RNSG 1215 8
Date revised 08/22/17
Angelina College
Health Careers Division
RNSG 1215 Health Assessment
General Syllabus
I. BASIC COURSE INFORMATION
A. Course Description: (as stated in the bulletin, including necessary pre-requisite courses, credit hours)
RNSG 1215 Health Assessment. Two hours credit. Development of skills and techniques required for a comprehensive nursing health assessment within a legal/ethical framework. Sixteen classroom and forty-eight lab hours. Prerequisites: BIOL 2401 and 2402, RNSG 1208, ENGL 1301, PSYC 2301. Co-requisite: RNSG 1205, 1462 and BIOL 2420. Lab fee.
B. Intended Audience:
Freshman working toward educational requirements for Associate of Applied Science in Nursing and/or optional Vocational Nursing Certificate.
C. Instructor:
Names:
Agnes Estraza / 111 / 936-633-5402Vergie Hines / 109 / 936-633-3221
Henrietta Sells / 115 / 936-633-5407
Rachel Slaughter / 108 / 936-633-5264
Doris Weatherford / 107 / 936-633-5265
Bobbie Williams / 112 / 936-633-5423
Office Location: See Above
Office Hours: See office posting
Phone: See above
Instructors may also be reached through the main Health Careers I telephone number at
936-633-5265. If the instructor is not available, please leave a message with Kay Gibbs, the
Program Secretary, and she will relay the message to the instructor.
E-mail Address: All above faculty email addresses are available on www.angelina.edu website.
II. INTENDED STUDENT OUTCOMES:
A. Core Objectives – (Basic Intellectual Competencies)
1. Critical Thinking Skills: Includes creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.
2. Communication Skills: Includes effective development, interpretation and expression of ideas through written, oral, and visual communication.
3. Empirical and Quantitative Skills: Includes the manipulation and analysis of numerical data or observable facts resulting in informed conclusions.
4. Teamwork: Includes the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
5. Personal Responsibility: Includes the ability to connect choices, actions, and consequences to ethical decision making.
6. Social Responsibility: Includes intercultural competence, knowledge, and civic responsibility, and the
ability to engage in regional, national, and global communities.
B. Course Objectives for all sections –
1. Demonstrate the use of clinical reasoning and evidenced- based practice in identifying changes in health status that interfere with client’s ability to meet basic needs. (PLO 1;DEC II)
2. Exhibit behavior that reflects the roles and functions of a nurse when performing a complete physical assessment with consideration of factors that promote health consistent with state and national regulations, and ethical and professional standards. (PLO 2: DEC I, II, III)
3. Accept responsibility in the performance of a systematic and thorough health assessment procedure in simulated and actual client care situations, focusing on specific needs and preferences of patients and families. (PLO 3: DEC I, II)
4. Promote safety and prevent harm in carrying out health assessments, practicing within the parameters of individual’s knowledge, skills and abilities, and following the scope and standards of nursing practice. (PLO 4; DEC I, II, III)
5. Provide patient-centered care by using effective communication skills with patient, family and members of the healthcare team when gathering assessment data. (PLO 5; DEC II, IV)
C. Course Objectives as determined by the instructor –
Unit I: Interviewing and Documentation
After completing this unit the student should be able to:
1. Assess the individual using critical thinking in a holistic approach.
2. Describe the role of developmental competence in interviewing special groups of people.
3. Plan and demonstrate the ability to do a health interview using established parameters and effective communication techniques.
4. List and describe the information or data included in each category of the health history.
5. Discuss cultural competence as it relates to interview and documentation.
6. Describe the principles and types of documentation as well as the role of informatics in a health care setting.
Unit II: Skin, Hair and Nails
After completing this unit the student should be able to:
1. Assess the anatomical structures of the skin, hair, and nails.
2. Describe the differentiation between normal and abnormal skin color for various ethnic groups.
3. Plan and complete an assessment of hair, skin, and nails using appropriate assessment techniques and review of system questions.
4. Analyze the significance of skin tone changes as related to the general health of an individual.
5. Discuss health care implications presented by skin alterations.
Unit III: General Survey/Vital Signs
After completing this unit the student should be able to:
1. List the four areas considered in the general survey and overview of an individual.
2. Describe the various routes of temperature measurement and special consideration for each route.
3. Describe the four qualities considered when assessing pulse and the appropriate procedure for assessing respirations.
4. Analyze the relationship among the terms blood pressure, systolic pressure, diastolic pressure, pulse pressure, and mean arterial pressure.
5. Discuss the factors that affect blood pressure.
Unit IV: Head and Neck
After completing this unit the student should be able to:
1. Assess the significant features of the head and neck.
2. Describe the structures and landmarks of the neck.
3. Plan and complete an assessment of the head, neck and lymph nodes using appropriate assessment techniques and review of system questions.
4. Analyze the relevance of subjective data and objective findings during the assessment of the head and neck.
5. Discuss the normal range of findings versus abnormal findings found during assessment of the head and neck.
Unit V: Eye, Ear, Nose and Throat
After completing this unit the student should be able to:
1. Assess the eyes and vision, ears and hearing, nose and throat using the appropriate assessment techniques and review of system questions.
2. Describe the normal age and condition variations of the eyes, ears, nose and throat.
3. Identify findings that deviate from expected findings.
4. Analyze and relate symptoms or clinical findings to common pathologic conditions.
Unit VI: Thorax and Lungs
After completing this unit the student should be able to:
1. Assess and describe surface landmarks on the thorax and the anatomic demarcation of the five lobes of the lungs.
2. Discuss the mechanics and regulation of breathing and complete an assessment of respiratory rate, quality, and character using the appropriate assessment techniques and review of system questions.
3. Plan and implement appropriate physical assessment techniques of the thorax and lungs.
4. Evaluate and incorporate health promotion concepts when performing an assessment of the thorax and lungs.
Unit VII: Heart and Neck Veins, and Peripheral Vascular and Lymphatic System
After completing this unit the student should be able to:
1. List the significant anatomical features of the heart along with blood flow and cardiac conduction.
2. Identify pulses accessible to examination and appropriate techniques of assessment.
3. Identify heart sounds as related to the physiological cause and demonstrate appropriate techniques of assessment.
4. Define common variances in cardiac, vascular, and lymphatic assessment.
5. Describe the function of lymph nodes and cite groups of lymph nodes that are accessible on examination.
Unit VIII: Neurological System
After completing this unit the student should be able to:
1. Assess the neurologic system using the appropriate examination techniques and review of system questions.
2. Describe techniques to assess mental status in the following areas: physical appearance, cognitive abilities, and emotional stability, speech and language skills.
3. Identify normal age and condition variations of the neurologic system.
4. Discuss symptoms or clinical findings related to common pathologic conditions.
Unit IX: GI and GU Systems
After completing this unit the student should be able to:
1. Assess the breasts, abdomen, genitourinary systems, genitalia, anus, prostate and rectum using appropriate examination techniques and review of system questions.
2. Describe the significance of physical findings, including expected and unexpected findings.
3. Discuss variations in the examination techniques appropriate for the individual of different developmental ages.
4. Using models of breast and male genitalia demonstrate the correct techniques for breast exams and testicular exams.
5. Discuss risk factors related to cancer of the breast, prostate, testis and the colon.
Unit X: Musculoskeletal System
After completing this unit the student should be able to:
1. Assess the musculoskeletal system using the appropriate examination techniques and review of system questions.
2. Describe the significance of physical findings such as active and passive range of motion and the measuring of joint motion with a goniometer.
3. Identify normal age and condition variations of the musculoskeletal system.
4. Discuss functional assessment of activities of daily living as part of the assessment.
Unit XI: Bedside Assessment
After completing this unit the student should be able to:
1. Describe the purposes and uses of the bedside clinical assessment.
2. Discuss the process of collecting subjective and objective data for the bedside clinical assessment.
3. Identify and describe all of the components of the bedside physical assessment.
4. Using the appropriate assessment techniques perform a complete history and physical examination of an individual.
(as determined by the instructor)
III. ASSESSMENT MEASURES OF STUDENT LEARNING OUTCOMES:
A. Assessments for the Core Intellectual Competencies –
1. Critical Thinking – Competency in critical thinking is assessed through student's ability to discuss patient physical assessment and complete Nursing Process written assignments.
2. Communication Skills – Competency in communication skills is assessed through the ability to a perform patient interview and complete written portion of patient physical assessment.
3. Empirical and Quantitative Skills – Competency in empirical and quantitative skills is assessed through unit exams and peer assessment.
4. Teamwork– Competency in teamwork is assessed through the student's and ability to participate in small-group activities.
5. Personal Responsibility – Competency in personal responsibility is assessed through student's ability to complete assignments, required readings, and come prepared to class.
6. Social Responsibility – Competency in social responsibility will be assessed in the clinical companion course.
B. Assessments for Course Objectives for all sections –
CORE COMPETENCIES: SCAN (Secretary of Labor's Commission on Achieving Necessary Skills): Students are expected to demonstrate basic competency in academic and workforce skills. The following competencies with evaluation are included in RNSG 1309, 1205, and 1462.
SCANS Skills Assessments
Foundations Skills Written Assignments
Oral Presentations
Required Reading
Critical Thinking Case Studies
Demonstrate Competency in Clinical
Class Participation
Written/On-line examinations
Workplace Competencies Computer Assisted Instruction
Written Physical Assessment
Application of knowledge in the
clinical/lab settings
Application of knowledge of
legal/ethical issues
C. Assessments for the Course Objectives as determined by the instructor –
Written/On-line testing
IV. INSTRUCTIONAL PROCEDURES:
A. Methodologies common to all sections
Methodologies utilized in the course include skills laboratory experience, preparation, and research for patient care, care planning, direct patient care, electronic health record documentation, preparation and demonstration of physical assessment.
B. Methodologies determined by the instructor
V. COURSE REQUIREMENTS AND POLICIES:
A. Required Textbooks, Materials, and Equipment –
Angelina College Nursing Program Student Handbook. (2017-2018).
Ackley, B., Ladwig, G., and Makic, M.B.F. Nursing diagnosis handbook. (11th ed.). Missouri: Mosby.
Jarvis, C. (2016). Physical examination and health assessment. (7th Ed.). St. Louis: Saunders.
Lewis, S., Bucher, L., Heitkemper, M., Harding, M. (2017). Medical surgical nursing: assessment and
management of clinical problems (10th ed.). St. Louis: Mosby.
Potter, P. & Perry, A., (2017). Fundamentals of nursing. (9th ed.). St. Louis, Missouri: Mosby.
Sylvestri, L. (2017). Saunders comprehensive review for the NCLEX-RN examination. (7th ed.). St. Louis:
Saunders
SIM Chart
Skidmore-Roth, L (2018). Mosby’s Drug Guide for Nursing Students (12th edition). St. Louis: Mosby.
B. Assignments – (Appropriate due dates, schedules, deadlines)
Course calendar posted on Blackboard.
C. Course Policies – (This course conforms to the policies of Angelina College as stated in the Angelina College Handbook.)
Academic Assistance– If you have a disability (as cited in Section 504 of the Rehabilitation Act of 1973 or Title II of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Sellestine Hunt Associate Dean of Student Services, Student Center, Room 200. At a post-secondary institution, you must self-identify as a person with a disability; Ms. Hunt will assist you with the necessary information to do so. To report any complaints of discrimination related to disability, you should contact Mr. Steve Hudman, Dean of Student Affairs, in Student Center, Room 101,(936) 633-5292or by .
Discrimination Statement: Angelina College admits students without regard to race, color, religion, natural origin, sex, disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed to: Dean of Student Services, Mr. Steve Hudman, office 101 in the Student Center (phone number 936-633-5293, email ).
Attendance –See the ACNP Handbook 2016-2017. (Withdrawal and Dismissal) Students considering withdrawal from the program should talk to either the Course Coordinator or Nursing Program Coordinator for withdrawal and re-entry information. When a student does not officially withdraw in the office of Admissions, an "F" will appear o the transcript for the course in progress at that time.
All assignments become the property of the Nursing Program
Additional Policies Established by the Individual Instructor – see signed AC Nursing Student/Faculty Agreement.
VI. COURSE CONTENT:
A. Required Content/ Topics – (common to all sections)
Reading Assignments:
Unit I: Interviewing and Documentation-Chapters 1, 2, 3, & 4 (additional: Potter & Perry, chap. 26)
Unit II: Skin, Hair and Nails-Chapters 12.
Unit III: General Survey/Vital Signs- Chapter 9 (Potter & Perry Chapter 30)
Unit IV: Head and Neck-Chapter 13
Unit V: Eye, Ear, Nose and Throat-Chapters 14, 15, & 16.
Unit VI: Thorax, Lungs, Heart, and Peripheral Vascular and Lymphatic Systems-Chapters 18, 19 & 20.
Unit VII: Neurological System-Chapters 23 & 5.
Unit VIII: GI and GU Systems-Chapters 17, 21, 24, 25, & 26.