Following is a description of teaching strategies utilized for a Fundamentals of Nursing course in

an ASN program, along with a course description, course outcomes, and learner-centered
outcomes for two specific weeks of the given course.
Associate Nursing Program at Nightingale University
Fundamentals of Nursing (NUR 101)
First Semester
ENG 101 (BY
PLACEMENT)
PHM 122

Credits
3

Second Semester
ENG 102

Credits
3

PSY 101

BIO 152

BIO 153

NUR 101

NUR 102

TOTAL

17

Third Semester
BIO 201

19

Fourth Semester
NUR 202

NUR 201

NUR 225

NUR 215

NUR 250

PSY 203

SOC 101

TOTAL

17

18

Course Description: This fundamentals course will provide the learner with the theoretical and
foundational concepts of the nursing process. Learners will be introduced to the basics of health
and wellness, medical terminology, dosage calculations skills, activities of daily living,
therapeutic communication, fundamental adult physical assessment skills as well as the
fundamental concepts and skills required for patient care. Supervised learning experiences and
simulations will be provided in college nursing laboratories and regional clinical agencies.
Course Outcomes:
At the completion of this course the student will be able to:
1.
2.
3.
4.

Identify and define examples of nursing ethics

Apply the nursing process in patient-centered clinical scenarios
Demonstrate basic assessment skills in clinical scenarios in order to obtain needed data
Use critical thinking to develop an effective care plan for a patient, including
measureable outcomes

5. Demonstrate safe patient care using foundational nursing skills as part of the healthcare
team.
6. Explain and demonstrate professional and caring behaviors during patient care
7. Discuss the standards of growth and development
8. Identify and discuss at least five factors that affect health and illness
9. Demonstrate ability to document patients health effectively, including any nursing
interventions and outcomes
10. Display beginning therapeutic communication skills with patients
11. Verbalize and demonstrate the steps of safe medication administration (under faculty
supervision)
12. Demonstrate safe nursing care based on learned concepts of infection control
13. Explain how the acid-base balance can impact the bodys overall health
14. Describe how prescribed medications can affect the body using evidence based practice
Week 2: This week will address Infection Prevention & Control as well as Communication and
Therapeutic Relationships. Students will be educated about infection prevention and control
methods in the classroom and then demonstrate the learned behavior during clinical. Proper
communication and therapeutic relationships are essential to achieve the best possible care for
patients, students will be able to demonstrate their communication and therapeutic techniques
through student interactions in the lab with faculty observation.
At the completion of this week the students will be able to:
Content Outcomes:
1. Identify aspects of the chain of infection and how to interrupt them
2. Describe primary, secondary, and tertiary defenses of the body
3. Understands the role of communication in therapeutic relationships, and potential barriers to
successful communication
Clinical Outcomes:
1. Demonstrate proper hand hygiene and explain how it can impact health and illness
2. Demonstrate standard precautions for patient care
3. Identify and demonstrate three examples of verbal and non-verbal communication
Week 8: This week will focus on fluids, electrolytes, and acid-base balance, as well as
medication administration. Students will be instructed on the key concepts of fluid and
electrolyte balance, and how they are related; as well as the acid-base balance of the body is a
reflection of the overall functioning of it. Medication administration will also be discussed
during this week, including medication safety, classification, routes, and basic interactions. The
student will be given the opportunity to demonstrate medication administration in the lab setting
under the supervision of faculty.
At the completion of this week the student will be able to:
Course Outcomes:
1. Identify at least five electrolytes found in the body and their function
2. Explain how acid-base balance is regulated

3. Summarize how drugs are metabolized and excreted from the body
Clinical Outcomes:
1. Explain and demonstrate the six rights of medication administration
2. Perform/show the proper steps for oral medication administration
3. Create a care plan reflecting a nursing diagnosis of fluids, electrolytes, and acid-base
imbalances
Teaching Strategies
Week 2:
Classroom: Role Play
Clinical: Demonstration
Week 8:
Classroom: In-class Discussion
Clinical: Simulation

NAME OF LEARNING
ACTIVITY

Role Play-How to Communicate Effectively

Learning Activity
Summary

Students will assume the role of another (nurse, patient/family) to

demonstrate communication in therapeutic relationships. This role
play will also allow the nurse to explain the aspects of the chain of
infection and how to disrupt them with the patient/family, as well
as the three levels of defense of the body.
Cognitive (identify level): Remembering, Understanding, Applying

Domain of Learning Psychomotor: Receiving, Responding, Valuing

(Blooms Taxonomy
Revised)
Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
1. Identify aspects of the chain of infection and how to interrupt
them
2. Describe primary, secondary, and tertiary defenses of the body
3. Understands the role of communication in therapeutic
relationships, and potential barriers to successful communication
Preparation Required The facilitator will need to create given scenarios to be addressed

by Teacher/Facilitator and during the activity. No grade will be assigned for this activity,
Materials Needed
however a general guideline will need to be created to ensure each
desired aspect of the content is addressed
Time Allotted
Learning Styles
Addressed by Activity

90 minutes to allow for all groups to participate

Information Presentation: X Sight

X Sound

Modality:

X Visual

Approach:

X Active

Understanding:

X Sequential

Text
X Verbal
X Reflective
Holistic

How is content connected Students were taught during classroom instruction about the chain of
to prior learning?
infection as well as the bodys defenses against them. They were also
provided information regarding communication and therapeutic
relationships.
Reflective Debriefing Debriefing will occur at the completion of the activity. Learners will
with Learners (post- be provided feedback from the facilitator on their performance and
learning activity) How will given guidance on things to alter or improve if needed.
it be accomplished?
Evaluation of Learning Evaluation will occur as the facilitator observes the various groups
(How will it be
during role play to observe students actions to assess for
accomplished?)
understanding and modify behaviors when necessary.
Teacher Reflection

Students will be able to demonstrate their understanding of the

content as if they were in a real-world setting. This activity
(justify choice of learning promotes collaboration among group members as well as
activity and good fit for development of critical thinking, clinical reasoning and problemthe identified learning solving skills which are crucial for both clinical experiences as well
objectives)
as for nursing practice after graduation.

NAME OF LEARNING
ACTIVITY

Demonstration-Show what you know

Learning Activity

This activity will require the students the to show the facilitator the

Summary

proper technique for hand washing while also explaining its

importance in health and illness. This strategy also allows for the
student to display their understanding of standard precautions for
patient care. For this activity learners will also be placed in groups
after demonstrating proper hand washing skills and be required to
demonstrate an assigned precaution (standard, contact, airborne,
droplet) to the facilitator as well as their peers.
Cognitive (identify level): Remembering, Understanding,
Applying

Domain of Learning
(Blooms Taxonomy Psychomotor: Receiving, Responding, Valuing
Revised)

Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
1. Demonstrate proper hand hygiene and explain how it can impact
health and illness
2. Demonstrate standard precautions for patient care
3. Verbalize rationale for use of a precaution with a given patient
Preparation Required A hand washing station with soap and paper towels will be
by Teacher/Facilitator needed, along with gloves, gowns, facemasks and face shields
and Materials Needed will be needed depending on the assigned precaution being
demonstrated. Facilitator needs to show the steps clearly
from start to finish, possibly a second time if students need it.
A rubric will need to be created for both the hand washing
portion as well as the precaution segment.
Time Allotted
Learning Styles
Addressed by Activity

3 hours
Information Presentation: X Sight

X Sound

Modality:

X Visual

Approach:

X Active

Understanding:

X Sequential

Text
X Verbal
X Reflective
Holistic

How is content connected Students were instructed on health and illness and what
to prior learning?
could negatively or positively affect that. This clinical time
allows for demonstration of that learned knowledge.
Reflective Debriefing Debriefing will occur at the conclusion of the demonstrations.
with Learners (post-

learning activity) How Learners will be asked to note areas of improvement for
will it be accomplished? demonstrations observed and given the opportunity to ask questions
that they have regarding the given content.
Evaluation of
Evaluation will occur during each demonstration. The facilitator(s)
Learning (How will it will utilize a provided rubric to assess each students performance.
be accomplished?)
Students will be asked how what they learned and demonstrated
during the lab time could be applied into a clinical experience.
Teacher Reflection This provides the students the opportunity to show the facilitator
the proper technique for hand washing while also explaining its
(justify choice of learning importance in health and illness. This strategy also allows for the
activity and good fit for student to display their understanding of patient precautions they
the identified learning may encounter during a clinical experience or their nursing practice.
objectives)

NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

In-class Discussion-What do you think?

This strategy involves exchanging ideas on specific content. The
facilitator will pose a series of questions to the class related to
fluids, electrolytes, acid-base balance and certain medications.
Learners will be expected to actively participate, facilitator may
allow learners to answer independently or call on individually if
needed to elicit participation.

Domain of Learning Cognitive (identify level): Remembering, Understanding

(Blooms Taxonomy
Revised)
Psychomotor: Receiving, Responding, Valuing

Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
1. Identify at least five electrolytes found in the body and their
function
2. Explain how acid-base balance is regulated
3. Summarize how drugs are metabolized and excreted from the
body
Preparation Required No materials needed. The educator/facilitator will need to comprise
by Teacher/Facilitator different questions to pose to the group to continue the discussion if

and Materials Needed it lags/stalls. Facilitator may need to comprise new ways to phrase
content if confusion arises.
Time Allotted
Learning Styles
Addressed by Activity

90 minutes to allow for equal participation

Information Presentation: X Sight

X Sound

Text

Modality:

Visual

X Verbal

Approach:

X Active

X Reflective

Understanding:

Sequential

X Holistic

How is content connected Students will be instructed on the key concepts of fluid and
to prior learning?
electrolyte balance during class lecture, and how they are related; as
well as the acid-base balance of the body is a reflection of the
overall functioning of it. Medication administration will also be
discussed during this week, including medication safety,
classification, routes, and basic interactions.
Reflective Debriefing
with Learners (postlearning activity) How
will it be accomplished?

Students will be given the opportunity to ask questions for further

clarification, if they do not feel comfortable doing this during class
time they will be encouraged to speak to the facilitator individually
after class.

Evaluation of
The educator will be an active participant during the discussion and
Learning (How will it will be able to ascertain the students understanding, as well as
be accomplished?)
areas of concern based on responses. This will necessitate the
educator ensuring that each student engages in the discussion.
Teacher Reflection Active student engagement with the content is an advantage of this
strategy; this also facilitates comprehension and practical
(justify choice of learning application of concepts through collaborative, cooperative learning,
activity and good fit for peer sharing, and dialogue. Discussion also improves critical
the identified learning thinking skills.
objectives)

NAME OF LEARNING
ACTIVITY

Simulation-Safe Medication Passing

Learning Activity
Summary

This activity will involve the leaner being required to go through

the steps of a safe medication pass. The student will be given a case
scenario describing a patient situation involving medications
prescribed by a provider. The learner will be provided with
pertinent patient data and will be required to determine if with the
given information on the patient, medication administration is
appropriate and the learner will need to explain their reasoning.
The learner will be required to verbalize and/or demonstrate the
six rights of administration using oral, intramuscular, intravenous
and subcutaneous.

Domain of Learning Cognitive (identify level): Remembering, Understanding,

(Blooms Taxonomy Applying, Evaluating.
Revised)
Affective: Responds to Phenomena, Valuing
Psychomotor: Set
Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
1. Explain and demonstrate the six rights of medication
administration
2. Perform/show the proper steps for oral medication administration
Preparation Required Appropriate case scenarios need to be developed prior to the
by Teacher/Facilitator activity and enough copies to present to all facilitators. A
and Materials Needed medication cart or simply imitation medication need to be available
to allow the students to adequately perform the steps. A rubric will
need to be devised and provided to the students prior to the day of
the activity for their review.
Time Allotted
Learning Styles
Addressed by Activity

3 hours for instruction and learner demonstration

Information Presentation: X Sight
Modality:

X Sound X Text

X Visual

Approach:

X Active

Understanding:

X Sequential

X Verbal
X Reflective
Holistic

How is content connected Medication administration will be discussed during this week,
to prior learning?
including medication safety, classification, routes, and basic drug
interactions

Reflective Debriefing
with Learners (postlearning activity) How
will it be accomplished?

Debriefing will occur at the completion of the activity. Students will

be asked to state how they felt they did during the learning activity
and what areas they feel they need to work on. Students will also
be handed a completed assessment sheet that was completed by
faculty during their simulation.

Evaluation of
The simulation will be observed by facilitators who will have a
Learning (How will it grading criteria to reference that outlines the key aspects students
be accomplished?)
should be exhibiting.
Teacher Reflection This activity is beneficial for the learner as they are able to
experience a relevant scenario, instead of awaiting for the
(justify choice of learning availability to occur during a clinical experience and no threat is
activity and good fit for posed to a patient. Increased self-confidence and competence are
the identified learning further advantages of this strategy; as well as providing immediate
objectives)
feedback and corrective actions from the facilitator(s). Simulation
also helps to promote long-term retention of content.