1. careers
2. nursing

Queensborough Community College
Of the City University of New York
Dual/Joint AAS/BS Degree in Nursing:
Queensborough Community College
And
Hunter College
Sponsoring Departments: Nursing Departments at
Queensborough Community College and Hunter-Bellevue
School of Nursing, Hunter College
Anticipated Date of Implementation: Fall 2010
1
Purpose and Goals
This purpose of this joint/dual degree program is a curricular collaboration
that will result in a higher rate of seamless progression of Queensborough
Community College (QCC) nursing graduates through the upper division
baccalaureate program at Hunter-Bellevue School of Nursing (HBSON). An
additional objective of this new dual/joint degree is to increase the recruitment and
retention of Hispanic nursing students. Many more Hispanic nurses are needed to
provide culturally and linguistically competent healthcare to the growing Hispanic
population in New York City and beyond. Approximately 4% of nurses in New
York City are Hispanic, and while that is greater than the national average of 1.8%,
it is small for a city whose population is 27% Hispanic (New York Academy of
Medicine; Jonas Center for Nursing Excellence, 2006).
It is believed that this dual/joint degree between QCC and HBSON will
serve as a model for other CUNY AAS and BS nursing programs, and will be
replicated across the university. The inception of this program is timely, even on a
national level, as several states already have or are currently pursuing statewide
jointly registered programs, including Oregon, Hawaii, and California.
Need and Justification
Because of the accessibility of community colleges across the nation, the
number of associate degree (AD) nurses has climbed to over 60% of newly
licensed nurse graduates (United States Department of Health and Human Services
[USDHHS], 2007b), however only 16% of these AD prepared nurses continue
their formal education to the baccalaureate level (USDHHS, 2007b; NYSED,
2003; Cleary, Bevill, Lacey, & Nooney, 2007). On average, nurses who do seek
further formal nursing education return to school just once (Bevill, Cleary, Lacey
& Nooney, 2007).This single phenomena serves to decrease the pool of nurses
prepared to pursue the graduate degrees required to teach nursing, contributing to
the current and continuing nursing faculty shortage.
The faculty shortage contributes to the shortage of nurses in general, due to
limited availability of academic placements for qualified nursing students. The
dearth of nurse educators caused over 125,000 qualified applicants to be denied
admission to programs in each of the last three years; over 147,000 were turned
away in 2006 alone (National League for Nursing, 2006). The March 2008 report,
The Future of the Nursing Workforce in the United States: Data, Trend, and
Implications, released by Buerhaus and colleagues, states the shortage of nurses
may climb as high as 500,000 by 2025 (Buerhaus, Staiger & Auerbach, 2009;
Buerhaus, Auerbach & Staiger, 2009). Thus, the shortage of nursing faculty and
nurses are interwoven.
2
Current trends for nursing enrollment at CUNY are consistent with national
trends. The number of CUNY AD nursing graduates has increased from 489 in
academic year 2002/2003 to 943 in academic year 2007/2008 (93% increase),
while graduates from CUNY BS nursing programs increased from 238 to 375
(58% increase) during the same period (CUNY Institutional Research Database,
2008). Although traditional articulation agreements exist between many
community colleges and surrounding baccalaureate nursing programs – including
within CUNY – these agreements have not removed all roadblocks. Continuing
roadblocks include the inability to transfer all credits earned and repetition of
concepts already learned at the community college. These roadblocks increase the
cost of obtaining the baccalaureate degree; additional costs are related to
completing additional credits as well as the additional time required for
completion. A study by Megginson (2008), describes the perceived barriers and
incentives to RN-BSN educational mobility, the most frequently cited favorable
RN-BSN program characteristic was the acceptance of AD coursework in the
transfer of credits. It is imperative that CUNY take measures, such as the
implementation of this seamless dual/joint degree, to foster the ease of progression
for our AAS nursing students.
A bill currently pending in New York State proposes that professional nurses
be required to complete a baccalaureate degree in nursing within ten years of
licensure to practice in NYS. Several other states have similar legislation pending.
It is important for CUNY to begin preparations for this possible change by creating
an infrastructure that will support the needs of our nursing students and the NYC
nursing community at large. With or without this legislative initiative, the face of
healthcare is changing at breakneck speed. Between 1984 and 2004 the proportion
of nurses working in hospitals fell from 68.2% to 57.4% (Jonas Center for Nursing
Excellence, 2009). The need to educate nurses for a different, more diverse and
complex healthcare setting is imperative
Students
Although the original planning, supported by grant monies from the Robert
Woods Johnson Foundation/Jonas Center for Nursing Excellence (RWJF/JCNE)
was written to accommodate cohorts of 20-30 students per semester (who would be
selected from the incoming QCC, Nu 101 students), the curriculum is being
revised in a way that all successful QCC nursing students will be eligible for
seamless transfer into the upper division baccalaureate program at HBSON, should
they choose to do so at a later date.
An informal survey of the current student body and the January 2009
entering class (Nu 101) demonstrated that 95% of these enrollees are interest in
pursuing the BS degree. Providing an opportunity to pursue the baccalaureate
degree outside of Queens is important as there is only one BS completion program
3
in Queens at York College. This is a small program with limited enrollment. York
College is currently concentrating their efforts on opening a new generic BS in
Nursing program. There are three AD programs in Queens, two CUNY programs
and one private program, with potential applicants for the limited seats at York
College.
The planned joint/dual QCC/HBSON program would be exclusively for
QCC students, although the model could be replicated across the university. We
anticipate 25%-30% of each incoming QCC class will qualify and participate in the
dual/joint degree program.
Student Support and Advisement
Megginson’s (2008) discussion of measures to foster RN-BSN educational
mobility, recommends that nurse educators take an active role in articulation
agreements, and provide supportive environments and student mentor programs.
The RWJF/JCNE grant provides funding for a Student Success Advocate (SSA)
whose role is to help students negotiate the collaborating sites, support students’
induction into nursing, and facilitate establishment of good study habits.
The Student Support Advocate (SSA) has been chosen for the QCC site.
She is a successful Hispanic nursing leader, who will serve as a role model and
potentially increase the ability of the QCC nursing program to recruit and retain
Hispanic students. This population presently represents approximately 23% of the
total QCC student population, however only about 9% of the student nurse
population at QCC is of Hispanic descent. Increasing the numbers of Hispanic
nurses to serve the Hispanic community in NYC is imperative. The SSA position
represents the only future additional cost to QCC and may be a role that can be
subsumed into the Office of Student Affairs at a future date. Funding has been
obtained from the New York Community Trust (2010-2012) to replicate this SSA
position at HBSON for the purpose of facilitating the educational processes of the
multi-cultural students pursuing their baccalaureate degree at the HBSON. The
function will be incorporated into ongoing student support services at the
conclusion of the NYCT funding.
ADMISSION TO PROGRAM
This program will recruit the initial participants directly from students
currently enrolled in the clinical nursing courses at QCC. The program seeks to
recruit Hispanic students in particular to meet the healthcare and cultural needs
of this population. The SSA will identify potential enrollees to the nursing major
while they are completing the prerequisite sequence. The SSA will offer guidance
and support, including referrals to academic and other QCC support services to
enhance the potential for successful completion of the sequence. The SSA will
4
assist the QCC nursing department and the college to identify high schools and
other potential recruitment venues to target a population of Hispanic descent for
the purpose of present nursing as a sustainable career choice.
Students will be selected to participate in the first cohort following the first
semester (Nu 101). A grade of B or better in Nu 101 and a GPA of 3.0 or better is
required to enter the AAS/BS cohort in the second semester. Those selected for
the cohort will follow the same nursing curriculum as non-BS students but will
interact with HBSON faculty and students through planned activities and
seminars. Students will be assigned to cohort clinical groups and participate in
capstone experiences which will include a mentored clinical experience being
developed through clinical partnerships. Presently, to participate, students must
be enrolled in the day program, as the planned activities and seminars cannot be
replicated for the evening students, nor will the Student Support Advocate be
available in the evening.
Curriculum
The curricular changes being undertaken by HBSON and QCC are informed by
the work of the Oregon Consortium for Nursing Education (OCNE;
www.ocne.org), a partnership of eight community colleges with the Oregon Health
Science University. Conceptual changes are to be incorporated into all QCC and
HBSON RN Pathway nursing courses to form a seamless RN-BSN curriculum.
These changes are to include, but are not limited to:
 Increased use of case-based learning, emphasizing the most commonly
occurring healthcare problems/pathologies. These cases will be used
throughout the curriculum; the complexity of the cases will be increased as
the curriculum progresses.
 Increased use of simulation as a clinical learning tool
 Increased gerontological focus to address the American aging demographic
 Increased focus on cultural competence; currently a thread within the QCC
curriculum and a major focus in the HBSON curriculum
 Development of collaborative relationships between the faculties and
students of the two colleges, including collaboration on learning projects
5
 Enhanced socialization of QCC students at the baccalaureate level to
include attendance at lectures and seminars at the HBSON and the Hunter
68th street campuses
 Increased emphasis on evidence-based practice and utilization of clinical
research to enhance patient outcomes, by incorporating of the Institute of
Medicine’s (IOM) Core Competencies, as well as the competencies of NLN
and AACN for safe and effective patient care, therefore preparing both ADN
and BS graduates for practice in the 21st century
In addition to the courses required for their AAS degree , students will be
encourage to complete additional liberal arts, science and humanities courses
which can be applied to the BS degree. Students will be guided in the selection of
these courses by the faculty advisor or SSA to maximize the courses which meet
the general education, as well as the pluralism and diversity graduation
requirements for Hunter College and the HBSON thereby avoiding potential
repetition of credits. Students will be encouraged to complete Chemistry 127,
one American History course and Computer-Assisted Statistics (MA 336) as part of
this initiative. Hunter College permits no more than 70 credits to be transferred
toward the baccalaureate degree. Using these courses as electives for the AAS
degree or as additional course work will not exceed maximum transfer presently
prescribed by Hunter College in the 2007-2010 catalogue (p. 7).
Queensborough’s current Nursing 203 course is being replaced with the
HBSON, Nursing 379, Nursing and Societal Forces (to be numbered NU204). This
three (3) credit course has been collaboratively redeveloped by the QCC and
HBSON faculties. This is the first course in the RN-BS program at the HBSON. QCC
students will also transfer an additional three nursing credits as an elective for the
Community Nursing component completed in Nu 202. These 6 credits will be
applied to the AAS degree and the increase nursing credits transferred to the
HBSON to a total of 30. This represents a major change, as 24 credits are
traditionally accepted for transfer within the CUNY system as individuals move
from AAS programs to RN-BS programs. The increased transfer of credit will
6
enhance the ability of the student to complete the RN-BS program in a reduced
amount of time with reduced tuition expenditure.
7
COURSES REQUIRED FOR A.A.S. IN NURSING AT QUEENSBOROUGH CC
Prog ra m Con t en t a n d Req u i remen ts
Please place an X in
the appropriate
column
S E D B -1
Course Number and Course Title*
No. of
Credits
Is this a
new
course?
Is this a
revised
course?
ENGLISH COMPOSITION
List each course
required for the
college core (if
applicable)**
EN 101 English Composition I*
3
EN 102 English Composition II*
3
LAB SCIENCE
NO
NO
NO
NO
BI-301 Anatomy and Physiology I*
4
BI 302 Anatomy and Physiology II*
4
NO
NO
BI 311 Microbiology*
4
NO
NO
NO
NO
NO
NO
SOCIAL SCIENCES
SS 310 Sociology*
3
SS 510 Psychology*
3
SS 520 Human Growth and Development*
3
LIBERAL ARTS AND SCIENCES ELECTIVE*
3
NURSING MAJOR
List each course
required for the
major (include any
field experience,
research, thesis, or
capstone course)**
NU-101 Safe and effective nursing care of client, I
7
NO
NO
NU-102 Safe and effective nursing care of client, II
9
NO
NO
NU-201 Safe and effective nursing care of client, III
9
NO
NO
NU-202 Safe and effective nursing care of client, IV
9
NO
NO
NU-204 Nursing and Societal Forces
3
YES
NO
Total credits in the A.A.S. in Nursing program
67
NOTE: 30 CREDITS ARE LIBERAL ARTS AND SCIENCES
*MOST UNDERGRADUATE DEGREE TITLES REQUIRE A SPECIFIED PERCENTAGE OF LIBERAL ARTS
CONTENT (FOR EXAMPLE, AA, BA REQUIRE 75%; AS, BS, BSED REQUIRE 50%; AAS REQUIRES 33%).
WITHIN THE TABLE, IDENTIFY WITH AN ASTERISK ALL COURSES THAT ARE CONSIDERED
LIBERAL ARTS AND SCIENCES.
**IF STUDENTS SELECT FROM CATEGORIES OF COURSES, SPECIFY THE CATEGORIES AND THE
NUMBER OF CREDITS REQUIRED IN THE CATEGORY. IN SUCH A CASE, PROVIDE AN ANNOTATED
COPY OF THE COLLEGE CATALOG.
8
ADDITIONAL COURSES REQUIRED FOR HUNTER COLLEGE B.S. IN
NURSING
Prog ra m Con t en t a n d Req u i remen ts
Please place an X in
the appropriate
column
S E D B -1
No. of
Credits
Is this a
new
course?
Is this a
revised
course?
Art/Music elective (see approved list) taken at QCC
3
No
No
Statistics 113 (MA-336 at QCC)
3
No
No
U.S. History (see approved list) taken at QCC
3
No
No
Humanities
3
No
No
Arts (see approved lists)
3
No
No
Chemistry 100/101 (CH-127 at QCC)
4.5
No
No
Humanities or Arts (see approved list)
3
No
No
Social and Natural Sciences (see approved list)
3
No
No
Non-European
3
No
No
European
3
No
No
6 credits of Nursing meet this requirement
(6)
No
No
15
No
No
(3)
Yes (at
Yes
Course Number and Course Title*
Stage 1: Academic Foundations (9 credits)*
List each course
required for the
college core (if
applicable)**
Stage 2: Broad Exposure (39 credits total)*
Stage 3: Focused Exposure (6 credits)*
Pluralism and Diversity (12 credits)*
ADDITIONAL GENERAL EDUCATION (15
credits)*
(One 3 credit course taken at QCC)
NURSING MAJOR
List each course
required for the
major (include
any field
experience,
research, thesis,
or capstone
course)**
NUR 379 Nursing and Societal Forces (taken at
QCC)
QCC as NU-204)
NUR 380 Nursing Research and Theory
3
NUR-381 Health Assessment Through the Lifespan
4.5
No
No
NUR electives (suggested NUR 340, 351 – meets
6
No
No
PD/C requirements)
No
NUR 384 Nursing Culturally Diverse Families
3
NUR 480 Promotion of Wellness in the Community
4.5
NUR elective (3 credits allowed for NU-202
community content)
No
No
No
No
No
3
No
9
NUR 482 Advancement of Roles and Relationships
3
No
in Professional Nursing
Total credits in the B.S. in Nursing program
No
No
128.5
NOTE: 43.5 CREDITS ARE LIBERAL ARTS AND SCIENCES
10
Suggested Sequence of Courses AAS/ RN at QCC to BS in Nursing at Hunter:
SPRING
2009
FALL 2009
ENROLLED
JOINTLY
HUNTER/QCC
SPRING 2010
SUMMER 2010
Course Title
Credits
Course Title
Credits
Course Title
Credits
Course Title
Credits
EN 101
3
Nu 101
7
Nu 102
9
CH 127
4.5
SS 510
3
Bio 302
4
4
4
SS 520
3
Gen Ed
(on permit @ QCC for
Hunter)
3
Bio 301
BIO 311
art or music elective at
Hunter
SS 310
3
Total credits
13
Total credits
14
Total credits
16
Total credits
7.5
FALL
2010
Graduation from QCC
SPRING
2011
Course Title
Credits
Nu 201
9
Lib Arts elective
3
Course Title
Nu 202 (3 credit elective
toward Hunter
requirements)
Nu 204 (Hunter 379)
3
SUMMER
2011
FALL
2011
Credits
Course Title
Credits
Course Title
Credits
9
Nu 381 (Hunter) offered at
QCC
4.5
Nu 380 (Hunter)
3
3
MA 336 (on permit @ QCC)
3
Gen Ed
6
12
Total credits
7.5
Total credits
U.S. History for Hunter
requirement recommended
EN 102
Total credits
3
15
Total credits
SPRING
2012
SUMMER
2012
FALL
2012
9
SPRING
2013
Course Title
Credits
Course Title
Credits
Course Title
Credits
Course Title
Credits
Nu 384 (PD/B)
3
Gen Ed
6
Nu 480
4.5
Nu 482
3
Nursing elective
suggested 340,351(meets
PD/C)
Gen Ed
3
Humanities
Humanities/Visual or
Performing Arts (adv)
3
Nursing elective
3
3
Gen Ed
3
Total credits
9
Total credits
10.5
Total credits
9
3
Total credits
6
11
QCC course
QCC required for
graduation
Hunter Course
Meets Hunter
requirement
BI 301
Yes
BIOL 120
yes
BI 302
Yes
BIOL 122
yes
BI 311
Yes
BIOL 230 (3 cr.) +1 elect.
yes
EN 101
Yes
ENGL 120
yes
EN 102
Yes
ENGH 220
yes
SS 310
Yes
SOC 101
yes; broad exp - B
SS 510
Yes
PSYCH 100
yes; broad exp - B
SS 520
Yes
PSYCH 150
yes; broad exp - B
The following courses are not required for the AAS at QCC but are required at Hunter:
CH 127
No
Chem100/101
yes
MA 336
No
ST113
yes
QCC course
QCC required for
graduation
Hunter Course
Meets Hunter
requirement
These courses offered at QCC meet the liberal arts elective at QCC and the additional liberal arts requirements
at Hunter:
AR 310
ARTH 111 (P/D)
yes
AR 311
ARTH 121 (P/D)
yes
AR 312
ARTH 122 (P/D)
yes
AR 320
ARTH 250 (P/D)
yes
AR 328
ARTH 270 (P/D)
yes
EN 815 or 816
see Eng. Dept. - elect
yes
LS 111
LS112
LS 101 (3 credts+1
elective credit)
LS 102 (3 credts+1
elective credit)
yes
yes
12
QCC course
QCC required for
graduation
Hunter Course
Meets Hunter
requirement
These courses offered at QCC meet the liberal arts elective at QCC and the additional liberal arts requirements
at Hunter:
HI 125
HI359 (P/D)
yes
HI 126
HI366 (P/D)
yes
HI 127
HI 151
yes
HI 128
HI 152
yes
MU 110
MUSH 101(P/D)
yes
MU 120
MUSH 101(P/D)
yes
MU 140
MUSH 261
yes
MU 141
MUSH 217
yes
MU 180
MUSH 107(P/D)
yes
SS110
elective credit
yes - broad exp - B
SS 150
ANTH 214
yes - focused exp - B
SS 610
PHIL 101
yes - broad exp - C
SS 630
PHIL 104
yes - broad exp- C
SS 640
PHIL 254
yes - focused exp - A/B
SS 680
elective credit
yes - focused exp - A
13
References
Bevill, J. W., Cleary B. L., Lacey, L. M. & Nooney, J. G. (2007). Educational mobility of RNs
in North Carolina: Who will teach tomorrow’s nurses? American Journal of Nursing.
107(5), 60-70.
Buerhaus, P. I., Staiger, D. O. & Auerbach, D. I. (2009). The Future of the Nursing
Workforce in the United States: Data Trends and Implications. Sudbury, MA: Jones and
Bartlett Publishers
Buerhaus, P. I., Auerbach, D. I. & Staiger, D. O. (2009). The recent surge in nurse
employment: Causes and implications. Health Affairs. 28(4), w657-w668.
Cleary, B., Bevill, J. W., Lacey, L. M. & Nooney, J. G. (2007) Evidence and Root Causes of
an Inadequate Pipeline for Nursing Faculty. Nursing Administration Quarterly. 31(2),
124-128.
Megginson, L. A. (2008). RN-BSN education: 21st century barriers and incentives. Journal
of Nursing Management. 16, 47-55.
National League for Nursing (2006). National Data Review Academic Year 2004-2005:
Baccalaureate, Associate Degree and Diploma Programs. New York: NLN
New York Academy of Medicine and Jonas Center for Nursing Excellence (2006). Nurse Retention and
Workforce Diversity in New York. Accessed 6/5/09 at
http://www.nyam.org/news/docs/NURSE%20RETENTION%20AND%20WORKFORCE%20DIVERSITY%20IN%
20NYC--FINAL%20REPORT.pdf
US Department of Health and Human Services [USDHHS] (2007b). National Advisory Council on Nursing
Education and Practice: Sixth Report to the Secretary of Health and Human Services. Health Resources and
Services Administration. Washington, DC: retrieved March 12, 2009 from
ftp://ftp.hrsa.gov/bhpr/nursing/sixth.pdf
14
OLD NU203
Issues and Trends in Nursing
This course is designed to foster critical
thinking as the student explores
professional, ethical, and legal issues in
nursing. Historical perspectives, political
issues, and selected legal-ethical problems
in health care are included. The utilization
of nursing research in the clinical area will
be examined. The transition from the role
of student nurse to professional nurse is
explored.
New NU204
Nursing and Societal Forces
This course will explore health care issues
and concerns through the integration of
knowledge from nursing, social, and
political sciences. The legal, political, and
ethical parameters of nursing will be
examined within the framework of the
wellness/ illness continuum. Strategies for
the resolution of societal issues and
concerns, which impact nursing and the
health care delivery system, will be
analyzed.
Writing Intensive
Writing Intensive
Prerequisites:
NU-201 (completed with grade of C or
better)
Co-requisite:
NU-202
Hours and credits:
2 class hours
2 credits
Prerequisites:
NU-201 (completed with grade of C or
better)
Co-requisite:
NU-202
Hours and credits:
3 class hours
3 credits
15
Curriculum for which this course is required:
Nursing is one of the Queensborough Community College programs of study in the Health Related
Sciences. NU-204 is the last course –in the sequence- of required nursing courses for graduation with
an A.A.S. Degree in Nursing.
College Educational Goals
Students graduating with an Associate’s degree will:

for career programs: demonstrate mastery of discipline-specific knowledge, skills, and tools
required for entry into or advancement in the job market in their field
College General Educational Objectives addressed by this course:
To achieve these goals, students graduating with an Associate Degree will:
1. communicate effectively through reading, writing, listening and speaking.
2. use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions.
3. use information management and technology skills effectively for academic research and
lifelong learning.
4. integrate knowledge and skills in their program of study.
5. differentiate and make informed decisions about issues based on multiple value systems.
6. work collaboratively in diverse groups directed at accomplishing learning objectives.
7. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
16
OLD NU203 Objectives
New NU204 Objectives
By the end of the course the student will:
By the end of the course the student will:
1. Describe historical, political, cultural, and
economic influences on the practice of
nursing.
2. Describe the
profession.
characteristics
of
a
3. Critically evaluate nursing research as a
means of improving patient care in the
clinical area
4. Identify selected legal issues in the
practice of nursing.
5. Identify selected ethical issues in the
practice of nursing.
6. Describe the impact of leadershipmanagement principles on the practice of
nursing.
7. Identify factors that influence the
transition from student to graduate nurse.
8. Utilize writing as a learning tool.
9. Use the New York Times to critically
evaluate the health care issues of our
country.
1. Integrate knowledge from nursing,
political and social sciences toward the
resolution of actual or potential healthcare
dilemmas.
2. Discuss the effects of political and
legislative issues on the healthcare
system.
3. Identify possible resolutions of social
problems at various levels of wellness
4. Utilize research findings to support the
use of evidence based practice in the
provision of nursing care
5. Discuss phases of the change process as it
relates to health promotion, maintenance
and restoration
6. Evaluate the principles of teaching and
learning that are used in popular media to
promote maintenance and restoration of
wellness
7. Identify the concepts basic to your
personal philosophy of nursing
17
Summary of Main Topics Covered in
NU-203
Unit I Historical Perspectives -- Factors
Influencing the Development of
Nursing Practice
World Events
Major contributions of significant leaders
Significant studies
Nursing Organizations
Unit II
Professionalism
Criteria of a profession
Definition of nursing
Roles and function of an associate
Degree nurse
Resumes and interviews
Transition to professional nursing
Unit III
Nursing Education, Licensure,
and Credentialing
Graduate programs
Licensure and credentialing
Career ladders
Continuing education
Future of nursing education
Unit IV
Practice
Legal Aspects of Nursing
Types of law
Civil law
Legal documents
Statutory law
Unit V
Ethical Issues of Nursing
Practice
Code of ethics
Personal values and beliefs
Ethical theories
Ethical principles
Summary of Main Topics Covered in
NU-204
Unit I. Professionalism
What is a Profession?
Essential competencies NLN/ AACN
Professional Behavior/ Legal implications
Media Image/ History of Nursing
Nursing Theories
Personal philosophy of nursing
Preparation of resumes and preparation for
interviews
UNIT 2- Policy and politics
Legislation and its influence on nursing
practice
Federal funding of nursing education
Healthcare reform proposals
Concept of social justice- healthcare
disparities
Nursing as a lobby force in effecting
healthcare reform
UNIT 3- Ethics
ANA Code of Ethics
AHA- Patient Bill of Rights
Ethical theories/ principles
Process of ethical decision making
Application to nursing practice
Professional accountability / advocacy
UNIT 4- Change Theory
Overview
Components of the change process
Changing systems/ people and protocols(EBP)
UNIT 5- Current Healthcare Issues
Nursing Shortage
Rising number of uninsured / unemployed
Rising cost of healthcare
Patient Safety/ IOM/ QSEN/ CQI
18
Summary of Main Topics Covered in
NU-203
Process of ethical decisions
Ethics and nursing practice
Unit VI
Management – Leadership –
Delegation
Types of management
Leadership styles
Delegation principles
Conflict resolution
Unit VII Nursing Research and EvidenceBased Practice
Steps in the research process
Nurse as a researcher
Current nursing research
Evidence based practice
Magnet Recognition program
100,000 Lives campaign
Summary of Main Topics Covered in
NU-204
UNIT 6- NURSING RESEARCH/ EVIDENCE
BASED PRACTICE
Sigma Theta Tau- position on Evidence-Based
practice
Magnet Recognition- value and impact on
nursing education/ practice
Steps in the research process
Using nursing research to improve patient care
Evidence based practice for selected clinical
situations
UNIT 7- Management/Delegation
Difference between delegation and management
Leadership styles
Characteristics of a good leader
Self assessment of leadership style
Five rights of delegation
Legal aspects of delegation
Components of conflict management process
Strategies for preventing and/ or resolving
conflict
UNIT 8- TEACHING/ LEARNING PROCESS
Health literacy in patient education
Patient advocacy
Cultural consideration in patient teaching
Evaluation of media (print, internet, TV) as a
major forum in the delivery of health information
19
Summary of Main Topics Covered in NU204
UNIT 1- PROFESSIONALISM







What is a Profession?
Essential competencies NLN/ AACN
Professional Behavior/ Legal implications
Media Image/ History of Nursing
Nursing Theories
Personal philosophy of nursing
Preparation of resumes and preparation for interviews
READINGS:



*Sorrell, J.M., (July 22, 2009) : Ethics: The Value of Nursing Ethics: What about Nurse
Jackie?” OIJN: The Online Journal of Issues in Nursing Vol.14 No3. Available:
www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OIJN/
Columns/Ethics/Nurse-Jackie.aspx
Select a nursing theory book from the library. Read the chapters on the essentials of
nursing theory, and one theorist.
Mechanic, D. (2009). Rethinking Medical Professionalism: The Role of Information
Technology and Practice Innovations. The Milbank Quarterly, 86, (2), 327-358.
UNIT 2- POLICY and POLITICS






Legislation and its influence on nursing practice
Federal funding of nursing education
Healthcare reform proposals
Concept of social justice- healthcare disparities
Nursing as a lobby force in effecting healthcare reform
Medicare and the aging society
READINGS:



ANA Social Policy Statement (see required text list)
*Alexandre, C., Glazer, G., (June 22, 2009) “Legislative: The American Recovery and
Reinvestment Act of 2009: What’s in it for Nursing?” OIJN: The Online Journal of
Issues
in
Nursing
Vol.14
No3.
Available:
www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OIJN/
Columns/Legislative/American-Recovery-and-Reinvestment-Act-.aspx
*Abood, S. (2007). Influencing Health Care in the Legislative Arena. OIJN The Online
Journal
of
Issues
in
Nursing
Vol.12
No1.
Available:
www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OIJN/
20

TableofContents/Volume122007/No1Jan07/tpc32_216091.aspx
*Niederdeppe, J., Bu, Q.L., Borah, P., Kindig, D., Robert, S. (2009). Message Design
Strategies to Raise Public Awareness of Social Determinants of Health and Population
Health Disparities. The Milbank Quarterly, 86, (3), 481-513.
UNIT 3- ETHICS






ANA Code of Ethics
AHA- Patient Bill of Rights
Ethical theories/ principles
Process of ethical decision making
Application to nursing practice
Professional accountability / advocacy
READINGS:


American Nurses Association. (2001). Code of Ethics for Nurses with Interpretive
Statements.
Tuskegee Study
UNIT 4- CHANGE THEORY



Overview
Components of the change process
Changing systems/ people and protocols- (EBP)
READINGS:


Meade, C., Bursell, A., Ketelsen, L. (2006). Effects of nursing rounds on patient’s call
light use, satisfaction and safety. AJN, 106 (9), 58-70.
Rosenstein, A. & O’Daniel, M. (2005). Disruptive behavior and clinical outcomes:
perceptions of nurses and physicians. AJN, 105, (1), 54-64.
UNIT 5- CURRENT HEALTHCARE ISSUES




Nursing Shortage
Rising number of uninsured / unemployed
Rising cost of healthcare
Patient Safety/ IOM/ QSEN/ CQI
READINGS:

*Blewett, L., Ziegenfuss, J., Davern, M (2009). Local Access to Care Programs
(LACPs): New Developments in Access to Care for the Uninsured. The Milbank
21


Quarterly, 86, (3), 459-479.
*Michaels, J. (2009). Health Consequences of Uninsurance among Adults in the United
States: Recent Evidence and Implications. The Milbank Quarterly, 87, (2), 443-494.
*Bentley, T., Effros, R., Palar, K., Keeler, E. (2009). Waste in the U.S. Health Care
System: A Conceptual Framework. The Milbank Quarterly, 86, (4), 629-659.
UNIT 6- NURSING RESEARCH/ EVIDENCE BASED PRACTICE





Sigma Theta Tau- position on Evidence Based Practice
Magnet Recognition- value and impact on nursing education/ practice
Steps in the research process
Using nursing research to improve patient care
Evidence based practice for selected clinical situations
READINGS:
 *Sigma Theta Tau (2002). Sigma Theta Tau International’s position statement on
evidence based nursing. Available at: http://nursingsociety.org/research/main.html.
 *Wood, M.J. (2008). The state of evidence based practice. Clinical Nursing Research,
17: 71-73
 *Tanner, C. (2005). What have we learned about critical thinking in nursing? JNE, 44
(2), 47-49.
UNIT 7- MANAGEMENT/ DELEGATION








Difference between delegation and management
Leadership styles
Characteristics of a good leader
Self assessment of leadership style
Five rights of delegation
Legal aspects of delegation
Components of conflict management process
Strategies for preventing and/ or resolving conflict
READINGS:




American Nurses Association and the National Council of State Boards of Nursing Joint
Statement
on
Delegation.
(2006).
Retrieved
at:
http://www.ncsbn.org/Joint_statement.pdf
*Manojlovich, M. (2007). Power and Empowerment in Nursing: Looking Backward to
Inform the Future. OIJN The Online Journal of Issues in Nursing Vol.12 No1.
Available:
www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OIJN/
TableofContents/Volume122007/No1Jan07/LookingBackwardtoInformtheFuture.aspx
*Northham, S. (2009). Conflict in the workplace: Part 1. American Journal of Nursing,
109 (6), 70-74
22

*Northham, S. (2009). Conflict in the workplace: Part 2. American Journal of Nursing,
109 (7), 64-
UNIT 8- TEACHING/ LEARNING PROCESS




Health literacy in patient education
Patient advocacy
Cultural consideration in patient teaching
Evaluation of media (print, internet, TV) as a major forum in the delivery of health
information

UNIT 8- READINGS:



http://nnlm.gov/outreach/consumer/hlthlit.html
http://www.iom.edu?id=19750
http://www.health.gov/communication/literacy/
Example Texts/ Readings/ Bibliography/ Other Materials Required or
Recommended for the Course:
Required Texts:
American Nurses Association. ( 2003). Nursing’s social policy statement. 2nd edition.
Washington, D.C.: ANA.
American Psychological Association. (2009). Publication Manual of the American
Psychological Association, 6th Ed. Washington, D.C.: APA.
Recommended Readings/ Texts:
Mason, D., Leavitt, J., Chaffee, M. (200x). Policy & Politics in Nursing and Health Care, 5th
edition. St. Louis: Elsevier
Dochterman, J., Grace, H. (2001). Current issues in nursing, 6th edition. St. Louis: Mosby.
Grossman, S., Valiga, T. (2005). The new leadership challenge: creating the future of
nursing. 2nd edition. Philadelphia: FA Davis.
LoBindo-Wood, G. & Haber, J. (2006). Nursing research: Methods and Critical Appraisal
for Evidence-Based Practice, (6th ed) St. Louis, Mo: Mosby. ISBN 0323028284
Hein, E. (2001). Nursing Issues in the 21st Century: Perspectives from the Literature.
Philadelphia: Lippincott
Gordon, S. (2005). Nursing Against the Odds: How Health Care Cost Cutting, Media
Stereotypes, and Medical Hubris Undermine Nurses and Patient Care. Cornell University
Press . ISBN 080147292X
23
NU-204 Method of Instruction
Methods of instruction will include but will not be limited to:
1. Lecture/Discussion
2. Power-Point
3. Clickers
4. On-campus practice labs
5. Computerized instruction and NLN practice testing
6. Audio-visual media
7. Video
8. Case based learning
9. Interactive Class Participation
10. Online programs
11. Blackboard medium
NU-204 Grading/Evaluation/ Academic Integrity Policy
Students are responsible for information and policies contained in the Department of
Nursing Student Handbook
All students in a nursing course will be measured according to the same grading criteria,
competencies and standards.
All students in each nursing course will be informed of course requirements at the
beginning of the course.
Course requirements relative to grading will not be changed for a course while it is in
progress.
Theory/ Classroom- A student must successfully pass the course examinations with a
final average grade of 74% or above to pass the course.
Course Assignments And Evaluations:
Research Paper using New York Times and selected professional journals
Low stakes in-class writing assignments
Resume and cover letter
Class presentation of research paper
Final Exam
NLN Practice tests on management and delegation
30%
5%
20%
10%
30%
5%
24
NU-204 Research Assignment
Impact of Selected Issues on the Health of the Public
Introduction
There are many challenges facing our nation today. These challenges include critical issues
related to healthcare. This paper will specifically address the issues that impact the health of the
public in the United States.
Problem
Identify an issue that impacts or has an effect on the health of the public in our country from your
readings in the New York Times.

Review of the Literature
Research the issue in terms of background information (who, what, when, where, how) using a
minimum of two (2) professional journals. Follow the discussion of the issue over a period of
time using a minimum of three (3) New York Times articles. Discuss the pros and cons of the
issue.
Conclusions and Recommendations
What conclusions can you draw from your findings?
What recommendations can you make to policy makers?
Submit a 4-5 page paper which addresses all of the above areas. Use APA format for all
references in the paper. Please attach copies of the professional journal articles and the New York
Times articles you reviewed. Using your findings you will contribute to a class discussion on
public health policy at the end of the semester.
Academic Integrity Policy:
Each student’s work shall be the result of the student’s own effort. When the work of others is
incorporated into student presentations, whether written or verbal, credit shall be given to the
source, whether the work is quoted or paraphrased. No student may submit the same work to
more than one instructor without prior approval by the instructor. No student shall act in a way
that endangers the academic integrity of the College or hinders the learning of classmates.
(Students should also refer to the College’s Academic Integrity Policy in the College Catalog)
Students with Disabilities:
Any student who feels that he/ she may need an accommodation based upon the impact of a
disability should contact the instructor privately to discuss his/ her specific needs. The student
and/ or instructor may contact the office of Services for Students with Disabilities in Science
Building, Room 132 (phone 718-631-6257) to coordinate reasonable accommodations for
students with documented disabilities.
25
Rational for Curricular Change from Nu203 (Issues and Trends in Nursing) to
Nu204 (Nursing and Societal Forces)
Barriers to educational mobility of AD graduates to the BS level include, among others,
the perceived difficulty in credit transfer causing repetition of course content. To help
eliminate this problem, the faculties of Hunter College School of Nursing (HBSON) and
Queensborough Community College Department of Nursing (QCC) decided, as part of
their curricular collaboration, to redesign NUR 379 – Nursing and Societal Issues
(HBSON’s first course) to meet the needs of both programs thus creating a “bridge”
course (NU-204) which will facilitate seamless progression between the two programs.
Students will be credited for NU-204 in both departments.
Concepts from the former NU-203 –Issues and Trends in Nursing (QCC) have been
included in NU-204 but expanded to included course content from the redesigned NUR379. Increased use of Internet sources for class readings to enhance facility in accessing
databases on-line, expanded study of the politics and policies of current healthcare issues
and enhanced discussion of the role of the nurse as manager and change agent are
included in the new NU-204 course. Since NU-204 is a pre-licensure course at QCC,
student preparation of resumes and cover letters, as well as interviewing techniques, will
remain.
26
The Nursing Department has approved the following revisions for consideration by the curriculum
committee:
From: NU101 Introduction to Universal Self-Care Needs/Deficits
3 class hours, 12 clinical hours, 7 credits
Prerequisites: Completion of pre-clinical sequence with at least a 3.0 grade-point average,
satisfactory score on
Mathematics Placement Tests or MA 010, MA013, completion of speech remediation, if
required, and
completion of the Pre-Admission RN Exam
Co-requisites: BI 302 SS 520 BCLS Certification
Provides an introduction to the practice of nursing with an emphasis on
professional behaviors in the acute and community healthcare settings. The
theoretical basis and practical application of nursing concepts underlying the
practice of nursing as it applies to normalcy/health across the life cycle in
emphasized. Universal self-care needs/deficits, communication techniques both
written and oral, legal/ethical parameters of nursing, normal nutrition, and basic
pharmacology, as well as teaching- learning principles are described and utilized
in beginning practice. The nursing process as a problem-solving tool provides the
basis for patient care. Students learn basic assessment skills as they apply to
individuals and communities.
Critical thinking techniques, which are necessary for diagnosing and treating
human responses to actual or potential health problems, are utilized. Learning
experiences are provided tin the college laboratories, hospitals and community
settings.
To:
NU101 Safe and Effective Nursing Care of Clients Level I
Prerequisites: Completion of pre-clinical sequence with at least a 3.0 grade-point average,
satisfactory score on
Mathematics Placement Tests or MA 010, MA013, completion of speech remediation, if
required, and
completion of the Pre-Admission RN Exam
Co-requisites: BI 302 SS 520 BCLS Certification
NU 101 provides the student with the theoretical basis and practical application of
nursing concepts underlying the practice of safe and effective nursing care across the life cycle - with a focus on the aging population. Primary emphasis is
placed on meeting the client’s basic self-care needs. Communication techniques
(written and oral), legal/ethical parameters of healthcare, basic pharmacology,
cultural considerations and teaching-learning principles are described and utilized
with individuals and small groups. The nursing process, as a problem-solving
tool, provides the basis of patient care. Students learn basic assessment skills for
individual clients. Critical thinking techniques, necessary for diagnosing and
treating human responses to actual or potential health problems are utilized.
Clinical experiences in the college laboratories, hospitals, nursing homes and
community settings provide the basis for the development of professional
behaviors.
27
From: NU102 Nursing Care of Persons with Developmental Self-Care Needs and Selected Self-Care
Deficits:
Intermediate Level, Part I Writing Intensive
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: NU101, BIO 302 (both completed with a C or better), SS 520 BCLS Certification
Provides the student with the theoretical basis and application of nursing concepts underlying the practice
of nursing as it relates to select developmental self-care needs/deficits across the life cycle. End of life
issues and spiritual aspects of care are included. Emphasis is placed on assisting patients with selected
self-care needs/deficits to achieve and maintain their optimal level of self-care. Relevant therapeutic
nutrition, pharmacology and holistic healing modalities are presented and discussed. Instruction on
physical assessment and critical thinking strategies continues from NU-101. Learning experiences are
provided in the college laboratories as well as selected hospitals and community health care settings
To:
NU102 Safe and Effective Nursing Care of Clients Level II
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: NU101, BIO 302 (both completed with a C or better), SS 520 BCLS Certification
NU 102 provides the student with the theoretical basis and application of
nursing concepts underlying the safe and effective practice of nursing as it
relates to self-care needs - across the life cycle - with a focus on the adult and
pediatric client. Psychosocial, end-of-life, spiritual and cultural aspects of care
are included. Teaching-learning principles are utilized for clients across the life
span. Relevant therapeutic nutrition, pharmacology and holistic healing
modalities are presented. Students continue to develop communication and
assessment skills as well as critical thinking strategies. Professional practice is
further developed utilizing evidenced-based research. Clinical experiences take
place in the college laboratories, hospitals and community settings.
From: NU201Nursing Care of Adults and Family with Developmental Self-Care Needs and Selected
Self Care Deficits:
Intermediate Level, Part II
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: Nu102, BIO 311(both completed with C or better), BCLS Certification
Provides the student with the theoretical basis and application of nursing
concepts underlying the practice of nursing as it relates to selected
developmental self care needs/deficits within the context of family. Emphasis
is placed on assisting adults and families across the life cycle with selected self
care needs/deficits to achieve and maintain their optimal level of health.
Related therapeutic nutrition and pharmacology continue as a focus of practice.
Refinement of assessment, critical thinking strategies and health promotion
skills along with development of professional accountability continues.
28
Learning experiences are provided in the college laboratory as well as selected
hospitals and community health care settings.
To:
NU201 Safe and Effective Nursing Care of Clients Level III Writing Intensive
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: Nu102, BIO 311(both completed with C or better), BCLS Certification
NU 201 provides the student with the theoretical basis and application of
nursing concepts underlying the practice of nursing as it relates to self care
needs - across the life cycle - with a focus on assisting adults and families to
achieve and maintain an optimal level of health and wellness. Related
therapeutic nutrition and pharmacology continue as a focus of practice.
Refinement of assessment, teaching-learning, communication and critical
thinking strategies continues. Development of professional accountability
continues with emphasis on writing and evidenced- based research. Learning
experiences are provided in the college laboratory, acute care, maternal-child,
and community health care settings.
From: NU202Advanced Nursing Care of Persons with Complex Self-Care
Needs/Deficits
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: NU 201(Completed with a C or better), BCLS Certification
Co-requisite: NU 203
Provides the knowledge and skills needed to manage nursing care of persons
with complex physiological and psychosocial self-care needs/deficits.
Opportunity is provided for increased self-direction in the utilization of the
nursing process and accountability for professional practice. Emphasis is on
advanced assessment, management and critical thinking strategies with a focus
on communication techniques utilized in interdisciplinary collaboration.
Clinical experiences are provided in college laboratories, hospitals and
community health care settings.
To:
Nu202 Safe and Effective Nursing Care of Clients Level IV
5 class hours, 12 clinical laboratory hours, 9 credits
Prerequisites: NU 201(Completed with a C or better), BCLS Certification
Co-requisite: NU 203
29
NU 202 provides the student with the knowledge and skills needed to manage safe and
effective care of clients - across the life cycle - with complex physiological and
psychosocial needs. Opportunity is provided for increased self-direction in the
management of care for groups of clients in acute care and community settings utilizing
evidenced-based research. Emphasis is on advanced assessment and critical thinking
strategies to promote effective clinical decision making. Interdisciplinary communication
and collaboration are emphasized. Teaching and learning practices are implemented for
the elderly client in community centers. Professional behaviors related to healthcare
policy, finance and regulation, and policy formation are introduced. Clinical experiences
are provided in college laboratories, hospitals and community settings with the inclusion
of a mental health and community health experience
Rationale: The course descriptions and course titles were changed to better reflect the actual course
content in each Nursing Course and to demonstrate an increasing complexity as students advance through
the program. The Nursing Department is moving away from a single, theoretical framework of Orem, to a
more eclectic theoretical approach. We are also aligning our program with the core values and integrating
concepts recommended by the NLN, our accrediting body. The writing intensive designation was moved
from NU102 to NU201 due to the intensive course content in NU102 in combination with the difficulty
students have in transitioning from their fundamental NU101 course.
30
Old NU 101
New NU 101
Introduction to Universal Self-Care
Needs / Deficits
Safe and Effective Nursing Care of
Clients
Level I
Provides an introduction to practice of nursing
with an emphasis on professional behaviors in
the acute and community healthcare settings.
The theoretical basis and practical application
of nursing concepts underlying the practice of
nursing as it applies to normalcy/health across
the life cycle in emphasized. Universal self-care
needs/deficits, communication techniques both
written and oral, legal/ethical parameters of
nursing,
normal
nutrition,
and
basic
pharmacology, as well as teaching- learning
principles are described and utilized in
beginning practice. The nursing process as a
problem-solving tool provides the basis for
patient care. Students learn basic assessment
skills as they apply to individuals and
communities.
Critical thinking techniques, which are
necessary for diagnosing and treating human
responses to actual or potential health problems,
are utilized. Learning experiences are provided
tin the college laboratories, hospitals and
community settings.
NU 101 provides the student with the
theoretical basis and practical application of
nursing concepts underlying the practice of safe
and effective nursing care - across the life cycle
- with a focus on the aging population. Primary
emphasis is placed on meeting the client’s basic
self-care needs. Communication techniques
(written and oral), legal/ethical parameters of
healthcare, basic pharmacology, cultural
considerations and teaching-learning principles
are described and utilized with individuals and
small groups. The nursing process, as a
problem-solving tool, provides the basis of
patient care. Students learn basic assessment
skills for individual clients. Critical thinking
techniques necessary for diagnosing and
treating human responses to actual or potential
health problems are utilized. Clinical
experiences in the college laboratories,
hospitals, nursing homes and community
settings provide the basis for the development
of professional behaviors.
3 class hours, 12 clinical laboratory hours, 7 credits
Credit Ratio:
1 lecture hour = 1 credit
3 clinical hours = 1 credit
Prerequisite:



Completion of pre-clinical sequence with a minimum of a 3.0 grade-point average
A grade of C or better in BI-301
Satisfactory score on the Mathematics Placement Tests or MA-010, MA-013

Completion of speech remediation, if required

Completion of the Pre-Admission RN exam
Co-requisite:

BI-302
31


SS-520
BCLS Certification – proof of current certification is required on the first clinical day of each
semester
Curriculum for which this course is required:
Nursing is one on the Queensborough Community College programs of study in
the Health Related Science. NU-101 is the first course -in the sequence- of
required clinical nursing courses for graduation with an A.A.S. Degree in Nursing.
College Educational Goals
Students graduating with an Associate’s degree will:

for career programs: demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into or advancement in the job market
in their field
College General Educational Objectives addressed by this course:
32
To achieve these goals, students graduating with an Associate Degree will:
1. communicate effectively through reading, writing, listening and speaking.
2. use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions.
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
4. use information management and technology skills effectively for academic research
and lifelong learning.
5. integrate knowledge and skills in their program of study.
6. differentiate and make informed decisions about issues based on multiple value
systems.
7. work collaboratively in diverse groups directed at accomplishing learning
objectives.
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
9. employ concepts and methods of the natural and physical sciences to make informed
judgments.
33
NU-101 Course Objectives
By the end of the course the student will:
Professional Behaviors
a. demonstrate accountability by adhering to the standards of professional nursing practice for safe
and effective care of individual clients.
b. begin to utilize professional literature for learning.
c. identify the professional, ethical, legal and regulatory influences in the practice of nursing.
d. recognize the role as advocate of client rights.
Communication
a. communicate effectively and accurately, both verbally and in writing, to provide safe and effective
client care.
b. demonstrate beginning competency with the use of technology for the acquisition of accurate and
reliable nursing care information.
Assessment
a. demonstrate beginning competency in the assessment phase of the nursing process with an
emphasis on the geriatric client.
b. begin to identify the physical, developmental, cultural and spiritual influences on the client health
care status.
Clinical Decision Making
a. Begin to utilize critical thinking by use of the nursing process to analyze client data and formulate
beginning nursing care plans.
Caring Interventions
a. integrate knowledge from general education disciplines and nu 101 course content to provide safe
nursing care to assist clients meet their self-care needs.
b. discuss approaches to nursing care that supports the client’s cultural values, beliefs, and lifestyles.
c. administer basic nursing care in accordance with the roles, competencies and standards of
professional practice with a focus on the aging population.
Teaching Learning
a. incorporate teaching/learning principles into client teaching about basic health care needs.
Collaboration
a. describe the function of the health care team.
b. being to assume the role as a client advocate to meet basic client self-care needs.
Managing Care
a. organize and prioritize basic aspects of client care while demonstrating beginning competence with
the utilization of technology.
34
35
Summary of main topics covered in the NU-101 course
(including laboratory topics when applicable)
Introduction to Nursing
Concepts of Health
On Campus Lab – Professional
Issues
Nursing Process
On Campus Lab - Introduction to
the Clinical Component
Protection from Hazards
o
o
o
o
Skin and mucous membranes
Inflammatory response
Immune response
Antimicrobials
Balance between Rest and Activity
o
o
o
o
Rest and sleep
Activity
Immobility
Sedatives/hypnotics
The Need for Air
o
o
o
o
o
o
o
o
Respiration
Circulation: Pulse & B/P
Temperature
Decongestants
Expectorants
Bronchodilators
Antihypertensives
Antipyretics
On Campus Lab – Medical
Asepsis
On Campus Lab – Mobility and
Immobility
On Campus Lab –Vital Signs
On Campus Lab – Critical
Elements Testing Vital Signs
On Campus Lab -Physical
Assessment
On-Campus Lab - Critical
Elements Testing- Physical
Assessment
On-Campus Lab - Critical
Elements Testing- Abdominal
Assessment
On-Campus Lab - Critical
36
Summary of main topics covered in the NU-101 course
(including laboratory topics when applicable)
Elements Testing- Peripheral
Vascular Assessment
On Campus Lab – Oxygenation
Pharmacology
On Campus Lab –Administration
of NON-Parenteral Medications
On Campus Lab – Administration
of Parenteral Medications
On-Campus Lab - Critical
Elements Testing- Medication
Administration
Normalcy: Growth and Development of
the older adult Infancy
o
o
o
o
Young Old 65 -75 years
Old 75-85 years
Old – Old 85-100 years
Elite Old – more than 100 years old
Fluid Balance
On- Campus lab - Principles of
the Teaching & Learning Process
On- Campus lab – Health
Promotion Teaching Project
On-Campus Lab – Primary IV
Altered Fluid Balance
o
o
Fluid Deficit
Fluid Excess
On-Campus Lab - Critical
Elements Testing- Intravenous
Fluid Therapy
On-Campus Lab –IVPB
Introduction to metabolic heeds
On-Campus Lab – Nutrition
Urinary Elimination
On- Campus Lab – GI and GU
Tubes
Intestinal Elimination
37
Summary of main topics covered in the NU-101 course
(including laboratory topics when applicable)
The Nurse-Patient Relationship
Therapeutic communication
Emotional stability
On Campus Lab- Communication
and Culture
On-Campus Lab - Critical
Thinking
On-Campus Lab - Documentation
On-Campus Lab - Simulation/
Case Studies
Nursing process during the Pre-operative
Period
On-Campus Lab – Surgical
Asepsis, Application of Heat and
Cold Therapy
On – Campus Lab - Critical
Elements Testing – Sterile
Dressing
38
NU-101 Textbooks - Examples
NU 101 Required Textbooks
Berman, A., Snyder, S., Kozier, B., & Erb, G. (2008). Fundamentals of nursing:
Concepts, process, and practice (8th ed.). Upper Saddle River, New Jersey:
Pearson/Prentice Hall to include "My Nursing Lab" an interactive web program.
Carpentio - Moyet, L.J. (2007). Handbook of nursing diagnosis (11th ed.). Philadelphia:
Lippincott, Williams & Wilkins.
Key, J. L. & Marshall, S. M. (2008). Clinical calculations: With applications to general
and specialty areas (6th ed.). St. Louis: Saunders.
Smith, S. F., Duell, D. J. & Martin, B. C. (2008). Clinical nursing skills (7th ed.). Upper
Saddle River, New Jersey: Pearson/Prentice Hall.
Soto, C., Iakovou, G., Burke, P., Campbell, B., Dirico, D., Gapper, K., Tarasko, A., &
Tully, N. D. (2009-2010). NU 101 introduction to universal self-care needs/deficits.
Bayside, New York: QCC Press.
Required Electronic Devices
All Nu-101 students are required to be in possession of a PDA or Smart Phone. Access
to Nursing Central from Unbound Medicine will be available at no cost to students.
Nursing Central includes access to The Davis Drug Guide for Nurses, Taber's electronic
medical dictionary and
Davis’ Laboratory and Diagnostic tests. This will replace the purchase of these
textbooks.
Please note the specifications for the required electronic devices:
Must have 41 MB of memory
Palm - OS 5 or later
PC / PDA Managers
Palm HotSync Manager 4.2 or later (6.2 or later for MS Vista)
Windows PC or Mac OS X with Internet connection
Memory cards supported
Windows Mobile (Pocket PC) - All Platforms
PC / PDA Managers
ActiveSync 4.0 or later (Win XP or earlier)
Windows Mobile Device Center (for MS Vista)
Windows PC with Internet connection
Memory cards supported
BlackBerry Devices Supported
39
BlackBerry Pearl, Curve, Bold, Storm or 8800 series phone
Memory card for your phone
Carrier data plan or on-device WiFi
Apple Devices Supported
iPhone and iPod touch with software version 2.0 or later Internet connection (WiFi or
cellular)
40
NU-101 Method of Instruction
Methods of instruction will include but will not be limited to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lecture / Discussion
Power-point
Electronic devices – e.g. PDA, ITouch, IPhone, BlackBerry
On-campus practice labs
Computerized instruction and NLN practice testing
Audio-visual media
Video
Interactive Video
Content focused packets
Simulation
case based learning
Study guide
Interactive Class Participation
Online programs
Blackboard medium
Project based learning
NU-101 Grading / Evaluation / Academic Integrity Policy
 Students are responsible for information and policies contained in the Department of
Nursing Student Handbook.
 All students in a nursing course will be measured according to the same grading
criteria, competencies and standards.
 Full time employment during the academic year is not recommended due to required
course preparation, and class/clinical time requirements.
 All students in each nursing course will be informed of course requirements at the
beginning of the course.
 Course requirements relative to grading will not be changed for a course while it is in
progress.
 A passing grade in each of two components is necessary to progress to the next nursing
course. (Also see examination section below). These two components are:
1. Clinical/Laboratory – a passing grade is needed in each of the following:
clinical performance, essential competencies, math skills, written assignments
and critical elements.
2. Theory/Classroom- A student must successfully pass the course examinations
with a final average grade of 74% or above to pass the course. (See individual
course manuals for details of examinations and grading and the Methods of
Evaluation section below).
NU-101 Clinical / Laboratory Clinical Progress Reports and Written
Assignments
 All students must provide safe care that is evaluated according to the behavioral
objectives indicated in the individual course Clinical Progress Reports (these progress
reports are located in course manuals). Students are responsible for knowing and
satisfactorily meeting the clinical behavioral objectives outlined in the course Clinical
41
Progress Reports.
 All students are responsible for knowledge of course -related National Patient Safety
Goals related to Ambulatory Health Care, Behavioral Health Care, Hospital Care, Long
Term Care, and Medicare/Medicaid Long Term Care:
www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals
 Clinical Progress Reports:
 A written mid-semester and end-of-semester/ rotation clinical progress
report will be given to each student.
 Mid-semester clinical / laboratory performance is rated satisfactory, needs
improvement or unsatisfactory.
 Students who receive a needs improvement or unsatisfactory at midsemester will be given written guidelines on what they must do to receive
a satisfactory grade at the end of the semester.
 End-of-semester/rotation clinical performance is rated satisfactory or
unsatisfactory.
 Students who receive an unsatisfactory end-of-semester clinical progress
report receive an “F” for the course regardless of their theory grade.
 Critical Elements
 Failure of a “Critical Element” in any clinical course, after three attempts,
constitutes a failure for the course.
 Writing Assignments:
 To help students integrate theory into the clinical setting and to promote
critical thinking, each student will be expected to submit written
assignments to their clinical instructor. These assignments will be graded
and considered to be an integral part of the clinical learning experience
and grading. Further guidelines for these assignments will be provided by
semester faculty.
NU 101 Classroom
 Examinations are scheduled at the beginning of the semester.
 Special Accommodations:
 Any student who feels he/she may need an accommodation based upon
the impact of a disability should contact the instructor within the first two
weeks of the semester to discuss his/her specific needs. The student
should present appropriate documentation from the Office of Services for
Students with Disabilities (see College Catalog) for the provisions of
reasonable accommodations for documented disabilities.
 All nursing examinations/quizzes are collected upon completion of the examination.
No student may be in possession of any nursing examinations/quizzes. Students are
expected to do their own work on assignments, quizzes, examinations and any other
academic work. Cheating in any form is viewed as a serious offense and is a violation
of the Academic Integrity policy. Violation of the Academic Integrity policy is cause
for academic sanctions. (See “Academic Integrity” in the Academic Standing section of
the College Catalog)
 Students are responsible for knowing the College’s Policy on Academic Integrity with
related “Violations” and “Sanctions” outlined in the College Catalog.
 Exam review:
 Exams/quizzes are reviewed at the discretion of the semester nursing
faculty.
42








Students may not write, record, photograph, scan or tape information,
questions or answers during the review or at any time during or after the
exam is administered. Violation of this policy is cause for academic
sanctions. (See “Academic Integrity” policy in the College Catalog)
If a student is absent for a scheduled examination, the student is responsible for
arranging, with the instructor, a date and time for the make-up examination. It must be
taken within one week after the scheduled exam is administered.
Any student who does not make arrangements for a make-up exam will receive a zero
(0) grade for that exam.
Grades will not be ready until the nursing faculty reviews the item analysis for each
exam.
Grades will not be given over the phone.
Grades will be given to the individual student only by the lecturer or clinical instructor.
Students may request a review of their individual computer response sheets by making
an appointment with the instructor.
Student’s final course grades will be posted on the student’s email account. All students
have a QCC email account. The email address is the first initial of the student’s first
name and the full last name PLUS the last 2 digits of the student’s social security
number.
NU 101 Examinations
Three unit exams and a final comprehensive exam are made up of multiple
choice questions. Make-up exams may include a combination of multiple
choice, completion or essay questions.
Examination dates are scheduled at the beginning of each semester. If a student
is absent for the scheduled examination, the student is responsible for arranging
with the instructor a date and time for a make-up examination. It must be taken
within one week after an exam is given. Failure to do so will result in a zero
grade for that exam
The percentage of each examination used to determine your theory grade will be
calculated as follows:




Exam I
- 22 %
Exam II
- 22 %
Exam III
- 22 %
Final Exam - 34 %
Students must successfully pass these exams with a final averaged grade of 74%
or above to pass the course.



If you achieve 74% or above in theory then 90% of this theory grade and
10% of your Teaching Projects grade will be calculated to determine your
Final Grade.
If you receive less than 74% then that grade will be 100% of your final
grade for the course and you will be unable to proceed to NU-102.
Students who pass both clinical and theory will receive a final grade
determined by the following formula:
 Theory Grade = 90%
 Teaching Project = 10% of total grade.
A grade point index of 2.0 or above must be maintained to progress to upper
level nursing courses.
43
NU-101 Student Uniform Requirements
Medical Surgical Rotations
 On assigned clinical agency days AND on-campus SIMULATION days, students
must be in the complete required uniform in accordance with the following policies
set by the Department of Nursing.
 Students not in the appropriate attire will not be allowed in the clinical area and will
receive a clinical absence for that day.
 The full uniform must be worn at the assigned clinical agency, including pre and post
conference.
 The complete required uniform includes:
 White school blazer
 White monogrammed golf shirt
 Male students must wear white uniform pants.
 Female students may wear white uniform skirt (must come at least to the
knee) or pants.
 Name pin and College ID
 Arm patch on left shoulder,
 Watch with a second hand
 Clean, all-white shoes (no clogs or cloth shoes)
 White hose for skirts or white socks for pants – no printed designs
 Black pen, pencil, pen light, stethoscope
 Solid white or neutral color underclothes
 NO gum chewing.
 Hair must be worn:
 in a conservative hair style without unnecessary hair ornaments.
 above the collar, neatly tied back away from the face. This rule applies to both
male and female students.
 Students may wear the uniform, shoes and stockings to the campus following the
clinical experience.
 Single earlobe piercing is the only body piercing allowed in the clinical area.
Piercings are limited to one small post earring per earlobe. Any other piercing
ornament (eyebrow, lip, nose, tongue, etc) must be removed while in the clinical
setting.
 A wedding band, simple wristwatch and gold or white stud earrings are the only
jewelry allowed in the clinical areas. NO bracelets, necklaces or large earrings.
 Nails must be short and clean. Only clear nail polish may be worn. No artificial nails
may be worn.
 Markings such as tattoos should not be visible. Visible tattoos must be covered.
 Students must wear the QCC ID badge to comply with both college and clinical
agency policies.
 Cell phones must be turned off in the clinical, on-campus labs and lecture areas.
44
NU 102
45
Old NU 102
Nursing Care Of Persons with
Developmental Self-Care Needs
and Selected Self-Care Deficits:
Intermediate Level, Part I
Writing Intensive
Provides the student with the theoretical basis
and application of nursing concepts underlying
the practice of nursing as it relates to select
developmental self-care needs/deficits across
the life cycle. End of life issues and spiritual
aspects of care are included. Emphasis is
placed on assisting patients with selected selfcare needs/deficits to achieve and maintain
their optimal level of self-care. Relevant
therapeutic nutrition, pharmacology and
holistic healing modalities are presented and
discussed. Instruction on physical assessment
and critical thinking strategies continues from
NU-101. Learning experiences are provided in
the college laboratories as well as selected
hospitals and community health care settings.
New NU 102
Safe and Effective Nursing Care
of Clients
Level II
NU 102 provides the student with the
theoretical basis and application of nursing
concepts underlying the safe and effective
practice of nursing as it relates to self-care
needs - across the life cycle - with a focus on
the adult and pediatric client. Psychosocial,
end-of-life, spiritual and cultural aspects of
care are included. Teaching-learning principles
are utilized for clients across the life span.
Relevant therapeutic nutrition, pharmacology
and holistic healing modalities are presented.
Students continue to develop communication
and assessment skills as well as critical
thinking strategies. Professional practice is
further developed utilizing evidenced-based
research. Clinical experiences take place in the
college laboratories, hospitals and community
settings. A pediatric clinical experience is
provided.
5 class hours, 12 clinical laboratory hours, 9 credits
Credit Ratio:
1 lecture hour = 1 credit
3 clinical hours = 1 credit
Prerequisite:




NU-101 (completed with C or better)
BI-302 (completed with a C or better)
SS-520
BCLS Certification
Co-requisite:
BI-311
46
Curriculum for which this course is required:
Nursing is one on the Queensborough Community College programs of study in the
Health Related Science. NU-102 is the second course -in the sequence- of required
clinical nursing courses for graduation with an A.A.S. Degree in Nursing.
College Educational Goals
Students graduating with an Associate’s degree will:

for career programs: demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into or advancement in the job market
in their field.
College General Educational Objectives addressed by this course:
To achieve these goals, students graduating with an Associate Degree will:
1. communicate effectively through reading, writing, listening and speaking.
2. use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions.
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
4. use information management and technology skills effectively for academic research
and lifelong learning.
5. integrate knowledge and skills in their program of study.
6. differentiate and make informed decisions about issues based on multiple value
systems.
7. work collaboratively in diverse groups directed at accomplishing learning objectives.
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
9. employ concepts and methods of the natural and physical sciences to make informed
judgments.
47
NU-102 Course Objectives
By the end of the course the student will:
Professional Behaviors
a. demonstrate accountability for safe and effective nursing care while adhering to the standards of
professional nursing practice.
b. utilize resources from professional literature to augment theoretical learning and clinical
practice.
c. apply knowledge of legal/ethical issues to the care of clients.
d. maintain confidentially of client and organizational information.
e. begin to assume role as advocate for client rights.
Communication
a. communicate effectively, accurately, and therapeutically, verbally and in writing, with clients
and health care individuals to provide safe and effective client care.
b. utilize information technology to acquire and document provision of nursing care.
Assessment
a. assess and evaluate client health care status (physical, cognitive, developmental, emotional,
psychosocial, cultural, religious, spiritual, and functional) through the orderly collection of
information with a focus on the adult and pediatric client.
Clinical Decision Making
a. utilize critical thinking and the nursing process to analyze physiological, psychosocial or
developmental needs when caring for the adult and pediatric client to achieve positive
outcomes.
Caring Interventions
a. integrate knowledge from general education disciplines, evidence-based research, and NU-101
and NU-102 course content to provide safe and effective nursing care to assist clients meet their
self-care needs.
b. implement approaches to nursing care that supports the client’s cultural values, beliefs, and
lifestyles.
c. administer nursing care in accordance with the roles, competencies and standards of
professional practice with a focus on the adult and pediatric client.
Teaching Learning
a. provide health promotion information to clients utilizing teaching plans that support self-care
and consider the expected level of client development.
Collaboration
a. work collaboratively with the client, peers, and members of the healthcare team to meet client
needs and achieve positive outcomes.
Managing Care
48
a. plan, prioritize, and evaluate client care to achieve positive outcomes
b. effectively utilize technology when necessary.
49
Summary of main topics covered in the NU-102 course
(including laboratory topics when applicable)
Fluid and Electrolytes


Fluid shifts ( Review NU 101, A&P)
Electrolytes
o Na, K
o Calcium
o Magnesium
o Chloride
Shock


On-Campus Labs - Review of NU 101
Skills - GI/ IVPB/ Injections/ Asepsis
Review
On-Campus Lab - IVPB Critical Elements
Testing
Hypovolemic
Circulatory/distributive
o Septic
o Anaphylactic
Shock Management
Infectious Diseases
 VRE, VRSA, MRSA, C.Difficile
 Review Infection Precautions
Universal/standard/contact precautions (listed
in the NU 102 manual and also a review of NU
101 content)
 Antibiotics
Gastrointestinal disorders



GI A&P
GI Diagnostic Tests
Endoscopic Procedures
On Campus Lab #2 – Intestinal Drainage/
Feeding Tubes/ Total Parenteral Nutrition
/Ostomies
Oral Deficits
Gastric Deficits
Intestinal Deficits
GI Organ Deficits
GI Medications
Respiratory Self Care Deficits
 Review Respiratory A&P / Assessment
 Diagnostic Tests
Acid-Base disturbances
Upper Respiratory Deficits
On Campus Lab #4 - Respiratory
50
Summary of main topics covered in the NU-102 course
(including laboratory topics when applicable)
Lower Respiratory Deficits
Respiratory medications
Pediatrics




Pediatric Assessment
Growth and Development
Procedures- Hospitalized child
Pediatric safety:
On Campus Lab # 5 - Pediatrics
Communicable diseases
Fever
Immunization
Anemias
Leukemias
Musculoskeletal Deficits


Review A&P skeletal system
Assessment
Fractures
Musculoskeletal Interventions
Fracure complications
Scolosis
Pain management
Introduction to psychosocial Issues
Psychiatric medications (listed in lab manual)
Advanced communications
Culture
Spirituality
Stress and Coping
Holistic health modalities
Clients response to illness across the lifecycle
Therapeutic play
Eating Disorders
Childhood & adolescent psychiatric disorders
Abuse and violence
Child
Partner
Elder abuse
Rape
Anxiety and somatoform disorders
Attitudes and myths about aging
51
Summary of main topics covered in the NU-102 course
(including laboratory topics when applicable)
Polypharmacy
Cognitive disorders: Delirium, & Dementia
Depression
End of life issues across the lifecycle
Hospice Care
52
NU-102 Textbooks - Examples
Required Reading Textbooks
Adams, M., Holland, L. & Bostwick, P. (2008). Pharmacology for nurses: A
pathophysiological approach (2nd ed.).Upper Saddle River, New Jersey: Pearson/Prentice
Hall.
Ball, J. W., Bindler, R.C., & Bindler, R. (2008). Pediatric nursing: Caring for children
(4th ed.). Upper Saddle River, New Jersey: Pearson/Prentice Hall.
Berman, A., Snyder, S., Kozier, B., & Erb, G. (2008). Fundamentals of nursing:
Concepts, process, and practice (8th ed.). Upper Saddle River, New Jersey:
Pearson/Prentice Hall.
Colalillo, G., Donahue, N., Fitzgerald-Royce, D., Magaldi, M., Menendez, A.M., and
Tarasko, A. (2007 – 2008). NU -102 nursing care of patients with self-care needs and
selected self-care deficits: Intermediate level, part I writing intensive. Bayside, New
York: QCC Press.
Delgin, J. H. & Vallerand, A. H. (2008). Davis drug guide for nurses (10th ed.).
Philadelphia: F.A. Davis Company.
Smeltzer, S. C., Bare, B. G., Hinkle, J. L. & Cheever, K. H. (Eds.) (2008). Brunner &
Suddarth's textbook of medical surgical nursing (11th ed.). Philadelphia: Lippincott,
Williams & Wilkins.
Smith, S. F., Duell, D. J. & Martin, B. C. (2008). Clinical nursing skills (7th ed.). Upper
Saddle River, New Jersey: Pearson/Prentice Hall.
Videbeck, S. L. (2006). Psychiatric-mental health nursing (4th ed.). Philadelphia:
Lippincott, Williams & Wilkins.
53
NU-102 Method of Instruction
Methods of instruction will include but will not be limited to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lecture / Discussion
Power-point
Electronic devices – e.g. PDA, ITouch, IPhone, BlackBerry
On-campus practice labs
Computerized instruction and NLN practice testing
Audio-visual media
Video
Interactive Video
Content focused packets
Simulation
Case-based learning
Study guide
Interactive Class Participation
Online programs
Blackboard medium
Project based learning
NU-102 Grading / Evaluation / Academic Integrity Policy
 Students are responsible for information and policies contained in the Department
of Nursing Student Handbook.
 All students in a nursing course will be measured according to the same grading
criteria, competencies and standards.
 Full time employment during the academic year is not recommended due to
required course preparation, and class/clinical time requirements.
 All students in each nursing course will be informed of course requirements at the
beginning of the course.
 Course requirements relative to grading will not be changed for a course while it is
in progress.
 A passing grade in each of two components is necessary to progress to the next
nursing course. (Also see examination section below). These two components are:
1. Clinical/Laboratory – a passing grade is needed in each of the
following: clinical performance, essential competencies, math skills,
written assignments and critical elements.
2. Theory/Classroom- A student must successfully pass the course
examinations with a final average grade of 74% or above to pass the
course. (See individual course manuals for details of examinations and
grading and the Methods of Evaluation section below).
NU-102 Clinical / Laboratory Clinical Progress Reports and Written Assignments
 All students must provide safe care that is evaluated according to the behavioral
objectives indicated in the individual course Clinical Progress Reports (these
progress reports are located in course manuals). Students are responsible for
knowing and satisfactorily meeting the clinical behavioral objectives outlined in
54
the course Clinical Progress Reports.
 All students are responsible for knowledge of course -related National Patient
Safety Goals related to Ambulatory Health Care, Behavioral Health Care, Hospital
Care, Long Term Care, and Medicare/Medicaid Long Term Care:
www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals
 Clinical Progress Reports:
 A written mid-semester and end-of-semester/ rotation clinical progress
report will be given to each student.
 Mid-semester clinical / laboratory performance is rated satisfactory,
needs improvement or unsatisfactory.
 Students who receive a needs improvement or unsatisfactory at midsemester will be given written guidelines on what they must do to
receive a satisfactory grade at the end of the semester.
 End-of-semester/rotation clinical performance is rated satisfactory or
unsatisfactory.
 Students who receive an unsatisfactory end-of-semester clinical progress
report receive an “F” for the course regardless of their theory grade.
 Critical Elements
 Failure of a “Critical Element” in any clinical course, after three
attempts, constitutes a failure for the course.
 Writing Assignments:
 To help students integrate theory into the clinical setting and to promote
critical thinking, each student will be expected to submit written
assignments to their clinical instructor. These assignments will be graded
and considered to be an integral part of the clinical learning experience
and grading. Further guidelines for these assignments will be provided
by semester faculty.
NU-102 Classroom
 Examinations are scheduled at the beginning of the semester.
 Special Accommodations:
 Any student who feels he/she may need an accommodation based upon
the impact of a disability should contact the instructor within the first
two weeks of the semester to discuss his/her specific needs. The student
should present appropriate documentation from the Office of Services for
Students with Disabilities (see College Catalog) for the provisions of
reasonable accommodations for documented disabilities.
 All nursing examinations/quizzes are collected upon completion of the
examination.
No student may be in possession of any nursing
examinations/quizzes.
Students are expected to do their own work on
assignments, quizzes, examinations and any other academic work. Cheating in
any form is viewed as a serious offense and is a violation of the Academic
Integrity policy. Violation of the Academic Integrity policy is cause for academic
sanctions. (See “Academic Integrity” in the Academic Standing section of the
College Catalog)
 Students are responsible for knowing the College’s Policy on Academic Integrity
with related “Violations” and “Sanctions” outlined in the College Catalog.
 Exam review:
 Exams/quizzes are reviewed at the discretion of the semester nursing
faculty.
55








Students may not write, record, photograph, scan or tape information,
questions or answers during the review or at any time during or after the
exam is administered. Violation of this policy is cause for academic
sanctions. (See “Academic Integrity” policy in the College Catalog)
If a student is absent for a scheduled examination, the student is responsible for
arranging, with the instructor, a date and time for the make-up examination. It
must be taken within one week after the scheduled exam is administered.
Any student who does not make arrangements for a make-up exam will receive a
zero (0) grade for that exam.
Grades will not be ready until the nursing faculty reviews the item analysis for
each exam.
Grades will not be given over the phone.
Grades will be given to the individual student only by the lecturer or clinical
instructor.
Students may request a review of their individual computer response sheets by
making an appointment with the instructor.
Student’s final course grades will be posted on the student’s email account. All
students have a QCC email account. The email address is the first initial of the
student’s first name and the full last name PLUS the last 2 digits of the student’s
social security number.
NU-102 Examinations
4 unit exams and a final comprehensive exam are made up of multiple choice
questions. Make-up exams may include a combination of multiple choice,
completion or essay questions.
Examination dates are scheduled at the beginning of each semester. If a student
is absent for the scheduled examination, the student is responsible for arranging
with the instructor a date and time for a make-up examination. It must be taken
within one week after an exam is given. Failure to do so will result in a zero
grade for that exam
The percentage of each exam used to determine your theory grade will be
calculated as follows:





Exam I - 11 %
Exam II
- 11 %
Exam III - 22 %
Exam IV - 22 %
Final Exam - 34 %
Students must successfully pass these exams with a final averaged grade of
74% or above to pass the course.
A grade point index of 2.0 or above must be maintained to progress to upper
level nursing courses
56
NU-102 Student Uniform Requirements
Medical Surgical and Pediatric Rotations
 On assigned clinical agency days AND on-campus SIMULATION days, students must be in
the complete required uniform in accordance with the following policies set by the
Department of Nursing.
 Students not in the appropriate attire will not be allowed in the clinical area and will receive a
clinical absence for that day.
 The full uniform must be worn at the assigned clinical agency, including pre and post
conference.
 The complete required uniform includes:
 White school blazer
 White monogrammed golf shirt
 Male students must wear white uniform pants.
 Female students may wear white uniform skirt (must come at least to the
knee) or pants.
 Name pin and College ID
 Arm patch on left shoulder,
 Watch with a second hand
 Clean, all-white shoes (no clogs or cloth shoes)
 White hose for skirts or white socks for pants – no printed designs
 Black pen, pencil, pen light, stethoscope
 Solid white or neutral color underclothes
 NO gum chewing.
 Hair must be worn:
 in a conservative hair style without unnecessary hair ornaments.
 above the collar, neatly tied back away from the face. This rule applies to
both male and female students.
 Students may wear the uniform, shoes and stockings to the campus following the clinical
experience.
 Single earlobe piercing is the only body piercing allowed in the clinical area. Piercings are
limited to one small post earring per earlobe. Any other piercing ornament (eyebrow, lip,
nose, tongue, etc) must be removed while in the clinical setting.
 A wedding band, simple wristwatch and gold or white stud earrings are the only jewelry
allowed in the clinical areas. NO bracelets, necklaces or large earrings.
 Nails must be short and clean. Only clear nail polish may be worn. No artificial nails may be
worn.
 Markings such as tattoos should not be visible. Visible tattoos must be covered.
 Students must wear the QCC ID badge to comply with both college and clinical agency
policies.
 Cell phones must be turned off in the clinical, on-campus labs and lecture areas.
57
NU 201
58
Old NU 201
New NU 201
Nursing Care Of Adults And
Family with Developmental SelfCare Needs And Selected Self
Care Deficits: Intermediate Level,
Part II
Safe and Effective Nursing
Care of Clients
Level III
Provides the student with the theoretical basis
and application of nursing concepts underlying
the practice of nursing as it relates to selected
developmental self care needs/deficits within
the context of family. Emphasis is placed on
assisting adults and families across the life
cycle with selected self care needs/deficits to
achieve and maintain their optimal level of
health. Related therapeutic nutrition and
pharmacology continue as a focus of practice.
Refinement of assessment, critical thinking
strategies and health promotion skills along
with development of professional
accountability continues. Learning
experiences are provided in the college
laboratory as well as selected hospitals and
community health care settings.
Writing Intensive
NU 201 provides the student with the
theoretical basis and application of nursing
concepts underlying the practice of nursing
as it relates to self care needs - across the
life cycle - with a focus on assisting adults
and families achieve and maintain an
optimal level of health and wellness.
Related therapeutic nutrition and
pharmacology continue as a focus of
practice. Refinement of assessment,
teaching-learning, communication and
critical thinking strategies continues.
Development of professional accountability
continues with emphasis on writing and
evidenced- based research. Learning
experiences are provided in the college
laboratory, acute care, maternal-child, and
community health care settings.
This course satisfies one (1) of the two (2)
credit-bearing Writing Intensive (WI)
courses required to graduate with an
associate degree.
5 class hours, 12 clinical laboratory hours, 9 credits
Credit Ratio:
1 lecture hour = 1 credit
3 clinical hours = 1 credit
Prerequisite:



NU-102 (completed with C or better)
BI-311 (completed with C or better)
BCLS Certification
Co-requisite:
none
59
60
Curriculum for which this course is required:
Nursing is one on the Queensborough Community College programs of study in the
Health Related Science. NU-201 is the third course -in the sequence- of required
clinical nursing courses for graduation with an A.A.S. Degree in Nursing.
College Educational Goals
Students graduating with an Associate’s degree will:

for career programs: demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into or advancement in the job market
in their field.
College General Educational Objectives addressed by this course:
To achieve these goals, students graduating with an Associate Degree will:
1. communicate effectively through reading, writing, listening and speaking.
2. use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions.
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
4. use information management and technology skills effectively for academic research
and lifelong learning.
5. integrate knowledge and skills in their program of study.
6. differentiate and make informed decisions about issues based on multiple value
systems.
7. work collaboratively in diverse groups directed at accomplishing learning objectives.
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
9. employ concepts and methods of the natural and physical sciences to make informed
judgments.
61
NU-201 Course Objectives
By the end of the course the student will:
Professional Behaviors
a. demonstrate accountability for safe and effective nursing care while adhering to professional
nursing standards.
b. utilize resources from clinical agencies and professional literature to augment theoretical
learning, clinical practice and ongoing self-development.
c. practice within the legal, ethical and regulatory frameworks of nursing practice.
d. assume role as advocate for client rights in all aspects of care.
Communication
a. communicate effectively, accurately, and therapeutically, verbally and in writing, with clients,
significant support persons, and members of the healthcare team to provide safe and effective
client care.
b. utilize information technology to provide, support and communicate of the planning and
provision of nursing care of adults and families.
Assessment
a. assess and evaluate client health care status (physical, cognitive, developmental, emotional,
psychosocial, cultural, religious, spiritual, and functional) through the orderly collection of
information with a focus on the adult and maternal-child client, and family.
Clinical Decision Making
a. utilize critical thinking, evidence-based research and the nursing process to analyze
physiological, psychosocial, reproductive and/or developmental needs of the adult and maternalchild client, and family in order to achieve positive outcomes.
Caring Interventions
a. integrate knowledge from general education disciplines, evidence-based research and previous
nursing courses to provide safe and effective nursing care to the adult, maternal child client and
family.
b. implement approaches to nursing care that supports the client’s cultural values, beliefs, and
lifestyles with a focus on the adult, maternal-child clients and families.
Teaching Learning
a. collaborate with health care individuals to develop and implement developmentally appropriate
teaching plans for the adult, maternal-child clients and/or family that promote health and reduce
risks.
Collaboration
a. work collaboratively with the adult and maternal-child client, families, peers, and members of
the healthcare team to meet client needs and achieve positive outcomes.
62
Managing Care
a. coordinate and prioritize the access of nursing care for clients and families within and across
healthcare setting.
b. begin to examine the concept of delegation as a role of the professional nurse.
63
Summary of main topics covered in the NU-201 course
(including laboratory topics when applicable)
Trends in Maternal-Newborn Health
Nursing Process applied to Maternal-Newborn
Health
On Campus Lab –Maternal - Newborn
Trends in Metabolic Health
Nursing Process applied to Endocrine/Metabolic
Health




On Campus Lab –Endocrine / Metabolic
Diabetes Mellitus
Pituitary
Thyroid
Adrenal Cortex
Trends in Cardiovascular Health
Nursing Process applied to Cardiovascular
Health







Coronary Artery Disease
Angina Pectoris
Myocardial infarction
Hypertension
Cardiac Dysrhythmias
Congestive Heart Failure
Peripheral Vascular Disorders
 Arterial Occlusive
Disorders
 Vein Disorders
Trends in Urinary Health
Nursing Process applied to Urinary Health






Alterations in Voiding pattern:
 Retention
 Incontinence
Urinary Infections
Kidney Stones
Cancer of the Bladder
Urinary Diversions
Kidney Surgery
On Campus Lab –Urinary Deficits
On-Campus Lab – Specimen Analysis
Critical Elements Testing
On-Campus Lab – Urinary Catheterization
Critical Elements Testing
64
Summary of main topics covered in the NU-201 course
(including laboratory topics when applicable)
Trends in Cancer Care
Nursing Process applied to Persons with SelfCare Deficits related to Cancer
o
o
o
o
o
o
Cancer Grading/Stages
Health history/risk factors
Physical examination
Chemotherapy
Radiation
Pain Management
Trends in Reproductive Dysfunction and
Sexually Transmitted Disease
On Campus Lab – Reproductive Needs /
Deficits
Nursing Process applied to persons with SelfCare Deficits related to Reproductive
Dysfunction and Sexually Transmitted Disease
o
Alterations in regulatory mechanism of
reproductive system.





Contraception
Menopause
Violence
Sexually Transmitted Infections
Malignant Disorders
o Breast
65
NU-201 Textbooks - Examples
Required Reading Textbooks
Adams, M., Holland, L. & Bostwick, P. (2008). Pharmacology for nurses: A
pathophysiological approach (2nd ed.).Upper Saddle River, New Jersey: Pearson/Prentice
Hall.
Delgin, J. H. & Vallerand, A. H. (2008). Davis drug guide for nurses (10th ed.).
Philadelphia: F.A. Davis Company.
Dudek, S. G. (2005). Nutrition essentials for nursing practice (5th ed.). Philadelphia:
Lippincott, Williams & Wilkins.
Molloy, J., Bentley, J., Dirico, D., Hartnett, K., Polizzotto, R., Spencer, C., & Tully, N.
(2008) NU 201 nursing care of adults and family with developmental self-care needs and
selected self-care deficits: Intermediate level part II. Bayside, New York: QCC Press.
Ricci, S. S. (2006). Essentials of maternity, newborn and women’s health nursing.
Philadelphia: Lippincott, Williams & Wilkins.
Smeltzer, S. C., Bare, B. G., Hinkle, J. L. & Cheever, K. H. (Eds.) (2008). Brunner &
Suddarth’s textbook of medical surgical nursing (11th ed.). Philadelphia: Lippincott,
Williams & Wilkins.
66
NU-201 Method of Instruction
Methods of instruction will include but will not be limited to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lecture / Discussion
Power-point
Electronic devices – e.g. PDA, ITouch, IPhone, BlackBerry
On-campus practice labs
Computerized instruction and NLN practice testing
Audio-visual media
Video
Interactive Video
Content focused packets
Simulation
Case-based learning
Study guide
Interactive Class Participation
Online programs
Blackboard medium
Project-based learning
NU-201 Grading / Evaluation / Academic Integrity Policy
 Students are responsible for information and policies contained in the
Department of Nursing Student Handbook.
 All students in a nursing course will be measured according to the same grading criteria,
competencies and standards.
 Full time employment during the academic year is not recommended due to required
course preparation, and class/clinical time requirements.
 All students in each nursing course will be informed of course requirements at the
beginning of the course.
 Course requirements relative to grading will not be changed for a course while it is in
progress.
 A passing grade in each of two components is necessary to progress to the next
nursing course. (Also see examination section below). These two components
are:
1. Clinical/Laboratory – a passing grade is needed in each of the following:
clinical performance, essential competencies, math skills, written assignments
and critical elements.
2. Theory/Classroom- A student must successfully pass the course examinations
with a final average grade of 74% or above to pass the course. (See individual
course manuals for details of examinations and grading and the Methods of
Evaluation section below).
NU-201 Clinical / Laboratory Clinical Progress Reports and Written Assignments
 All students must provide safe care that is evaluated according to the behavioral
objectives indicated in the individual course Clinical Progress Reports (these progress
reports are located in course manuals). Students are responsible for knowing and
satisfactorily meeting the clinical behavioral objectives outlined in the course Clinical
67
Progress Reports.
 All students are responsible for knowledge of course -related National Patient Safety
Goals related to Ambulatory Health Care, Behavioral Health Care, Hospital Care, Long
Term Care, and Medicare/Medicaid Long Term Care:
www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals
 Clinical Progress Reports:
 A written mid-semester and end-of-semester/ rotation clinical progress report
will be given to each student.
 Mid-semester clinical / laboratory performance is rated satisfactory, needs
improvement or unsatisfactory.
 Students who receive a needs improvement or unsatisfactory at mid-semester
will be given written guidelines on what they must do to receive a satisfactory
grade at the end of the semester.
 End-of-semester/rotation clinical performance is rated satisfactory or
unsatisfactory.
 Students who receive an unsatisfactory end-of-semester clinical progress report
receive an “F” for the course regardless of their theory grade.
 Critical Elements
 Failure of a “Critical Element” in any clinical course, after three attempts,
constitutes a failure for the course.
 Writing Assignments:
 To help students integrate theory into the clinical setting and to promote critical
thinking, each student will be expected to submit written assignments to their
clinical instructor. These assignments will be graded and considered to be an
integral part of the clinical learning experience and grading. Further guidelines
for these assignments will be provided by semester faculty.
NU-201 Classroom
 Examinations are scheduled at the beginning of the semester.
 Special Accommodations:
 Any student who feels he/she may need an accommodation based upon the
impact of a disability should contact the instructor within the first two weeks of
the semester to discuss his/her specific needs. The student should present
appropriate documentation from the Office of Services for Students with
Disabilities (see College Catalog) for the provisions of reasonable
accommodations for documented disabilities.
 All nursing examinations/quizzes are collected upon completion of the examination. No
student may be in possession of any nursing examinations/quizzes. Students are
expected to do their own work on assignments, quizzes, examinations and any other
academic work. Cheating in any form is viewed as a serious offense and is a violation of
the Academic Integrity policy. Violation of the Academic Integrity policy is cause for
academic sanctions. (See “Academic Integrity” in the Academic Standing section of the
College Catalog)
 Students are responsible for knowing the College’s Policy on Academic Integrity with
related “Violations” and “Sanctions” outlined in the College Catalog.
 Exam review:
 Exams/quizzes are reviewed at the discretion of the semester nursing faculty.
 Students may not write, record, photograph, scan or tape information, questions or
answers during the review or at any time during or after the exam is administered.
Violation of this policy is cause for academic sanctions. (See “Academic Integrity”
68
policy in the College Catalog)
 If a student is absent for a scheduled examination, the student is responsible for
arranging, with the instructor, a date and time for the make-up examination. It must be
taken within one week after the scheduled exam is administered.
 Any student who does not make arrangements for a make-up exam will receive a zero (0)
grade for that exam.
 Grades will not be ready until the nursing faculty reviews the item analysis for each
exam.
 Grades will not be given over the phone.
 Grades will be given to the individual student only by the lecturer or clinical instructor.
 Students may request a review of their individual computer response sheets by making an
appointment with the instructor.
 Student’s final course grades will be posted on the student’s email account. All students
have a QCC email account. The email address is the first initial of the student’s first
name and the full last name PLUS the last 2 digits of the student’s social security
number.
NU-201 Examinations
6 quizzes and a final comprehensive exam are made up of multiple choice
questions. Make-up exams may include a combination of multiple choice,
completion or essay questions. In addition, there is a required writing
assignment.
Examination dates are scheduled at the beginning of each semester. If a student
is absent for the scheduled examination, the student is responsible for arranging
with the instructor a date and time for a make-up examination. It must be taken
within one week after an exam is given. Failure to do so will result in a zero
grade for that exam
The percentage of each exam used to determine your theory grade will be
calculated as follows:







Quiz I - 12 %
Quiz 2 - 12 %
Quiz 3 - 12 %
Quiz 4 - 12 %
Quiz 5 - 12 %
Quiz 6 - 12 %
Final Exam - 28 %
Students must successfully pass these exams with a final averaged grade of
74% or above to pass the course.



If you achieve 74% or above in theory then a % of this theory
grade and a % of your written assignment grade will be calculated
to determine your Final Grade. (see below)
Students will receive an “averaged” grade for written assignments,
which will be used to determine the final grade of any student who
passes the theory component of this course.
Students who pass clinical and theory will receive a final grade
69

determined by the following formula:
 Theory grade = 85%
 Written assignments = 15% (may raise or lower final
grade)
Students who receive less than 74% (C), then 100% of the theory
grade will be your final grade for the course and the student will
not be allowed to proceed to the next nursing course.
A grade point index of 2.0 or above must be maintained to progress to upper
level nursing courses
70
NU-201 Student Uniform Requirements
Medical Surgical and Maternal-Child Rotations
 On assigned clinical agency days AND on-campus SIMULATION days, students must be in
the complete required uniform in accordance with the following policies set by the
Department of Nursing.
 Students not in the appropriate attire will not be allowed in the clinical area and will receive a
clinical absence for that day.
 The full uniform must be worn at the assigned clinical agency, including pre and post
conference.
 The complete required uniform includes:
 White school blazer
 White monogrammed golf shirt
 Male students must wear white uniform pants.
 Female students may wear white uniform skirt (must come at least
to the knee) or pants.
 Name pin and College ID
 Arm patch on left shoulder,
 Watch with a second hand
 Clean, all-white shoes (no clogs or cloth shoes)
 White hose for skirts or white socks for pants – no printed designs
 Black pen, pencil, pen light, stethoscope
 Solid white or neutral color underclothes
 NO gum chewing.
 Hair must be worn:
 in a conservative hair style without unnecessary hair ornaments.
 above the collar, neatly tied back away from the face. This rule applies to both male and
female students.
 Students may wear the uniform, shoes and stockings to the campus following the clinical
experience.
 Single earlobe piercing is the only body piercing allowed in the clinical area. Piercings are
limited to one small post earring per earlobe. Any other piercing ornament (eyebrow, lip,
nose, tongue, etc) must be removed while in the clinical setting.
 A wedding band, simple wristwatch and gold or white stud earrings are the only jewelry
allowed in the clinical areas. NO bracelets, necklaces or large earrings.
 Nails must be short and clean. Only clear nail polish may be worn. No artificial nails may be
worn.
 Markings such as tattoos should not be visible. Visible tattoos must be covered.
 Students must wear the QCC ID badge to comply with both college and clinical agency
policies.
 Cell phones must be turned off in the clinical, on-campus labs and lecture areas.
71
NU 202
72
Old NU 202
New NU 202
Advanced Nursing Care Of Persons
with Complex Self-Care
Needs/Deficits
Safe and Effective Nursing Care of
Clients
Level IV
Provides the knowledge and skills needed to
manage nursing care of persons with complex
physiological and psychosocial self-care
needs/deficits. Opportunity is provided for
increased self-direction in the utilization of the
nursing process and accountability for
professional practice. Emphasis is on advanced
assessment, management and critical thinking
strategies with a focus on communication
techniques utilized in interdisciplinary
collaboration. Clinical experiences are provided
in college laboratories, hospitals and community
health care settings.
NU 202 provides the student with the knowledge
and skills needed to manage safe and effective
care of clients - across the life cycle - with
complex physiological and psychosocial needs.
Opportunity is provided for increased selfdirection in the management of care for groups of
clients in acute care and community settings
utilizing evidenced-based research. Emphasis is
on advanced assessment and critical thinking
strategies to promote effective clinical decision
making. Interdisciplinary communication and
collaboration are emphasized. Teaching and
learning practices are implemented for the elderly
client in community centers. Professional
behaviors related to healthcare policy, finance
and regulation, and policy formation are
introduced. Clinical experiences are provided in
college laboratories, hospitals and community
settings with the inclusion of a mental health and
community health experience.
5 class hours, 12 clinical laboratory hours, 9 credits
Credit Ratio:
1 lecture hour = 1 credit
3 clinical hours = 1 credit
Prerequisite:

NU-201 (completed with grade of C or better)

BCLS Certification
Co-requisite:
NU-203
73
Curriculum for which this course is required:
Nursing is one on the Queensborough Community College programs of study in the
Health Related Science. NU-202 is the fourth and last course -in the sequence- of
required clinical nursing courses for graduation with an A.A.S. Degree in Nursing.
College Educational Goals
Students graduating with an Associate’s degree will:

for career programs: demonstrate mastery of discipline-specific
knowledge, skills, and tools required for entry into or advancement in the job market
in their field.
College General Educational Objectives addressed by this course:
To achieve these goals, students graduating with an Associate Degree will:
1. communicate effectively through reading, writing, listening and speaking.
2. use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions.
3. reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
4. use information management and technology skills effectively for academic research
and lifelong learning.
5. integrate knowledge and skills in their program of study.
6. differentiate and make informed decisions about issues based on multiple value
systems.
7. work collaboratively in diverse groups directed at accomplishing learning objectives.
8. use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
9. employ concepts and methods of the natural and physical sciences to make informed
judgments.
74
NU-202 Course Competencies
By the end of the course the student will be able to demonstrate:
Professional Behaviors
a. demonstrate accountability for safe and effective nursing actions while caring for
patients/residents/families in medical-surgical/critical care, long-term care and community
health care settings.
b. utilize resources from clinical agencies and professional literature to augment theoretical
learning, clinical practice and ongoing self-development.
c. practice within the legal, ethical and regulatory frameworks of nursing practice.
d. assume role as advocate for client rights in all aspects of care.
e. Demonstrate awareness of current political, social, and financial influences on nursing practice.
Communication
a. communicate effectively, accurately, and therapeutically, verbally and in writing, with clients,
significant support persons and members of the healthcare team to provide safe and effective
client care.
b. utilize information technology to provide, support, document and communicate the planning,
provision and evaluation of care to clients with complex physiologic and psychosocial self-care
needs.
Assessment
a. conduct comprehensive and focused physical, behavioral, psychosocial, spiritual,
socioeconomic, environmental and community assessments of health and illness parameters in
clients, utilizing developmentally and culturally appropriate approaches.
Clinical Decision Making
a. utilize research evidence, clinical expertise and client values to support clinical judgment when
formulating/implementing/evaluating individualized nursing care plans for multiple
patients/residents/families with chronic and/or complex multi-system self care needs/deficits.
Caring Interventions
a. Integrate knowledge from general education, evidence-based research, previous nursing courses
and NU-202 when planning and implementing safe and effective, client-centered care.
b. Integrate knowledge of cultural diversity and psychosocial needs into client-centered care.
Teaching Learning
a. Develop/implement an appropriate teaching plan for patients/residents families/and/or small
groups that utilizes reliable sources for evidence-based standards and practices
Collaboration
a. Collaborate with patients/ residents/families and interdisciplinary health team members to attain
quality care outcomes for self care needs.
Managing Care
a. Establish priorities for nursing care with appropriate outcomes for multiple patients/residents
and/or families within an acceptable time frame.
b. Identify aspects of care to be delegated to other health care members
c. Practice in a cost-effective manner with consideration of healthcare policy/financing/ and
regulations.
d. Apply technology and information management practices to support safe care and monitor
quality of outcomes.
75
Summary of main topics covered in the NU-202 course
(including laboratory topics when applicable)
Trends in Mental Health Care
Nursing Process applied to Mental Health
Care
o
o
o
o
o
o
o
o
o
o
Affective disorders
Schizophrenic disorders
Anxiety disorders
Personality patterns
Sociopathic alterations
Drug and alcohol abuse
Violence, rape, abuse
Eating disorders
Cognitive disorders
Grieving
Trends in Community Health
On-Campus Lab – Community
Nursing Process applied to Community Health
Nursing
Trends in Immunologic Health
Nursing Process applied to Immunologic
Health
o
o
HIV/AIDS
Opportunistic infections
Trends in Respiratory Health
Nursing Process applied to Respiratory SelfCare Deficits
On-Campus Day 1 Outline –
Respiratory
Critical Elements -Suctioning
o
o
o
o
o
Acute Respiratory Failure
ARDS
Tracheotomy and endotracheal tubes
Mechanical ventilation/ Suctioning
ABGs
76
Summary of main topics covered in the NU-202 course
(including laboratory topics when applicable)
Trends in Cardiovascular Care
Nursing Process applied to Persons with
Cardiovascular Self-Care Deficits


Cardiogenic shock
Cardiac Arrest
Trends in Hepatic and Renal Disease

Organ Transplant
Nursing Process applied to persons with
Hepatic and Renal Self-Care Deficits
o
o
o
o
o
o
o
o
o
Cirrhosis
Hepatic Failure
Acute Renal Failure
Chronic Renal Failure
Renal Dialysis – peritoneal, hemodialysis
Vascular access devices
Peritoneal catheters
Paracentesis
Abdominal girth
Trends in Musculoskeletal Disease
Nursing Process applied to persons with
Musculoskeletal Self-Care Deficits
o
o
o
o
o
o
o
Osteoporosis
Rheumatoid disorders
Gout
Rheumatoid Arthritis
Systemic Lupus Erythematosis SLE
Degenerative Joint Disease
(Osteoarthritis)
Joint replacements – hips, knees
Trends in Neurologic and Sensory Diseases
Nursing Process applied to persons with
Neurologic and Sensory Self-Care Deficits
o
o
o
Critical Elements -Neurological
Assessment
Epilepsy
Stroke (CVA)
Traumatic Brain Injury
77
Summary of main topics covered in the NU-202 course
(including laboratory topics when applicable)
o
o
o
o
o
o
o
o
o
o
o
o
o
Brain Death
Increased Intracranial Pressure
Brain Tumor
Meningitis/encephalitis
Parkinson’s Disease
Spinal Cord Injury
Back Pain – Herniated Disc
Multiple Sclerosis
Cataracts
Glaucoma
Macular Degeneration
Retinal Detachment
Neurologic Assessment – Glascow Coma
Scale
78
NU-202 Textbooks - Examples
NU-202 Required Reading List / Textbooks
Abrams, A. C., Pennington, S. S., & Lammon, C.B. (2006). The clinical drug therapy:
Rationales for nursing practice (8th ed.). Philadelphia: Lippincott, Williams & Wilkins.
Ball & Binder. Pediatric Nursing: Caring for Children, 4th Ed. Pearson / Prentice Hall,
2008.
Hunt, R. (2009). Introduction to community-based nursing (4th ed.). Philadelphia:
Lippincott, Williams & Wilkins.
London, M. L., Ladegwig, P. A., Ball, J. W., Bindler, R. C., Bindler, R. (2002). Maternal
newborn and child nursing. Upper Saddle River, New Jersey: Pearson/Prentice Hall.
Reilly, M., Bayer, T., Menendez, A. M., Rosa, M., Stroehlein, M., Tarasko, A. & Weber,
D. (2009-10). NU 202 advancing nursing care of persons with complex self-care needs /
deficits. Bayside, New York: QCC Press.
Smeltzer, S. C., Bare, B. G., Hinkle, J. L. & Cheever, K. H. (Eds.) (2008). Brunner &
Suddarth's textbook of medical surgical nursing (11th ed.). Philadelphia: Lippincott,
Williams & Wilkins.
Videbeck, S. L. (2008). Psychiatric-mental health nursing (4th ed.). Philadelphia:
Lippincott, Williams & Wilkins
79
NU-202 Method of Instruction
Methods of instruction will include but will not be limited to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Lecture / Discussion
Power-point
Electronic devices – e.g. PDA, ITouch, IPhone, BlackBerry
On-campus practice labs
Computerized instruction and NLN practice testing
Audio-visual media
Video
Interactive Video
Content focused packets
Computerized Simulation Lab
Case-based learning
Study guide / Course Manual
Interactive Class Participation
Online programs
Blackboard Course Management System
Project-based learning
NU-202 Grading / Evaluation / Academic Integrity Policy
 Students are responsible for information and policies contained in the
Department of Nursing Student Handbook.
 All students in a nursing course will be measured according to the same grading criteria,
competencies and standards.
 Full time employment during the academic year is not recommended due to required
course preparation, and class/clinical time requirements.
 All students in each nursing course will be informed of course requirements at the
beginning of the course.
 Course requirements relative to grading will not be changed for a course while it is in
progress.
 A passing grade in each of two components is necessary to progress to the next
nursing course. (Also see examination section below). These two components
are:
1. Clinical/Laboratory – a passing grade is needed in each of the following:
clinical performance, essential competencies, math skills, written assignments
and critical elements.
2. Theory/Classroom- A student must successfully pass the course examinations
with a final average grade of 74% or above to pass the course. (See individual
course manuals for details of examinations and grading and the Methods of
Evaluation section below).
NU-202 Clinical / Laboratory Clinical Progress Reports and Written Assignments
 All students must provide safe care that is evaluated according to the behavioral
objectives indicated in the individual course Clinical Progress Reports (these progress
reports are located in course manuals). Students are responsible for knowing and
satisfactorily meeting the clinical behavioral objectives outlined in the course Clinical
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Progress Reports.
 All students are responsible for knowledge of course -related National Patient Safety
Goals related to Ambulatory Health Care, Behavioral Health Care, Hospital Care, Long
Term Care, and Medicare/Medicaid Long Term Care:
www.jointcommission.org/PatientSafety/NationalPatientSafetyGoals
 Clinical Progress Reports:
 A written clinical progress report will be given at the end of each clinical
rotation.
 Clinical laboratory performance is rated satisfactory, needs improvement or
unsatisfactory at the end of each clinical rotation.
 Students who receive a needs improvement or unsatisfactory will be given
written guidelines on what they must do to receive a satisfactory grade by the
end of the semester
 End of semester clinical performance is rated satisfactory or unsatisfactory.
 Students who receive an unsatisfactory end-of-semester clinical progress report
receive an “F” for the course regardless of their theory grade.
 Critical Elements
 Failure of a “Critical Element” in any clinical course, after three attempts,
constitutes a failure for the course.
 Writing Assignments:
 To help students integrate theory into the clinical setting and to promote critical
thinking, each student will be expected to submit written assignments to their
clinical instructor. These assignments will be graded and considered to be an
integral part of the clinical learning experience and grading. Further guidelines
for these assignments will be provided by semester faculty.
 Students will research and compose a Research Paper as an integral part of the
learning experience in NU202. Students will receive a grade for the paper to be
factored into their final grade only if they pass the theory component.
 A Community Health Education Project to be presented to a community group,
as determined by the clinical instructor, will be an integral part of the learning
experience in the Community Nursing Clinical Rotation. Students will receive a
grade for the project to be factored into their final grade only if they pass the
theory component.
NU-202 Classroom
 Examinations are scheduled at the beginning of the semester.
 Special Accommodations:
 Any student who feels he/she may need an accommodation based upon the
impact of a disability should contact the instructor within the first two weeks of
the semester to discuss his/her specific needs. The student should present
appropriate documentation from the Office of Services for Students with
Disabilities (see College Catalog) for the provisions of reasonable
accommodations for documented disabilities.
 NU202 Exams and Final will be proctored computerized exams. Scrap paper, pencils and
calculators will be provided as needed at the time of the exams and collected upon
completion. All nursing examinations/quizzes are collected upon completion of the
examination. No student may be in possession of any nursing examinations/quizzes.
Students are expected to do their own work on assignments, quizzes, examinations and
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any other academic work. Cheating in any form is viewed as a serious offense and is a
violation of the Academic Integrity policy. Violation of the Academic Integrity policy is
cause for academic sanctions. (See “Academic Integrity” in the Academic Standing
section of the College Catalog)
No phones or communication devices will be permitted in the testing area.
Students are responsible for knowing the College’s Policy on Academic Integrity with
related “Violations” and “Sanctions” outlined in the College Catalog.
Exam review:
 Exams/quizzes are reviewed at the discretion of the semester nursing faculty.
 NU202 Exams and Final will be proctored computerized exams. Scrap paper, pencils
and calculators will be provided as needed at the time of the exams and collected
upon completion.
 Students may not write, record, photograph, scan or tape information, questions or
answers during the review or at any time during or after the exam is administered.
Violation of this policy is cause for academic sanctions. (See “Academic Integrity”
policy in the College Catalog)
If a student is absent for a scheduled examination, the student is responsible for
arranging, with the instructor, a date and time for the make-up examination. It must be
taken within one week after the scheduled exam is administered.
Any student who does not make arrangements for a make-up exam will receive a zero (0)
grade for that exam.
Exams are administered for the purpose of assessment of learning and will not be
reviewed.
Official grades will not be ready until the nursing faculty reviews the item analysis for
each exam.
Grades will not be given over the phone.
Grades will be given to the individual student only by the lecturer or clinical instructor.
Students may request a review of their individual computer response sheets by making an
appointment with the instructor.
 Student’s final course grades will be posted on the student’s email account or the
NU202 Blackboard Grade Center.
All students have a QCC email account. The email address is the first initial of the
student’s first name and the full last name PLUS the last 2 digits of the student’s social
security number.
NU-202 Examinations/Education Project/Research Paper
There are 3 unit exams and a final comprehensive exam which may multiple
choices, objective type questions, essays or alternate format questions. Written
exams are departmental excluding make-up exams.
Examination dates are scheduled at the beginning of each semester. If a student
is absent for the scheduled examination, the student is responsible for arranging
with the instructor a date and time for a make-up examination. It must be taken
within one week after an exam is given. Failure to do so will result in a zero
grade for that exam
The percentage of each exam used to determine your theory grade will be
calculated as follows:
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 Exam I - 22 %
 Exam II
- 22 %
 Exam III
- 22 %
 Final Exam - 34 %
Students must successfully pass these exams with a final averaged grade of
74% or above to pass the course.
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If you achieve 74% or above in theory then a % of this theory grade and a % of
your written assignments grades will be calculated to determine your Final
Grade. (see below)
Students who pass clinical and theory will receive a final grade determined by the
following formula
 Exam I - 20 %
 Exam II
- 20 %
 Exam III
- 20 %
 Final Exam - 30 %
 Community Health Education Project 4%
 Research Paper 6%
Students who receive less than 74% (C), then 100% of the theory grade will be
your final grade for the course and the student will not be allowed to proceed to
the next nursing course.
A grade point index of 2.0 or above must be maintained to progress to upper
level nursing courses.
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NU-202 Student Uniform Requirements
Medical Surgical and Ambulatory Care Rotations
 On assigned clinical agency days AND on-campus SIMULATION days, students must be in
the complete required uniform in accordance with the following policies set by the
Department of Nursing.
 Students not in the appropriate attire will not be allowed in the clinical area and will receive a
clinical absence for that day.
 The full uniform must be worn at the assigned clinical agency, including pre and post
conference.
 The complete required uniform includes:
 White school blazer
 White monogrammed golf shirt
 Male students must wear white uniform pants.
 Female students may wear white uniform skirt (must come at least
to the knee) or pants.
 Name pin and College ID
 Arm patch on left shoulder,
 Watch with a second hand
 Clean, all-white shoes (no clogs or cloth shoes)
 White hose for skirts or white socks for pants – no printed designs
 Black pen, pencil, pen light, stethoscope
 Solid white or neutral color underclothes
 NO gum chewing.
 Hair must be worn:
 in a conservative hair style without unnecessary hair ornaments.
 above the collar, neatly tied back away from the face. This rule applies to both male and
female students.
 Students may wear the uniform, shoes and stockings to the campus following the clinical
experience.
 Single earlobe piercing is the only body piercing allowed in the clinical area. Piercings are
limited to one small post earring per earlobe. Any other piercing ornament (eyebrow, lip,
nose, tongue, etc) must be removed while in the clinical setting.
 A wedding band, simple wristwatch and gold or white stud earrings are the only jewelry
allowed in the clinical areas. NO bracelets, necklaces or large earrings.
 Nails must be short and clean. Only clear nail polish may be worn. No artificial nails may be
worn.
 Markings such as tattoos should not be visible. Visible tattoos must be covered.
 Students must wear the QCC ID badge to comply with both college and clinical agency
policies.
 Cell phones must be turned off in the clinical, on-campus labs and lecture areas.
Psychiatric Rotation
 See letter sent to students
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NU-202 Student Uniform Requirements
 Psychiatric rotation attire is not the nursing uniform.
 Wear appropriate professional/ business clothes - avoid being too casual
 No sneakers or jeans (no dungarees)
 Shoes must be clean
 Wear a name pin and College ID.
 Men must have a collared shirt
 NO gum chewing.
Community Nursing Rotation (Home/Ambulatory Care)
 For students assigned to Home Care the required professional attire includes:
 Black/navy blue pants or skirt
 White shirt or blouse
 Black or blue shoes
 QCC picture ID
 Name pin
 Watch with a second hand
 Black pen, pencil, pen light, stethoscope
 NO gum chewing.
 Hair must be worn:
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 in a conservative hair style without unnecessary hair ornaments.
 above the collar, neatly tied back away from the face. This rule
applies to both male and female students.
Single earlobe piercing is the only body piercing allowed in the clinical area. Piercings are
limited to one small post earring per earlobe. Any other piercing ornament (eyebrow, lip,
nose, tongue, etc) must be removed while in the clinical setting.
A wedding band, simple wristwatch and gold or white stud earrings are the only jewelry
allowed in the clinical areas. NO bracelets, necklaces or large earrings.
Nails must be short and clean. Only clear nail polish may be worn. No artificial nails may be
worn.
Markings such as tattoos should not be visible. Visible tattoos must be covered.
Students must wear the QCC ID badge to comply with both college and clinical agency
policies.
Cell phones must be turned off in the clinical, on-campus labs and lecture areas.
 For students assigned to an Ambulatory Site:
 The Medical-Surgical white student uniform is required. (see above for details)
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NU-202 Student Uniform Requirements
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