Graduate Course Proposal Form Submission Detail - NGR6055
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: for MS in Nursing; to GC 4/2/12; to USF Syst for conc 4/5/12; to GC 4/16/12; to SCNS 4/16/12. SCNS appd eff 6/1/12
- Department and Contact Information
Tracking Number Date & Time Submitted 2819 2012-02-29 Department College Budget Account Number Nursing NR 620100020 Contact Person Phone Dewel Lindsey 8133969978 email@example.com
- Course Information
Prefix Number Full Title NGR 6055 Health Assessment for the Advanced Generalist Nurse Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 2 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Health Assm for Adv Gen Nurse Course Online? Percentage Online O - Online (100% online) 0
Health assessment with application to the advanced generalist nurse. Using a case study approach, techniques will be applied to the clinical setting with emphasis on education and management.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for accreditation
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Required for advanced generalist nurse core
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
knowledge of health assessment
- Other Course Information
By the completion of the course, the student will be able to:
1. Discuss basic concepts of physical assessment
2. Demonstrate an understanding of the concepts as applied across the lifespan
3. Examine the physical presentation, nursing management and research trends of selected clinical situations, using an enhanced understanding of physical assessment concepts
4. Plan management of care for selected clinical situations that incorporate health assessment findings
5. Apply pathophysiology and pharmacology principles to case study scenarios
B. Learning Outcomes
1. Conduct a physical assessment while explaining the process to the patient/learner.
2. Using a provided case study scenario, apply findings of a physical assessment, incorporating knowledge of pathophysiology and providing rationale for pharmacologic interventions.
C. Major Topics
1. General assessment
a. Using sight, sound , touch
b. Lab test review
c. Correlates to the cell and inflammation lectures in pathophysiology/pharmacology
2. CNS assessment
a. Neurologic exam, basic psych evaluation, what sight, sound, touch can tell you
b. Correlates with CNS lectures in pathophysiology/pharmacology
3. Endocrine assessment
a. Reviews physical presentation of diabetes, thyroid, adrenal and sex hormones alterations…what do sight, sound, touch tell you
b. Lab test review
c. Correlates with endocrine section of pathophysiology/pharmacology
a. Review physical presentation of CV issues: blood pressure, perfusion, EKG, what do sight, sound and touch tell you
b. Lab test review
c. Correlates with cardiovascular section of pathophysiology/pharmacology
a. Review physical presentation of respiratory issues…sounds, rates, spirometry…what do sight, sound and touch tell you
b. Lab test review
c. Correlates with respiratory section of pathophysiology/pharmacology
6. Renal and GI system
a. Review physical presentation of GI and renal issues… sounds, touch, BP, respiration
b. Lab test review…acid-base
c. Correlates with renal and GI sections pathophysiology/Pharmacology
Jarvis, C. (2012). Physical examination and health assessment (6th ed.). St. Louis, MO:
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information