct: 0.1-0.3 mg/dL
Ammonia NH3 15-110 mcg/dL
B-Type Natriuretic BNP < 100 pg/mL: heart failure
Peptide Hormone (HF)
100-300 pg/mL: HF present
> 300 pg/mL: indicates mild
HF
> 600 pg/mL indicates
moderate HF
> 900 pg/mL indicates sever
HF
Other Lab Tests with Abnormal Results:
Test / Date Lab Test and Normal Values Pt. Results Interpretation

Diagnostic Tests (X-rays, MRIs, CT scans, or other studies conducted)

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 53

 MEDICATION ASSESSMENT
Medication Name
Dosage/Route/ Reason for Medication Nursing Considerations/
(Generic and Drug Classification
Frequency (may be off-label use) Intervention
Name Brand)

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 54

 Student Name: ________________________________________ NARRATIVE NURSE’S NOTE

DATE TIME NOTE

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 55

 Student Name: ________________________________________ NARRATIVE NURSE’S NOTE

DATE TIME NOTE

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 56

Student Name: ________________________________________ Date: ______________

Client Plan of Care with Nursing Interventions and Goal(s)

Instructions: Review the data collected and identify alterations that interfere with the clients healing process or the ability to function at his/her
highest level. Prioritize the problems indicating the most important first. Document what you as the nurse will do in caring for the patient to help
with his/her problem/need. Focus of the Care plan is for actual problems (no RISK FOR except in rare instances).

Nursing Diagnosis #1: _______________________________________________________________________________as evidenced by___________________________________________

Nursing Intervention #1: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #2: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #3: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #4: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Goals: Short-term:__________________________________________________________________________________________________________________________________________
Long-term:___________________________________________________________________________________________________________________________________________
Evaluation:_________________________________________________________________________________________________________________________________________________

Nursing Diagnosis #2: _______________________________________________________________________________as evidenced by___________________________________________

Nursing Intervention #1: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #2: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #3: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #4: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Goals: Short-term:__________________________________________________________________________________________________________________________________________
Long-term:___________________________________________________________________________________________________________________________________________
Evaluation:_________________________________________________________________________________________________________________________________________________

Nursing Diagnosis #3: _______________________________________________________________________________as evidenced by___________________________________________

Nursing Intervention #1: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #2: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #3: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Nursing Intervention #4: ____________________________________________________________________________________ Delegatable: Y / N To Whom:______________________
Goals: Short-term:__________________________________________________________________________________________________________________________________________
Long-term:___________________________________________________________________________________________________________________________________________
Evaluation:_________________________________________________________________________________________________________________________________________________

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 57

Student Name: ________________________________________ Date: ______________

Physical Assessment Packet Grading Rubric:

Criteria: Exceeds Satisfactory Needs Unsatisfactory
PSLO 1, 2, 6, 7 Expectation Improvement
CSLO 1, 5, 6 Documentation of Documentation of Documentation of Documentation of
assessment is assessment is assessment is assessment is
accurate and moderately partially complete incomplete or
complete for each complete and and accurate for inaccurate for
content area. No accurate for content area. content area.
errors on physical content area. Missing 3-4 critical
assessment. Missing only 1-2 elements. Several
critical elements. spelling and/or
Minor spelling grammar issues
and/or grammar noted.
issues noted.
Demographic/Neurological
Assessment
Musculoskeletal/Cast/Splint
Extremity Assessment
Respiratory Assessment

Cardiovascular Assessment

Genitourinary Assessment

Gastrointestinal Assessment

Skin Integrity Assessment

Pain/IV Assessment

Lab/Diagnostic Test
Assessment
Medication Assessment

Total Score: Pass / Fail

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 58

Narrative Grading Rubric:
Criterion Exceeds Satisfactory Needs Unsatisfactory
PSLO 1, 2, 3, 4, 5, 6, 7 Expectation Improvement
CSLO 1, 2, 3, 4, 5, 6 Narrative Narrative Narrative Narrative
assessment is assessment is assessment is assessment is
complete and moderately partially incomplete based
accurate based complete based complete based upon
upon upon upon documentation.
documentation. documentation. documentation. Many spelling
No spelling and/or Missing only 1-2 Missing 3-4 and/or grammar
grammar issues critical elements. critical elements. issues noted.
noted. Minor spelling Several spelling
and/or grammar and/or grammar
issues noted. issues noted.
Narrative Assessment
Must include a narrative of
assessment in addition to
addressing the following
critical elements:
Safety, Nutrition, a vital sign
summary for each assessment
and all
interventions/treatments
performed throughout the
shift.
Total Score: Pass / Fail

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 59

Client Plan of Care with Nursing Interventions and Goal(s) Grading Rubric:
Criterion Exceeds Satisfactory Needs Unsatisfactory
PSLO 1, 2, 3, 4, 5, 6, 7 Expectation Improvement
CSLO 1, 2, 3, 4, 5, 6 Client plan of care Client plan of care Client plan of care Client plan of care
with nursing with nursing with nursing with nursing
interventions and interventions and interventions and interventions and
goal(s) is complete goal(s) is complete goal(s) is goal(s) are not
and accurate based and accurate based incomplete and based upon
upon upon contains inaccurate documentation.
documentation. No documentation. 1- subjective and Many spelling
spelling and/or 2 spelling and/or objective data and/or grammar
grammar issues grammar issues based upon issues noted. The
noted. All diagnoses noted. All diagnoses documentation. 3- nursing diagnoses
are NANDA are NANDA 4 spelling and/or were not complete.
approved and approved and grammar issues The related to were
correlate to correlate to noted. Some not complete. The
patient’s data and patient’s data. The diagnoses are interventions were
history. The interventions NANDA approved not complete. The
interventions contribute to the but do not goal was not
contribute to the patient/family correlate to complete.
patient/family goal. patient’s data. The
goal. The interventions interventions do
The interventions are specific to the not contribute to
are specific to the patient/family. the patient/family
patient/family. The interventions goal.
The interventions are appropriate The interventions
are appropriate and prioritized, are not prioritized
and prioritized, include or specific to the
include documentation and patient/family.
documentation and references in APA. References are not
references in APA. There may be one in proper APA or
The goal statement (1) APA issue noted. are missing. The
is SMART and The goal statement goal statement is
patient/family is SMART and not SMART or
oriented, evaluated patient/family patient/family
and evidence oriented, evaluated oriented.
provided. and evidence Evaluation of goal
provided. The goal may not be
may be missing one complete.
(1) SMART element.
The Plan of care with
nursing interventions and
client goals facilitate the
prioritization of care
through the proper data
collection and analysis;
thus, requiring the student
to critically think and
manage client care.
Total Score: Pass / Fail

Final Score:
Physical Narrative
Plan of Care Total FINAL GRADE
Assessment Total Total
Pass / Fail Pass / Fail Pass / Fail PASS / FAIL

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 60

 Client Plan of Care with Nursing Interventions and Goal(s) Requirements by Course
# Clinical # Clinical Comments
BSN Course Packets to Packets
Submit Successful
or Better
NSG 3130 One Weekly 1 Final packet submitted must have all areas successful or
Fundamental Concepts better to pass.
& Skills for Nursing
Practice II
NSG 3250 Nursing One Weekly 4 All packets submitted must have physical assessment and
Practice – Adult narrative note successful or better and final four (4)
Health I packets must have all sections successful or better to pass.
NSG 3800 Nursing One Weekly 6 All packets submitted must have physical assessment and
Practice – Adult narrative note successful or better and final six (6) packets
Health II must have all sections successful or better to pass.
NSG 4100 Nursing One Weekly 8 All packets submitted must have physical assessment and
Practice – Adult narrative note successful or better and final eight (8)
Health III packets must have all sections successful or better to pass.
NSG 4800 Transition One Weekly 8 All packets submitted must have physical assessment and
to Professional narrative note successful or better and final eight (8)
Nursing Practice packets must have all sections successful or better to pass.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 61

 Assignment: Nursing Concept Map

Each student is required to complete three (3) concept maps during the quarter. For each of these concept
maps you are required to:

Directions:
1. Follow the rubric to address of the elements of the Nursing Concept Map: Assessment and Medical History,
Nursing Diagnoses, Planning, Interventions, Evaluation, and Development and Linking Data.
a. Provide a complete and accurate assessment and medical history (subjective and objective data).
b. Provide three (3) nursing diagnosis statements.
c. Provide one (1) short-term goal and one (1) long-term goal for each nursing diagnosis.
d. Provide a minimum of three (3) nursing interventions for each nursing diagnosis.
e. Provide an evaluation for each short-term and each long-term goal.
f. Diagram developed, which demonstrates critical thinking and conceptualized connections which
express the interrelation of the nursing and medical diagnosis through holistic mindfulness using
concept mapping visualizations.
2. The Nursing Concept Map should be legibly handwritten and include professional language.
3. References utilized to prepare the nursing care plan such as the course textbook or care plan book should
be cited in APA format at the bottom of the Nursing Care Plan.

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 62

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 63
Nursing Concept Map Grading Rubric:

Assessment and Medical Excellent Satisfactory Needs improvement Unsatisfactory Comments/

History (15) (12) (9) (0) Score

• Evaluation of the Includes all pertinent Includes all pertinent Does not include all Assessment and Medical
assessment and subjective and objective subjective and objective pertinent subjective History competency is
medical history is the data related to the data related to the and/or objective data not complete or includes
basis for planning patient’s problem and patient’s problem and related to the patient only irrelevant data.
care. nursing diagnosis. nursing diagnosis, but problem and nursing
• Is complete and also includes data not diagnosis and/or
accurate containing related to the nursing includes irrelevant data.
pertinent subjective diagnosis.
and objective data
related to the patient’s
problem and nursing
diagnosis.
PSLO 1, 2, 3, 4, 6
CSLO 1, 2, 3, 5
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Nursing Diagnosis
(20) (15) (12) (0) Score
The nursing diagnosis The Nursing Diagnosis The Nursing Diagnosis The Nursing Diagnosis The Nursing Diagnosis
provides the basis for the included all 3 included 2 components included 1 components included 0 components
selection of nursing components of: of: of: of:
interventions to achieve • The three (3) • The three (3) • The three (3) • The three (3)
short-term and long-term nursing diagnosis nursing diagnosis nursing diagnosis nursing diagnosis
goals (NANDA approved) (NANDA approved) (NANDA approved) (NANDA approved)
Contains the following 4 • A diagnosis that • A diagnosis that • A diagnosis that • A diagnosis that
components: correlates with the correlates with the correlates with the correlates with the
• The three (3) nursing assessment data assessment data assessment data assessment data
diagnoses (NANDA • The “Related to” • The “Related to” • The “Related to” • The “Related to”
approved) correlates with correlates with correlates with correlates with
• The diagnoses patient’s data patient’s data patient’s data patient’s data
correlate with the collected in the collected in the collected in the collected in the
assessment data assessment and is assessment and is assessment and is assessment and is
• The “Related to” not a medical not a medical not a medical not a medical
correlates with diagnosis. diagnosis. diagnosis. diagnosis.
patient’s data • The “As evidenced • The “As evidenced • The “As evidenced • The “As evidenced
collected in the by” correlates with by” correlates with by” correlates with by” correlates with
assessment and is not the assessment data the assessment data the assessment data the assessment data
a medical diagnosis. documented on the documented on the documented on the documented on the
assessment form assessment form assessment form assessment form
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 64
 • The “As evidenced by” (only if actual (only if actual (only if actual (only if actual
correlates with the diagnosis) diagnosis) diagnosis) diagnosis)
assessment data
documented on the
assessment form
(only if actual
diagnosis)
PSLO 1, 2, 3, 4, 6
CSLO 1, 2, 3, 5
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Planning
(20) (15) (12) (0) Score
The short-term and long- The Planning included all The Planning included The Planning included The Planning included 15
term goals assist the 28-30 components of: 22-27 components of: 16-21 components of: or less components of:
patient in achieving
positive outcomes. 3 short-term goals 3 short-term goals 3 short-term goals 3 short-term goals
The planning section • Related to the • Related to the • Related to the • Related to the
should include 1 short- nursing diagnosis nursing diagnosis nursing diagnosis nursing diagnosis
term and long-term goal • Patient centered • Patient centered • Patient centered • Patient centered
for each nursing diagnosis • Realistic for patient • Realistic for patient • Realistic for patient • Realistic for patient
for a total of both 3 short situation situation situation situation
and 3 long-term goals, in • Includes a time • Includes a time • Includes a time • Includes a time
which each goal includes frame frame frame frame
the following 5 • Is measurable • Is measurable • Is measurable • Is measurable
components for a total of
30 components. 3 long-term goals 3 long-term goals 3 long-term goals 3 long-term goals
• Related to the • Related to the • Related to the • Related to the
3 short-term goals nursing diagnosis nursing diagnosis nursing diagnosis nursing diagnosis
• Related to the nursing • Patient centered • Patient centered • Patient centered • Patient centered
diagnosis • Realistic for patient • Realistic for patient • Realistic for patient • Realistic for patient
• Patient centered situation situation situation situation
• Realistic for patient • Includes a time • Includes a time • Includes a time • Includes a time
situation frame frame frame frame
• Includes a time frame • Is measurable • Is measurable • Is measurable • Is measurable
• Is measurable
3 long-term goals
• Related to the nursing
diagnosis
• Patient centered
• Realistic for patient
situation
• Includes a time frame
• Is measurable
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 65
 PSLO 1, 2, 3, 4, 5, 6, 7
CSLO 1, 2, 3, 4, 5, 6
Interventions Excellent Satisfactory Needs improvement Unsatisfactory Comments/
(20) (15) (12) (0) Score
Nursing Interventions The Interventions The Interventions The Interventions The Interventions
assist the client in meeting included all 6 included 4-5 components included 2-3 components included 0-1 components
short-term and long-term components of: of: of: of:
goals. • Minimum of 3 • Minimum of 3 • Minimum of 3 • Minimum of 3
The interventions section nursing nursing nursing nursing
should include a minimum interventions for interventions for interventions for interventions for
of 3 nursing interventions each nursing each nursing each nursing each nursing
for each of the three diagnoses. Each diagnoses. Each diagnoses. Each diagnoses. Each
nursing diagnosis. intervention should: intervention should: intervention should: intervention should:
Contains the following 6 • Contribute to the • Contribute to the • Contribute to the • Contribute to the
components: achievement of goals achievement of goals achievement of goals achievement of goals
• Minimum of 3 nursing • Be comprehensive • Be comprehensive • Be comprehensive • Be comprehensive
interventions for each (include specific (include specific (include specific (include specific
of the three-nursing action, frequency, action, frequency, action, frequency, action, frequency,
diagnoses. Each healthcare member healthcare member healthcare member healthcare member
intervention should: to perform, etc.) to perform, etc.) to perform, etc.) to perform, etc.)
• Contribute to the • Be appropriate for • Be appropriate for • Be appropriate for • Be appropriate for
achievement of goals the patient situation the patient situation the patient situation the patient situation
• Be comprehensive • Have scientific • Have scientific • Have scientific • Have scientific
(include specific rationale rationale rationale rationale
action, frequency, • References cited in • References cited in • References cited in • References cited in
healthcare member to APA format APA format APA format APA format
perform, etc.)
• Be appropriate for the
patient situation
• Have scientific
rationale
• References cited in
APA format
PSLO 1, 2, 3, 4, 5, 6, 7
CSLO 1, 2, 3, 4, 5, 6
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Evaluation
(15) (12) (9) (0) Score
Evaluation of goals to The Evaluation included The Evaluation included The Evaluation included The Evaluation included
make decisions and all 6 components of: 4-5 components of: 2-3 components of: 0-1 components of:
recommendations for
continued patient care.

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 Contains the following 6 Each short-term and Each short-term and Each short-term and Each short-term and
components: long-term goal evaluated long-term goal evaluated long-term goal evaluated long-term goal evaluated
Evaluates each short-term to determine to determine to determine to determine
and long-term goal to • If goals were met, • If goals were met, • If goals were met, • If goals were met,
determine: partially met, or not partially met, or not partially met, or not partially met, or not
• If goals were met, met. met met met
partially met, or not • Must be patient • Must be patient • Must be patient • Must be patient
met. and/or family and/or family and/or family and/or family
• Must be patient centered centered centered centered
and/or family • Must provide • Must provide • Must provide • Must provide
centered evidence evidence evidence evidence
• Must provide
evidence
PSLO 1, 2, 3, 4, 7
CSLO 1, 2, 4, 6
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Development
(5) (4) (3) (0) Score
The development of the The clinical impression The clinical impression The clinical impression The development of the
diagram incorporates of data is easily of data is partially of data is not identified; diagram is not present
clinical judgement and identified; sub concept identified; The sub The sub concept
critical thinking of patient problems are prioritized concept problems are problems are not
care. and branch partially prioritized and prioritized and does not
The diagram includes the appropriately. The may branch branch appropriately.
following components. development of the appropriately. The The development of the
• The clinical diagram is linked development of the diagram is not linked
impression of data is logically from the main diagram may have a logically from the main
easily identified idea limited logic link from idea
• The sub concept the main idea
problems are
prioritized and branch
appropriately
• The development of
the diagram is linked
logically from the
main idea
PSLO 2, 3, 4
CSLO 1, 2, 3
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Linking Data
(5) (4) (3) (0) Score
Linking the data shows a The data is linked and The data is linked, but The data is either not The linking data was not
connection between the interrelated between the the data is partially linked, or the data is not present, is not
nursing and medical nursing and medical interrelated between the interrelated between the interrelated, and does
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 67
 diagnosis and care based diagnosis and the nursing and medical nursing and medical not incorporate holistic
on data. concepts related showing diagnosis and the diagnosis and the mindfulness.
Linking of data includes a holistic mindfulness. concepts and the data concepts and/or does not
the following components: partially shows a holistic show a holistic
• Conceptualized mindfulness mindfulness.
connections which
express the
interrelation of the
nursing and medical
diagnosis through
holistic mindfulness
using concept
mapping
visualizations.
PSLO 2, 3, 4
CSLO 1, 2, 3
Total

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 68

 Assignment: Teaching Plan
Each student is required to complete one (1) teaching plan during the quarter.

Purpose:
This teaching plan assignment is to help each student focus on and understand a specific disease process to be
able to teach that disease process to a newly diagnosed patient.

Directions:
1. Your instructor will assign a disease to teaCh. This will be an out of class project. An outline must be
completed addressing all components of the rubric. The act of teaching can be completed in the form of a
narrative paper, a pamphlet, a PowerPoint presentation, or even a dialogue between nurse and patient.
The goal is to demonstrate that you, as a nurse, know and understand the disease process well enough to
teach it to the patient.
2. Follow the rubric to address the elements of the Teaching Plan: Learning Goals; Teaching Plan, Learner
Assessment, Teaching Methods, Considerations, Evaluation and Documentation and APA Format.
3. The Teaching Plan should be written in APA format and include the following components.
a. Type written, double spaced
b. Title page
c. APA headings
d. Pages should be numbered
e. Include a minimum of 3 scholarly/professional peer-reviewed references written within the last 5
years. Do not use Wikipedia or internet sources that are not officially recognized as authority
websites, as such websites are not scholarly sources. Also, keep in mind that not every .org domain is
an authoritative website.
f. Appropriate spelling, grammar, punctuation and mechanics
g. Appropriate in-text reference citations
h. A reference page in correct APA format
i. All assignments are expected to be submitted by the due dates. Refer to written assignments
guidelines in the syllabus. Late assignments without faculty consultation and consent may result in a
penalty of (5) points per college day past due on any written assignment. Failure to submit a written
assignment and/or consistent lateness can result in a grade of “0” or “F.”

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Teaching Plan Grading Rubric:
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Learning Goals
(15) (12) (9) (0) Score
Learning goals determine The Learning Goals The Learning Goals The Learning Goals The Learning Goals
what the teaching session included all 15 included 10-12 included 8-9 components included 7 or less
should achieve. components of: components of: of: components of:
The learning goals should Identify 3 Learning Goals Identify 3 Learning Goals Identify 3 Learning Goals Identify 3 Learning Goals
include a minimum of 3 • Goals should be • Goals should be • Goals should be • Goals should be
learning goals. Each related to the topic related to the topic related to the topic related to the topic
learning goal includes the being taught being taught being taught being taught
following 5 components • Patient or Family • Patient or Family • Patient or Family • Patient or Family
for a total of 15 centered centered centered centered
components. • Realistic for patient • Realistic for patient • Realistic for patient • Realistic for patient
Identify 3 Learning Goals situation situation situation situation
• Goals should be • Include a time frame • Include a time frame • Include a time frame • Include a time frame
related to the topic • Is measurable • Is measurable • Is measurable • Is measurable
being taught
• Patient or Family
centered
• Realistic for patient
situation
• Include a time frame
• Is measurable
PSLO 2, 3, 4, 5
CSLO 1, 2, 3, 4
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Teaching Plan
(25) (19) (15) (0) Score
The teaching plan outlines The Teaching Plan The Teaching Plan The Teaching Plan The Teaching Plan
material to cover during included all 5 included 4 components included 3 components included 0-2 components
the teaching session. components of: of: of: of:
Contains the following 5 Provide specific content Provide specific content Provide specific content Provide specific content
components: to address the following: to address the following: to address the following: to address the following:
Provide specific content to • Disease • Disease • Disease • Disease
address the following: • Risk Factors • Risk Factors • Risk Factors • Risk Factors
• Disease • Signs and symptoms • Signs and symptoms • Signs and symptoms • Signs and symptoms
• Risk Factors • Complications to • Complications to • Complications to • Complications to
• Signs and symptoms report to the primary report to the primary report to the primary report to the primary
• Complications to healthcare provider healthcare provider healthcare provider healthcare provider
report to the primary • Discharge • Discharge • Discharge • Discharge
healthcare provider Instructions Instructions Instructions Instructions
• Discharge Instructions
PSLO 1, 2, 3, 4, 5
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 70
 CSLO 1, 2, 3, 4

Excellent Satisfactory Needs improvement Unsatisfactory Comments/

Learner Assessment
(10) (8) (6) (0) Score
Learner assessment The Learner Assessment The Learner Assessment The Learner Assessment The Learner Assessment
provides context to plan included all 3 included 2 components included 1 components included 0 components
and deliver education. components of: of: of: of:
Contains the following 3 • Learner readiness to • Learner readiness to • Learner readiness to • Learner readiness to
components: learn learn learn learn
• Learner readiness to • Learning preferences • Learning preferences • Learning preferences • Learning preferences
learn • Current knowledge • Current knowledge • Current knowledge • Current knowledge
• Learning preferences
• Current knowledge
PSLO 2, 3, 4, 5, 7
CSLO
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Teaching Methods
(15) (12) (9) (0) Score
Teaching methods outline The Teaching Methods The Teaching Methods The Teaching Methods The Teaching Methods
how education will be included all 3 included 2 components included 1 components included 0 components
delivered. components of: of: of: of:
Contains the following 3 • Teaching methods • Teaching methods • Teaching methods • Teaching methods
components: must meet patient must meet patient must meet patient must meet patient
• Teaching methods and/or family’s level and/or family’s level and/or family’s level and/or family’s level
must meet patient of understanding of understanding of understanding of understanding
and/or family’s level • Incorporate visual • Incorporate visual • Incorporate visual • Incorporate visual
of understanding aid (s) aid (s) aid (s) aid (s)
• Incorporate visual aid • List specific method • List specific method • List specific method • List specific method
(s) of how content will of how content will of how content will of how content will
• List specific method of be taught be taught be taught be taught
how content will be (Discussion, Q & A, (Discussion, Q & A, (Discussion, Q & A, (Discussion, Q & A,
taught (Discussion, Q video, pamphlet video, pamphlet video, pamphlet video, pamphlet
& A, video, pamphlet handouts, etc.) handouts, etc.) handouts, etc.) handouts, etc.)
handouts, etc.)
PSLO 2, 3, 4, 5, 7
CSLO 1, 2, 3, 4, 6
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Considerations
(15) (12) (9) (0) Score
Identification of diverse The Considerations The Considerations The Considerations Contains the following 6
perspectives included all 12 included 9-10 included 7-8 components or Less components:
and evaluation of how components of: components of: of: • Cultural aspects
various considerations • Cultural aspects • Cultural aspects • Cultural aspects • Religion
• Religion • Religion • Religion • Health literacy
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 can influence patient • Health literacy • Health literacy • Health literacy • Educational
education. • Educational • Educational • Educational background
Contains the following 12 background background background • Support system
components: • Support system • Support system • Support system • Psychomotor ability/
• Cultural aspects • Psychomotor ability/ • Psychomotor ability/ • Psychomotor ability/ Development
• Religion Development Development Development • Age/Mental ability/
• Health literacy • Age/Mental ability/ • Age/Mental ability/ • Age/Mental ability/ Development
• Educational Development Development Development • Motivation
background • Motivation • Motivation • Motivation • Timing
• Support system • Timing • Timing • Timing • Environment
• Psychomotor ability/ • Environment • Environment • Environment • Emotions
Development • Emotions • Emotions • Emotions • Economic factors
• Age/Mental ability/ • Economic factors • Economic factors • Economic factors
Development
• Motivation
• Timing
• Environment
• Emotions
• Economic factors
PSLO 1, 2, 3, 4, 5, 7
CSLO 1, 2, 3, 4, 6
Evaluation and Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Documentation (15) (12) (9) (0) Score
Evaluation and use of data The Evaluation and The Evaluation and The Evaluation and The Evaluation and
to make decisions based Documentation included Documentation included Documentation included Documentation included
on evidence to increase all 3 components of: 2 components of: 1 components of: 0 components of:
critical thinking skills. • What method of • What method of • What method of • What method of
Contains the following 3 evaluation will be evaluation will be evaluation will be evaluation will be
components: utilized to determine utilized to determine utilized to determine utilized to determine
• What method of patient patient patient patient
evaluation will be understanding? understanding? understanding? understanding?
utilized to determine • What method of • What method of • What method of • What method of
patient evaluation will be evaluation will be evaluation will be evaluation will be
understanding? utilized to determine utilized to determine utilized to determine utilized to determine
• What method of achievement of achievement of achievement of achievement of
evaluation will be goals? goals? goals? goals?
utilized to determine • Include narrative • Include narrative • Include narrative • Include narrative
achievement of goals? documentation of documentation of documentation of documentation of
• Include narrative learning. learning. learning. learning.
documentation of
learning.
PSLO 2, 3, 4, 5, 7
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 72
 CSLO 1, 2, 3, 4, 6

Excellent Satisfactory Needs improvement Unsatisfactory Comments/

APA Format
(5) (4) (3) (0) Score
Clear, effective written Skillful and proficient Uses appropriate Uses appropriate Does not write
communication. writing using spelling, grammar, spelling, grammar, effectively using
• Type written, double appropriate spelling, punctuation and punctuation and appropriate spelling,
spaced grammar, punctuation mechanics, and APA mechanics, and APA grammar, punctuation
• Title page and mechanics, and APA style and formatting of style and formatting of and mechanics, and APA
• APA Headings style and formatting of the title page, APA the title page, APA style and formatting.
• Pages should be the title page, APA headings, page numbers, headings, page numbers, Not written in double
numbered headings, page numbers, appropriate in-text appropriate in-text spaced typed pages.
• Include a minimum of appropriate in-text reference citations, and reference citations, and
3 reference citations, and reference page with 2-3 reference page with 4-5
scholarly/professiona reference page. Written errors or lapses. Written errors or lapses. Not
l peer-reviewed in double spaced typed in double spaced typed written in double
references written pages. pages. spaced typed pages.
within the last 5 years.
Do not use
Wikipedia or
internet sources that
are not officially
recognized as
authority websites,
as such websites are
not scholarly sources.
Also, keep in mind
that not every .org
domain is an
authoritative website.
• Appropriate spelling,
grammar, punctuation
and mechanics
• Appropriate in-text
reference citations
• A reference page, in
correct APA format
Total

Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 73

 Assignment: Reflective Journaling

Each student is required to complete three (3) journal entries per quarter. For each of these journals you are
required to complete the following components:

Purpose: The purpose of this assignment is to provide students with the opportunity to develop insight about
their development of nursing practice through reflection.

Directions:
1. Choose two (2) reflective statements and provide your reflection as it relates to your clinical experience.
2. Follow the rubric to address each of the elements of Reflection: Patient, Nursing Process; Clinical
Experience; Communication/Diversity and Personal Growth.
3. The journal should be typed and written/double spaced, include a coversheet (APA format) and use
professional language.

Reflective Statements:
1. Today I felt like I applied my nursing knowledge when I...
2. The thing I did best today was (include the reason why) ...
3. Today I felt my greatest accomplishment was (include why) …
4. Today, I recognized that my therapeutic communication skills were (describe), when I…
5. Today, I recognized that Evidence-Based Practice is essential, when…
6. Today, I demonstrated professionalism when I…
7. Today I felt sad or frustrated when…
8. If I could repeat today, I would change how I…
9. Before I began patient care today, I was most concerned about (include your thoughts and feelings before,
during, and after the clinical experience) …
10. Today my knowledge about cultural diversity helped me when…
11. Today my knowledge about growth and development across the lifespan helped me when…
12. Today I was a patient advocate when I…
13. Today I recognized the difference in the Charge Nurse role and the RN role when…
14. Today, I taught my patient (or patient’s family) about (focus on health promotion, disease prevention, and
discharge planning) ----- and I felt…

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Reflective Journaling Grading Rubric:
Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Reflection on the Patient
(20) (15) (12) (0) Score
Patient Narrative: The patient narrative The patient narrative The patient narrative The patient narrative did
• Provide an over- view provided an in-depth provided an in-depth partially provided a not provide an in-depth
narrative using 2 reflection on the patient reflection on the patient reflection on the patient reflection of the patient
reflective statements (included all 3 (included all 3 (missing 1-2 components (assessment, diagnosis,
to express your components of components of of assessment, diagnosis, and medical history), did
experience with your assessment, diagnosis, assessment, diagnosis, and medical history), not include reflective
patient (include 3 and medical history), and medical history) and only included 1 reflective statements, and did not
components of used 2 reflective included 2 reflective statement and partially summarize how the
assessment, diagnosis, statements, and statements, but partially summarized how the patient correlated to the
and medical history). summarized how the summarized how the patient correlated to the clinical focus.
• Summarize how the patient correlated to the patient correlated to the clinical focus.
patient correlates to clinical focus. clinical focus; OR
the clinical focus The patient narrative
PSLO 1, 2, 3, 4 partially provided an in-
CSLO 1, 2, 3 depth reflection on the
patient (missing 1
component of
assessment, diagnosis,
and medical history), but
included 2 reflective
statements and
summarized how the
patientcorrelated to the
clinical focus; OR
The patient narrative
provided an in-depth
reflection on the patient
(included all 3
components of
assessment, diagnosis,
and medical history) and
the summarized how
the patientcorrelated to
the clinical focus, but did
not include 2 reflective
statements.
Reflection on the Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Nursing Process (20) (15) (12) (0) Score

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 Nursing Process The nursing process The nursing process The nursing process The nursing process
Narrative: narrative provided an in- narrative partially narrative partially narrative did not provide
Provide an over- view depth reflection and provided an in-depth provided a reflection and an in-depth reflection or
narrative to express your examples of how the reflection and examples examples of how the examples of how the
experience of the nursing student incorporated all of how the student student incorporated 3 of student incorporated
process (include 5 5 components into incorporated 4 of the 5 the 5 components into components into patient
components of nursing patient care (nursing components into patient patient care (nursing care (included 2 or less
process, critical thinking, process, critical thinking, care (nursing process, process, critical thinking, components of nursing
clinical judgment, policies, clinical judgement, critical thinking, clinical clinical judgement, process, critical thinking,
and evidence-based policies, and evidence- judgement, policies, and policies, and evidence- clinical judgement,
practice). based practice). evidence-based practice). based practice). policies, and evidence-
PSLO 1, 2, 3, 4, 5, 6, 7 based practice).
CSLO 1, 2, 3, 4, 5, 6
Reflection on the Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Clinical Experience (20) (15) (12) (0) Score
Clinical Experience The clinical experience The clinical experience The clinical experience The clinical experience
Narrative: narrative provided an in- narrative partially narrative partially narrative did not provide
Provide an over-view depth reflection and provided an in-depth provided a reflection and an in-depth reflection
narrative to reflect the examples of the student’s reflection and examples examples of the student’s and examples of the
clinical experience clinical experience of the student’s clinical clinical experience student’s clinical
(include 6 components of (included all 6 experience (included 5 of (included 3-4 of the 6 experience (included 2
labs, diagnostic tests, components of labs, the 6 components of labs, components of labs, or less of the 6
medications, assessments, diagnostic tests, diagnostic tests, diagnostic tests, components of labs,
skills/procedures, and medications, medications, medications, diagnostic tests,
areas of practice). assessments, skills/ assessments, skills/ assessments, skills/ medications,
PSLO 1, 2, 3, 4, 5, 6, 7 procedures, and areas of procedures, and areas of procedures, and areas of assessments, skills/
CSLO 1, 2, 3, 4, 5, 6 practice). practice). practice). procedures, and areas of
practice).
Reflective on
Communication and Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Diversity (20) (15) (12) (0) score

Communication and The communication and The communication and The communication and The communication and
Diversity Narrative: diversity narrative diversity narrative diversity narrative diversity narrative did
Provide an over-view provided an in-depth partially provided an in- partially provided a not provide an in-depth
narrative to reflect on reflection and examples depth reflection and reflection and examples reflection and examples
communication and of communication and examples of of communication and of communication and
diversity including a diversity (included all 4 communication and diversity (included 2 diversity (included 1 or 0
consideration of multiple components of diversity (included 3 components of of the 4 components of
perspectives and therapeutic components of therapeutic therapeutic
acceptance of diverse or communication with the therapeutic communication with the communication with the
opposing viewpoints patient and/or family, communication with the patient and/or family, patient and/or family,
Galen College of Nursing – NSG 3250 Syllabus – Version 9.7_TX 76
 through reflection. Interprofessional patient and/or family, Interprofessional Interprofessional
(include 4 components of communication, patient Interprofessional communication, patient communication, patient
therapeutic key cultural communication, patient key cultural key cultural
communication with the characteristics, and key cultural characteristics, and characteristics, and
patient and/or family, application of nursing characteristics, and application of nursing application of nursing
Interprofessional cultural considerations). application of nursing cultural considerations). cultural considerations).
communication, patient cultural considerations).
key cultural
characteristics, and
application of nursing
cultural considerations).
PSLO 1, 2, 3, 4, 5, 6, 7
CSLO 1, 2, 3, 4, 5, 6
Reflection on Personal Excellent Satisfactory Needs improvement Unsatisfactory Comments/
Growth (20) (15) (12) (0) Score
Personal Growth The personal growth The personal growth The personal growth The personal growth
Narrative: narrative provided an in- narrative partially narrative partially narrative did not provide
Provide an over-view depth reflection and provided an in-depth provided a reflection and an in-depth reflection
narrative to reflect on examples of personal reflection and examples examples of personal and examples of personal
personal growth. (include growth (include all 3 of personal growth growth (include 1 growth (lessons learned
3 components of lessons components of lessons (include 2 components of components of lessons from the clinical
learned from the clinical learned from the clinical lessons learned from the learned from the clinical experience, how will
experience, how will experience, how will clinical experience, how experience, how will lessons learned impact
lessons learned impact lessons learned impact will lessons learned lessons learned impact future nursing practice,
future nursing practice, future nursing practice, impact future nursing future nursing practice, and APA format
and APA format and APA format practice, and APA format and APA format coversheet/type
coversheet/type coversheet/type coversheet/type coversheet/type written/double
written/double written/double written/double written/double spaced/professional
spaced/professional spaced/professional spaced/professional spaced/professional language).
language). language). language). language).
PSLO 1, 3, 4, 5
CSLO 2, 3, 4
Total

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 NSG 3250 – Nursing Practice - Adult Health I
Clinical Evaluation Tool

Clinical Evaluation & Grading Policy

1. Students will be provided two, formal faculty evaluations in each clinical course; a mid-term and final
evaluation.
• The mid-term evaluation is designed to provide students with feedback indicating their areas
of strength and areas that require improvement. At the mid-term, the student will perform a
self-evaluation and the faculty will perform an evaluation of the student, using the course-
specific clinical evaluation tool. The student and clinical faculty member will discuss the
student’s performance and will complete the mid-term self-evaluation form at the conclusion of
the discussion.

• The final evaluation will be completed by the clinical faculty member at the conclusion of the
course and will be used to determine the student’s final grade (P/F) in the clinical course.

2. All clinical competencies must be met at a minimum level of Satisfactory (S) by the end of the term in
order for the student to earn a passing grade.

3. In order to deliver safe, patient-centered care, students are responsible for and expected to apply
previous learning.

4. Students who do not demonstrate the required level of skills performance may be required to
remediate in the Clinical Learning Laboratory, at the request of the clinical faculty member.

5. Any student who shows evidence of unsafe behavior may be dismissed from the nursing program. This
will result in a grade of “F” for the course and excluded from attending the clinical practicum. This may
occur anytime during the course.

Examples of behaviors that would be deemed unsafe include:

• Operating beyond the identified role and scope of the student at the course level.
• Falsifying or altering clinical documentation.
• Abusing or neglecting a patient.
• Pilfering medication or equipment.
• Behaviors that are unsafe and result in injury to a patient.

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Page 78 of 90
 Galen College of Nursing
Clinical Evaluation Tool

Learner: ___________________________________________________________ Date: ______________________

Clinical Faculty: __________________________________________________
Clinical Agency: __________________________________________________ Clinical Absence(s): ___________

The purpose of this evaluation tool is to measure the learner’s clinical performance. The learner must
receive a final grade of at least ‘satisfactory’ in their clinical performance.

Rating Scale:
EE: Exceeds Expectations: Clinical performance exceeds expectations of learning as annotated in the clinical
evaluation tool based on course outcomes.
S: Satisfactory: Clinical performance meets expectations of learning as annotated in the clinical evaluation
tool based on course outcomes.
NI: Needs Improvement: Clinical performance meets some, but not all, course outcomes as annotated in the
clinical evaluation tool.
U: Unsatisfactory: Clinical performance does not meet expectations of learning as annotated in the clinical
evaluation tool.

Program Student Learning Outcomes (PSLOs):

1. Synthesize knowledge from the arts and sciences to form a foundation for the practice of professional
nursing.
2. Provide holistic, culturally competent care for individuals, families, and populations through health
promotion and disease prevention across the lifespan and healthcare continuum.
3. Integrate professional values and behaviors when delivering standards-based nursing care to diverse
patients and populations.
4. Develop leadership skills to provide and continuously improve the delivery of safe, patient-centered,
quality healthcare.
5. Incorporate best practices and the most current evidence when using clinical reasoning to make
practice decisions.
6. Incorporate information systems and technology in order to communicate, manage knowledge,
mitigate error, and support decision-making.
7. Integrate effective communication and collaboration skills to improve patient satisfaction and health
outcomes.

Course Student Learning Outcomes (CSLOs):

7. Demonstrate holistic, culturally competent care for patients experiencing common and less complex health
problems, chronic healthcare conditions, and the effects of aging in relationship to these problems. (PSLO
2)
8. Apply professional values and behaviors when delivering standards-based nursing care to patients
experiencing common and less complex health problems, chronic healthcare conditions, and the effects of
aging in relationship to these problems. (PSLO 3)
9. Demonstrate emerging leadership skills required to provide and continuously improve the delivery of safe,
patient-centered, quality healthcare to patients experiencing common and less complex health problems,
chronic healthcare conditions, and the effects of aging in relationship to these problems. (PSLO 4)
10. Implement best practices and current evidence when caring for patients experiencing common and less
complex health problems, chronic healthcare conditions, and the effects of aging in relationship to these
problems. (PSLO 5)

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Page 79 of 90
 11. Explain how information systems and technology can be used to communicate, manage knowledge,
mitigate error, and support decision-making to care for patients experiencing common and less complex
health problems, chronic healthcare conditions, and the effects of aging in relationship to these problems.
(PSLO 6)
12. Determine effective communication and collaboration skills to improve patient satisfaction and health
outcomes when caring for patients experiencing common and less complex health problems, chronic
healthcare conditions, and the effects of aging in relationship to these problems. (PSLO 7)

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 Clinical Evaluation Tool
NSG 3250 Nursing Practice – Adult Health I

Learner: ___________________________________ Clinical Faculty: ______________________________________

• Professionalism (PSLO 3)
CSLO 2: Apply professional values and behaviors when delivering standards-based nursing care to patients
experiencing common and less complex health problems, chronic healthcare conditions, and the effects of aging in
relationship to these problems.
The Nurse of the Future will demonstrate Mid-Term Grade Final Grade Feedback
accountability for the delivery of standard-
based nursing care that is consistent with
EE S NI U EE S U
moral, altruistic, legal, ethical, regulatory, and
humanistic principles.
3A
DEC IA
1. Perform care within the nurse's legal
scope of practice and in accordance
with the policies and procedures of:
a. The nursing programs.
b. The healthcare setting.
3B
DEC IIIA
2. Recognize rules, requirements, and
standards that emphasize safety as
outlined by:
a. The State Board of Nursing.
b. The Federal, State, and Local
Government.
c. Accreditation Organizations.
3C
DEC IB
3. Demonstrate accountability for
nursing actions.

4. Determine how the American Nurses

Association’s Code of Ethics guides
nursing practice.
3D
DEC IIIE
5. Explain the mandatory reporting
requirements of the State Board of
Nursing Act.

3E
DEC ID
6. Develop insight about adult health
nursing practice through reflection and
self-assessment.
• Patient-Centered Care (PSLO 2)
CSLO 1: Demonstrate holistic, culturally competent care for patients experiencing common and less complex health
problems, chronic healthcare conditions, and the effects of aging in relationship to these problems.
The Nurse of the Future will provide holistic Mid-Term Grade Final Grade Feedback
care that recognizes an individual’s EE S NI U EE S U
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preferences, values, and needs and respects
the patient or designee as a full partner in
providing compassionate, coordinated, age and
culturally-appropriate, safe, and effective care.
2A
DEC ID
1. A) Assess the patient's health/illness
beliefs, values, attitudes, and practices.
B) Identify the physical needs and
preferences of culturally, ethnically,
and socially diverse patients. C)
Compare health assessment findings
with:
• Evidence-based health data.
• Synthesis of previously
learned knowledge from the
arts and sciences.
2B
DEC IID
2. Provide safe, patient-centered nursing
care to assigned patients:
a. Demonstrate the correct and
appropriate psychomotor
nursing skills when delivering
patient care.
b. Demonstrate caring behaviors
toward the patient, family, and
significant others.
c. Recognize the impact of
attitudes, values, and
expectations on the care of
vulnerable individuals.
d. Provide discharge planning for
a patient.
2C
DEC IIE
3. Develop a plan of care for a patient:
a. Within legal, ethical, and
regulatory parameters.
b. In consideration of disease
prevention and promotion of
healthy lifestyles.
c. Within the context of the
patient care unit.
d. Using current evidence and
clinical experience.
2D
DEC IIF
4. Identify patient outcomes and
responses to therapeutic
interventions:
a. Compared to evidence-based
practice and research findings.
b. To plan follow-up nursing care.

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2E
DEC IIG
5. Develop a teaching plan for an
assigned patient that takes into
consideration the patients:
a. Developmental stage and age.
b. Preferences.
c. Health literacy.
d. Readiness to learn.
e. Cultural considerations.
• Evidence-Based Practice (PSLO 5)
CSLO 4: Implement best practices and current evidence when caring for patients experiencing common and less complex
health problems, chronic healthcare conditions, and the effects of aging in relationship to these problems.
The Nurse of the Future will identify, evaluate, Mid-Term Grade Final Grade Feedback
and use the best current evidence coupled with
clinical expertise and consideration of patients’
EE S NI U EE S U
preferences, experience, and values to make
practice decisions (Adapted from QSEN, 2007).
5A
DEC IIA
1. Demonstrate clinical reasoning that
considers evidence-based practice and
research when caring for adult
patients.
5B
DEC IIC
2. Review assessment data using
evidence-based practice and research
in order to:
a. Identify problems.
b. Formulate goals/outcomes.
c. Develop a plan of care for
childbearing women and their
families.
5C
DEC IIIC
3. Use evidence-based practice to
develop goals and outcomes to reduce
patient risk.
• Information and Technology (PSLO 6)
CSLO 5: Explain how information systems and technology can be used to communicate, manage knowledge, mitigate
error, and support decision-making to care for patients experiencing common and less complex health problems,
chronic healthcare conditions, and the effects of aging in relationship to these problems.
The Nurse of the Future will use information Mid-Term Grade Final Grade
and technology to communicate, manage
Feedback
knowledge, mitigate error, and support EE S NI U EE S U
decision-making. (QSEN, 2007).
6A
DEC IVD
1. Demonstrate skill using technology to
communicate patient care information.

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 2. Demonstrate skills using patient care
technologies that support safe nursing
practice.
6B
DEC IVD
3. Review data from technology sources
used to inform the delivery of patient
care.
6C
4. Follow laws related to the privacy and
confidentiality of patient records when
providing patient care.
6D
5. Respond to clinical alerts (e.g.,
medication and monitoring alarms).
6E
6. Identify patient education needs to be
related to relevant healthcare
technologies.
• Communication, Teamwork, and Collaboration (PSLO 7)
CSLO 6: Determine effective communication and collaboration skills to improve patient satisfaction and health
outcomes when caring for patients experiencing common and less complex health problems, chronic healthcare
conditions, and the effects of aging in relationship to these problems.
Communication: The Nurse of the Future will Mid-Term Grade Final Grade Feedback
interact effectively with patients, families, and
colleagues, fostering mutual respect and
shared decision-making, to enhance patient
satisfaction and health outcomes. Teamwork &
Collaboration: The Nurse of the Future will
EE S NI U EE S U
function effectively within nursing and
interdisciplinary teams, fostering open
communication, mutual respect, shared
decision-making, team learning, and
development (Adapted from QSEN, 2007).
7A
DEC IVA
1. Use therapeutic communication when
caring for patients by:
a. Determining the patient's
ability to communicate.
b. Identifying barriers to effective
communication.
c. Taking the patient's culture
into consideration.
7B
DEC IVA
2. A) Plan and deliver patient care by
communicating with patients and their
families.
B) Determine information to
communicate with members of the
healthcare team in order to plan,
deliver, and evaluate patient care.

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7C
DEC IVA
3. Communicate in a timely manner with
members of the healthcare team in
order to maintain a patient’s optimal
health status.
7D
4. Document interventions according to
professional standards and policies of
the healthcare setting.
7E
5. Use a standardized communication
approach (ISBAR) to transfer care
responsibilities to other professionals
whenever patients experience
transitions in care.
7F
6. Communicate observations or
concerns related to hazards and errors
involving patients.
7G
DEC IVA
7. Plan and deliver care by collaborating
with patients and their families and a
member of the healthcare team.

7H
DEC IVC
8. Determine appropriate referrals for
patients taking into consideration:
a. Confidentiality.
b. Health promotion,
maintenance, and restoration.
c. Continuity of care.

7I
9. Request assistance from other
members of the healthcare team when
the situation warrants it.

• Leadership (PSLO 4)
CSLO 3: Demonstrate leadership skills required to provide and continuously improve the delivery of safe, patient-
centered quality healthcare to patients experiencing common and less complex health problems, chronic healthcare
conditions, and the effects of aging in relationship to these problems.
Leadership The Nurse of the Future will Mid-Term Grade Final Grade Evaluation Tool
transform and influence behaviors of
individuals and groups to promote, to establish
and to achieve shared goals determined within
their settings. Nurses will advance within their
leadership abilities in collaborative inter-
EE S NI U EE S U
professional efforts and for implementing
change. Systems Based Practice
The Nurse of the Future will demonstrate an
awareness of and responsiveness to the larger
context of the healthcare system, and will
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demonstrate the ability to effectively call on
microsystem resources to provide care that is
of optimal quality and value (Adapted from
ACGME, n.d.). Safety The Nurse of the Future
will minimize risk of harm to patients and
providers through both system effectiveness
and individual performance (QSEN, 2007).
Quality Improvement The Nurse of the
Future uses data to monitor the outcomes of
care processes, and uses improvement
methods to design and test changes to
continuously improve the quality and safety of
healthcare systems (QSEN, 2007).
4A
DEC IIIB
1. A) Actively seek information about
quality improvement in the care
setting from relevant institutional,
regulatory and local/national sources.
B) Determine measures to promote a
safe environment for:
• Patients.
• Self.
• Others.
4B
DEC IIH
2. Select material and information
resources required to provide cost
effective patient care.
4C
3. Identify inefficiencies and failures on
the patient care unit, such as those
involving supplies, medications,
equipment, and information.
4D
DEC IB
4. Identify clinical situations that require:
a. Leadership skills.
b. Advocacy.

4E
DEC IVB
5. Identify ways in which to serve as a
healthcare advocate monitor and
promote quality care for patients.
4F
DEC IIID
6. Obtain instruction, supervision, or
training as needed when implementing
nursing procedures or practices.
4G
DEC IIIF

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 7. Identify tasks and assignments that
can be safely and appropriately
delegated.
4H
DEC IVE
8. A) Participate in assigning nursing care
that can be delegated to other
members of the healthcare team based
on patient need. B) Recognize the risk
associated with transferring patient
care responsibilities to another
professional.
4I
DEC IVF
9. Participate in the supervision of
nursing care provided by others for
whom the nurse is responsible by
using best practices of management,
leadership, and evaluation.

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 Galen College of Nursing
Mid-Term Learner’s Self Evaluation

Identified strengths

Identified areas for improvement

Improvement Plan

Faculty Comments

My signature indicates that I have read and understand the implications of these comments.

Faculty Signature______________________________________________ Date _______________________

Learner Signature_____________________________________________ Date _______________________

NSG 3250 - Nursing Practice – Adult Health I Revised; 12/14/21; 05/16/23; 11/28/23
Page 88 of 90
 Galen College of Nursing
Final Clinical Evaluation

Identified strengths

Identified areas for improvement

Improvement Plan

Learner Comments

My signature indicates that I have read and understand the implications of these comments.

Faculty Signature______________________________________________ Date _______________________

Learner Signature_____________________________________________ Date _______________________

NSG 3250 - Nursing Practice – Adult Health I Revised; 12/14/21; 05/16/23; 11/28/23
Page 89 of 90
Faculty Comments:

Faculty Signature_____________________________________________ Date _______________________

Learner Comments:

My signature indicates that I have read and understand the implications of these comments.

Learner Signature____________________________________________ Date _______________________

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Page 90 of 90