Department of Nursing: Theory Course Syllabus/Outline NSG 214 Health Assessment

1
DEPARTMENT OF NURSING
Theory Course Syllabus/Outline
NSG 214
HEALTH ASSESSMENT
Faculty
Medical-Surgical and Geriatric Nursing Content Expert RB/LA/Fresno

Tina Ho, DNP, FNP-C, RN
Clinical Associate Professor, Full-Time
Email: tho@nu.edu
Office phone: (858) 521-3919
Campus Faculty
San Diego
Shayla Casanova, MSN, RN
Adjunct Professor
Email: Shayla.Casanova@natuniv.edu
Phone:
LA
Jennifer Holt, MSN, RN
Associate Faculty
jholt@nu.edu
Fresno
Jennifer Holt, MSN, RN
Associate Faculty
jholt@nu.edu
Med-Surg Clinical Content Resources

Samantha Sangsanoi, PhD, RN
Associate Professor
Email: Ssangsanoi@nu.edu
Phone:
NSG 214 Course Outline_Revised 06.20 Page |2

COURSE OUTLINE
COURSE NUMBER NSG 214
COURSE TITLE Health Assessment
PREREQUISITES Admission into the nursing program and completion of required general
education preparation with a minimum GPA 2.75. Corequisite NSG 214A
CREDIT 4.5 quarter units
COURSE LENGTH 1 month
COURSE FORMAT Face-to-face, hybrid, online
COURSE DESCRIPTION
Introduction to foundational concepts of health assessment to systematically gather and analyze data using
a patient-centered care approach. Concepts include obtaining a health-history, using therapeutic
interviewing skills, performing a comprehensive head-to-toe and problem-focused physical exam, psycho-
social and socio-cultural influences, and application of related current evidence. Concurrent enrollment in
NSG 214A is required.
COURSE GOAL
The primary goal of this course is application of theoretical concepts and skills required to obtain a health
history and perform a physical examination at the baccalaureate level.
COURSE LEARNING OUTCOMES

Upon successful completion of the course, the student will be able to:
1. Discuss therapeutic communication techniques that allow the nurse to gather subjective and
objective data for assessment of adult and geriatric patients.
2. Describe the approach to performing comprehensive and problem-focused assessments on adult
and geriatric patients.
3. Use current evidence to validate knowledge of the effects of sociocultural considerations in the
assessment of an adult and geriatric populations.
4. Explain the components of evidence-based health assessments for adult and geriatric patients.
INTEGRATION OF CLOS
The grid below provides information as to how the Program Learning Outcomes, Institutional Learning
Outcomes, the Commission on Collegiate Nursing Education, the Quality and Safety Education for Nurses,
and Planetree elements are integrated with the Course Learning Outcomes.
The Nursing Practice Act (NPA) is the body of California law that mandates the Board to set
out the scope of practice and responsibilities for RNs. The NPA is located in the California
Business and Professions Code starting with Section 2700.
CLOS PLOS ILOS CCNE QSEN PLANETREE BRN

OF BSN
FOR FOR STANDARDS COMPETENCIES CERTIFICATION CA BRN NPA
NSG DEGREE NU CRITERIA
212A
1 1, 2, 3, 5, 1, 2, 3, 4, 5, 6, 8, 9 1, 2, 3, 5, 6 1, 2, 3, 6, 7, 8, 9, 1426.C.1
6 3, 4, 10, 11, 12 1426.E.3,5,7

5, 6
2 1, 2, 3, 4, 1, 2, 2, 3, 5, 7, 8, 9 1, 2, 3, 5, 6 2, 3, 4, 5, 7, 8, 9, 1426.c.1,2,3
5, 6, 7 3, 4, 10 1426.d
5, 6 1426.e.1,3,5,6,7
3 1, 2, 3, 4, 1, 2, 1, 2, 3, 4, 7, 1, 2, 3, 4, 5, 6 1, 2, 3, 5, 7, 8, 9, 1426.c.1,2
5, 6, 7 4, 5, 6 8, 9 10, 11 1426.d
1426.e.3,5,7
4 1, 2, 3, 4, 1, 2, 1, 2, 3, 4, 5, 2, 3, 6, 7, 8, 9 2, 3, 5, 7, 8, 9, 11, 1426.c.1,3
5, 6, 7 3, 4, 6, 7, 8, 9 12, 14 1426.d
5, 6 1426.e.1,3,5,6,7
QSEN legend: 1= Patient Centered Care; 2 = Teamwork and Collaboration; 3 = Evidence Based Practice; 4
= Quality Improvement; 5 = Safety; 6 = Inform,atics
REQUIRED TEXTS
Jensen, S. (2019). Jensen Nursing Health Assessment: A Best Practice Approach (3rd Ed.). Philadelphia,
PA: Lippincott Wolters Kluwer. ISBN-10: 1975104897. ISBN-13: 978-1975104894
SUPPLEMENTAL TEXTS (optional)
Taber’s cyclopedic medical dictionary (23rd Ed.), (2017). Philadelphia, PA. F.A. Davis Company.
ISBN -13: 978-0-0803659049
TEACHING STRATEGIES
Teaching strategies geared toward adult learning will be implemented to expose students to theories and
content related to fundamentals in nursing care to facilitate the development of basic nursing knowledge
and role of the RN. To achieve this goal, the student will be held responsible for reading the assigned
materials and reviewing PowerPoints prior to class presentation of topics; and to apply theory to
practice by active participation in classroom activities. Teaching strategies may include didactics, case
studies, group presentations, self-study, and online activities.
Simulations: Simulation participation is required for all students. Simulations may involve high fidelity
manikins or standardized patients (which require faculty supervision) or virtual simulation assignments.
Standardized Simulation begins with student self-study of the patient case described in the simulation
scenario. The Simulation experience itself involves pre-briefing, a simulation run, and debriefing. Concept
maps and student reflections may be used to enhance student learning.
COURSE ASSIGNMENTS AND GRADING CRITERIA

Grading is based on satisfactory completion of:

COURSE ASSIGNMENTS
ASSIGNMENT DUE DATE PERCENTAGE
Midterm Exam Class 5 25%
Class 1-4 Topics
50 Questions
Final Exam Class 8 25%
Class 5-7 Topics
50 Questions
Group Presentation Assignment Class 8 20%
Learning Activities All Classes 30%

20 Activities, 1.5% each
Pre-lecture Knowledge Assessment All Sessions P/F
Total Course Grade 100%

ASSIGNMENT DESCRIPTIONS
All assignments are expected to be submitted no later than the due date noted in the course outline. Late
assignments will receive a 10% deduction of the assignment grade for every day late.
Learning Activities
This course consists of a series of activities and assessments to assist you in achieving Course Learning
Outcomes. With each session, you will complete various combinations of online assignments, activities,
discussion, media resources (YouTube and others), and case studies. Student will complete these activities
before each class session. Each activity will worth 1.5% and is graded as “all or none” method. Late
submission will not be accepted as these learning activities are to enrich and prepare student learning prior
to class time.
Pre-lecture Knowledge Assessment

There is a quiz in each session that serves to assess your knowledge prior to class session. There is no
percentage assigned to these quizzes. Student is expected to earn at least 60% on these quizzes. Student
who scores below 60% should review course materials and assignments again or meet with faculty for
assistance with learning process.
Midterm Exam
Exam 1 covers Session 1 to 4 contents. There will be a total of 50 questions, worth 25% of your final
course grade. No additional time will be given to complete the exam if you come in late to class. Due to the
compressed nature of the program, there will be no make up for a missed exam. A score of less than 76%
will result in placement into remediation and LSP. No cell phones will be allowed in students’ possession
during testing.
Final Exam
The Final exam covers Session 5 to 7 contents. There will be 50 questions, worth 25% of your final course
grade. No additional time will be allotted for those arriving late to class. Due to the compressed nature of
the program, there will be no make up for a missed exam. A score of less than 76% will result in placement
into remediation and LSP. No cell phones will be allowed in students’ possession during testing.
Group Presentation
The purpose of this assignment is for students to begin to demonstrate an understanding of the meaning of
physical assessment findings as clinical manifestations of common medical illnesses.

Students will form groups on the first day of the class. Each group will choose a concept, from the list
provided below, and develop a concept map focused on their chosen topic. Student groups will work on the
concept map over the duration of the course and present their findings in Class 8. Evidence must be from a
minimum of 4 credible and scholarly resources (resources such as WebMD, Mayo Clinic, Livestrong are
not acceptable). The presentation should be no more than 15 minutes, 10 minutes for the presentation and
up to 5 minutes for audience questions and answers. Any format of presentation may be used (e.g., power
point, lecture, video presentations, handout, re-enactment, etc.) while observing our University policies.
Develop a 15-minute presentation. Students can earn a maximum of 20% of the final course grade.
Review case study presentation rubric for grading criteria.
1. The concept map must include: definition of the chosen concept, elements of a physical assessment
that would be utilized to assess for the chosen concept, sample interview questions that patients
may be asked when assessing the concept, and 3 medical conditions associated with the chosen
concept.
2. The role of the nurse in caring for patients manifesting the chosen concept.
3. Ask the class at least two (2) NCLEX-Style Questions and discuss rationales for correct and
incorrect answers.
4. Reference list must be in APA format, have a minimum of 4 credible and scholarly resources
written within the last 5 years. Websites such as WebMD, Nursing Central, Mayo clinic or any
parent education/resource are not acceptable.
See the grading rubric for Presentation guidelines. Each group member will upload their presentation to
Blackboard prior to the Theory class meeting in Session 8. The electronic document shall be named:
StudentName Abbreviated Topic_NSG212_Term #_Faculty. Example: Jane
Joe_HF_NSG212_Term1711_McLaughlin. Late submissions will receive a 10% deduction of the
assignment grade for every day late.
Recommended Concepts
1. Dysphagia 7. Tachypnea
2. Aphasia 8. Tachycardia
3. Dyspnea 9. Bradycardia
4. Bradypnea 10. Paresthesia
5. Paralysis 11. Hypoxemia
6. Cyanosis 12. Hypoxia
GRADING CRITERIA
To be successful in NSG 214, students must achieve a Final average course grade of 76% or higher. Only
the final course grade will be rounded from the tenth place (one decimal). Example, 75.5% will be rounded
to final course grade of 76%. Late assignments will receive a point reduction of 10% of the assignment
for every day late. There is no extra credit available for any assignment or result on a course quiz or
exam.
GRADE POINT SCALE
A 95-100% B+ 87-89% C+ 78-79% D+ 67-69% F 0-59%

A- 90-94% B 84-86% C 76-77% D 64-66%
B- 80-83% C- 70-75% D- 60-63%

The minimum passing grade in the course is 76%. There will be no exceptions to this policy. There is no
extra credit or “make up” assignment available for any assignment.
GRADES AND GRADING SYSTEM

Definition of Grades (Undergraduate Level):
A Outstanding Achievement: Significantly exceeds standards

B Commendable Achievement: Exceeds standards
C Acceptable Achievement: Meets standards
D Unsatisfactory Achievement: Below standards
F Failing
I Incomplete: A grade given when a student has completed at least 2/3 of the course class sessions
and is unable to complete the course requirements due to uncontrollable and unforeseen
circumstances. The student must convey (preferably in writing) these circumstances to the
instructor prior to the final day of the course. If the instructor decides that an “Incomplete” is
warranted, the instructor must convey the conditions for removal of the “Incomplete” to the
student in writing. A copy must also be placed on file with the Office of the Registrar until the
Incomplete is removed or the time limit for removal has passed.
W Withdrawal: Signifies that a student has withdrawn from a course after midnight of the ninth day
of the class session. A “Withdrawal” is not allowed after the twenty-first (21st) day of the session.
This is a permanent mark with no grade points assigned.
COURSE WITHDRAWAL
The term “withdrawal” signifies that a student has withdrawn from a course after midnight of the ninth
(9th) day of the session. Notifying the instructor of one’s intent to withdraw is insufficient and will not
constitute a withdrawal. Students may withdraw themselves through the student portal on the University’s
website prior to midnight of the ninth (9th) day, or they may ask an admissions advisor to withdraw them.
Students who withdraw after midnight of the twenty-first (21st) day of the session will receive a grade of
“F” for the course. This is a permanent mark with no grade points assigned. Students may only withdraw
from required courses a maximum of two times total unless special permission is granted by the Chair of
the Department of Nursing.
UNSUCCESSFUL COURSE COMPLETION

If for some reason a student is unsuccessful in this course, that student will need to notify the Department
of Nursing regarding how he/she would like to proceed in the nursing program. A student who needs to
repeat a nursing course must meet with his/her academic advisor to discuss the plan for success in repeating
the course. The student must maintain regular contact with his/her advisor to review progress. See the
Process for Reintegration of Nursing Students by Program section for more information.
REPEATING A COURSE
Any required nursing course for which a student receives a grade of less than a C must be repeated.
Students may only repeat a nursing course one time during the entire nursing program. Failure in a theory
course or a clinical course or both, counts as one course failure. The student will be allowed to repeat if
they have not repeated any nursing course prior to this. The student will not be allowed to repeat if they
have already repeated any nursing course prior.
Interim classes may be available, and the student must communicate with an academic advisor for a list of
upcoming courses.
Students may only withdraw from required courses a maximum of two times total unless special permission
is granted by the Chair of the Department of Nursing.
*Any student who is unsuccessful in fulfilling the above criteria will be disqualified from the Nursing

Program and may not reapply to the program.
LEARNING SUPPORT PLAN (LSP)

ACADEMIC, CLINICAL, AND PROFESSIONAL CONDUCT POLICY
Students at risk for academic or clinical failure (performance less than or equal to 76% in theory or
unsatisfactory in clinical) shall be counseled. Any student who demonstrates downward trend in
performance whether academic, clinical or professional conduct that jeopardizes their chances for success
in the course or progression in the program, must meet immediately with the faculty member and a
Learning Support Plan (LSP) will be implemented. The plan must be specific to the issue(s) identified and
the student must be given enough time to enhance and/or improve their performance to a satisfactory level.
A meeting with the student, instructor, Staff Lead and Associate Director (if appropriate) should be
arranged immediately to fully inform the student and outline the expectations, goals of the LSP, all possible
plans of action necessary to support and remediate the student’s efforts towards passing the course.
PARTICIPATION
Class participation is an important aspect of student learning. When you participate, you learn to express
ideas in a way that others can understand and learn from, which enhances further understanding of the
topic. As part of the Planetree person-centered learning approach, faculty work towards creating a climate
of learning and encouraging students to collaborate and ask questions. Student participation is an
expectation during class meetings and in group assignments. Your focus and engagement will help enhance
the learning environment for everyone.
PLANETREE
Planetree supports a holistic approach promoting emotional, spiritual, psychological, social, and physical
well‐being. The person-centered approach to education is grounded in mutually beneficial partnerships with
students, staff, faculty and community affiliates. Planetree identifies six (6) elements that are beneficial in
becoming “person-centered”: (1) cultural transformation; (2) person activation; (3) person engagement; (4)
leadership development; (5) performance improvement; and (6) service.
The principles of the Planetree person-centered approach are also grounded in the following components:
(7) human interactions; (8) access to information and education; (9) family and social support; (10)
diversity; (11) integrative therapies; (12) learning environment design; (13) meaningful activities and
alumni support; and (14) community partnerships. During this course, our goal is to model these principles
with a person-centered approach to learning. (McNeal, G., & Gehrke, E. (2016, February). National
University organizational assessment.
Planetree website: https://planetree.org/
QSEN
The Quality and Safety Education for Nurses (QSEN) Institute was established to provide a “collaborative
of healthcare professionals focused on education, practice, and scholarship to improve quality and safety of
healthcare systems”. This mission and vision focuses on the “challenge of preparing future nurses with the
knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the
healthcare systems within which they work”. (QSEN Institute, 2018, About QSEN).
In accordance with National University, the School of Health and Human Services, and the Nursing
Program’s philosophy, mission, framework, and outcomes, the concepts of quality and safety in education
for nurses are integrated within each course. These are aligned to the individual course outcomes identified
in the Course Learning Outcomes (CLOs) to assist the learner in identifying integrated concepts. QSEN
competencies include: (1) Patient-Centered Care (PCC), (2) Teamwork and Collaboration (TC), (3)
Evidence-Based Practice (EBP), (4) Quality Improvement (QI), (5) Safety (S), and (6) Informatics (I).
Faculty implement teaching strategies that support the student in developing the knowledge, skills, and
attitudes expected in the care of patients as students, graduates, and professional nurses.
QSEN Institute. (2018). Mission and Vision. Retrieved from http://qsen.org/

QSEN Website: http://qsen.org/
GENERAL COURSE RESOURCES
WEB SITES
NU Writing Center Web Page: http://www.nu.edu/writing_center/index.html
Make an appointment by going to http://tutor.nu.edu
Email the online writing center at wonline@nu.edu for short questions
Advice on writing in APA style: http://webster.commnet.edu/apa/apa_index.htm
Updates for APA Manual: http://www.apastyle.org/fifthchanges.html
ONLINE RESOURCES
QSEN Website: http://qsen.org/
Planetree Website: https://planetree.org/
Agency for Healthcare Research and Quality (AHRQ) http://www.ahrq.gov/
National Quality Forum (NQF) http://www.qualityforum.org/Home.aspx
The Joint Commission (TJC) http://www.jointcommission.org/
ABSENCE OR LATENESS FROM THEORY CLASSES

Students are expected to attend all class periods of a course. An absence is assessed each time a student
does not attend a regularly scheduled class, whether or not it is an excused absence. Students who have
three (3) or more absences, who are still enrolled as of midnight (PST) on the twenty-first (21st) day of the
session will be issued a letter grade of “F” or “U” as appropriate for the grading criteria of the class. Late
arrival and early departures in classes will be recorded as tardiness. Two occurrences of tardy behavior is
considered one absence.
ACADEMIC INTEGRITY
Ethical behavior in the classroom is required of every student. Students are also expected to identify ethical
policies and practices relevant to course topics.
PLAGIARISM
Students are required to cite the use of materials written by others in all written communications for
courses. The use of ideas, words, or phrases without proper attribution constitutes plagiarism. Plagiarism is
the presentation of someone else’s ideas or work as one’s own. Students found plagiarizing are subject to
the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a
failing grade for the work in question or for the entire course. The burden of proof rests on the student, not
the instructor; in other words, the student will be required to prove that plagiarism has not occurred.
Inadequately or improperly cited work receives no credit.
DIVERSITY
Learning to work with and value diversity is essential in every degree program. Students are required to act
respectfully toward other students and instructors throughout the course. Students are also expected to
exhibit an appreciation for multinational, age, and gender diversity in the classroom and develop leadership
skills and judgment appropriate to such diversity in the workplace.
DISABILITY
National University complies with the Americans with Disabilities Act of 1990 and Section 504 of the
Federal Rehabilitation Act of 1973. If you need accommodations due to a documented disability, please
contact the Office of Scholarships and Special Services at (858) 642-8185 or via e-mail at
specialservices@nu.edu. Information received by this office is confidential and is only released on a 'need-
to-know' basis or with your prior written consent. Accommodations can only be granted upon approval by
the Committee for Students with Disabilities (CSD).

NOTE: The student nurse must inform the course instructor on the first day of class pertaining to
use of accommodation.
NATIONAL UNIVERSITY SERVICES

National University provides all students with facilities to assist them in the completion of their course
work. In particular the Writing Centers and NU Library provide access to materials and services in the area
of academic writing, research and information literacy.
WRITING CENTER
Assistance in meeting the written requirements for the course is available from the on-line Writing Centers.
Students may submit drafts of papers and outlines to the writing assistants and meet with them to discuss
strategies for improving their papers.
MATH TUTORS
Students have to check in with the Center Assistants of each Campus for the room location and/or online-
hours availability for Math tutors.
NU LIBRARY
National University Library supports academic rigor and student academic success by providing access to
scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the
Library in San Diego or through document delivery for online and regional students. Librarians are
available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for
online or regional students. Please take advantage of Library resources:
URL: www.nu.edu/library
Contact the Library: RefDesk@nu.edu
(858) 541-7900 (direct line)
1-866-NU ACCESS x 7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
GENERAL Resource WEB SITES

NU Library Web Page: http:// http://library.nu.edu/
Make a research consultation appointment by going to: http://nu.libguides.com/consultation
Contact the library by text, live chat, email, or phone here: http://nu.libanswers.com/
Purdue University: Purdue Online Writing Lab at
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/refer
ence_list_books.html
ONLINE COURSE RESOURCES

Anatomy views http://www.innerbody.com/htm/body.html
Assessment tips for nurses
Lung & Cardiac Sounds
Auscultation Assistant: Audio files of (simulated) heart and actual lung sounds with explanations of
physiology. www.wilkes.med.ucla.edu/intro.html
NSG 214 Course Outline_Revised 06.20 P a g e | 10

WRITING STANDARDS
 Note: Letter grades may be assigned for any or all of the following reasons.
 "A" range: Outstanding achievement; significantly exceeds standards.

 Unique topic or unique treatment of topic, takes risks with content; fresh approach.
 Sophisticated/exceptional use of examples.
 Original and "fluid" organization; all sentences and paragraphs contribute; sophisticated
transitions between paragraphs.
 Integration of quotations and citations is sophisticated and highlights the author's argument.
 Confidence in use of Standard English, language reflects a practiced and/or refined
understanding of syntax and usage.
 Sentences vary in structure, very few if any mechanical errors (no serious mechanical errors).
 "B" range: Commendable achievement; exceeds standards for course.

 Specific, original focus, content well handled.
 Significance of content is clearly conveyed; good use of examples; sufficient support exists in
all key areas.
 Has effective shape (organization), effective pacing between sentences or paragraphs.
 Quotations and citations are integrated into argument to enhance the flow of ideas.
 Has competent transitions between all sentences and paragraphs.
 Conveys a strong understanding of Standard English; the writer is clear in his/her attempt to
articulate main points but may demonstrate moments of "flat" or unrefined language.
 May have a few minor mechanical errors (misplaced commas, pronoun disagreement, etc.), but
no serious mechanical errors (fragments, run-ons, comma-splices, etc.)
 "C" range: Acceptable, solid achievement; meets standards for course.

 Retains over-all focus, generally solid command of subject matter.
 Subject matter well-explored but may show signs of under-development.
 Significance is understood, competent use of examples.
 Structure is solid, but an occasional sentence or paragraph may lack focus.
 Quotations and citations are integrated into argument.
 Transitions between paragraphs occur but may lack originality.
 Competent use of language; sentences are solid but may lack development, refinement, style.
 Occasional minor mechanical errors may occur, but do not impede clear understanding of
material.
 No serious mechanical errors (fragments, run-ons, comma-splices, etc.).
 "D or F" range: Unacceptable. Failure to meet minimum standards

 Significance of content is unclear; Ignores assignment.
 Ideas lack support or elaboration; Lacks significance.
 Insufficient or irrelevant examples; Lacks coherence.
 Includes plagiarized material (intentional or unintentional).
 Lacks focus.
 Expression is awkward; problematic sentence or paragraph development.
 Mechanical errors impede understanding (fragments, run-ons, comma-splices, etc.).

Procedure Governing Problems with Progress in the Program
COMMUNICATION PROCESS
When a student is having a problem with the Nursing Program or a student who is notified that he/she is
not meeting the standards of the Nursing Program in either the classroom, nursing skills laboratory, or
clinical facility, the student should meet first with the Course Coordinator or (if the deficit is in clinical
practice) with the Course Coordinator and the Clinical Nursing Faculty. The student should seek
clarification of the deficit and work with the faculty to construct a plan for improvement. This process is
represented below. At any time the student may also consult the current National University Catalog for
University-level problem solving procedures.
Discuss problem with faculty

within 3 days
Resolution?
No-
Yes-No Student and faculty (clinical
further
and/or course coordinator)
action
meet with Chair, Department of
Nursing
Minutes taken.
Note: Information is
confidential
Resolution?
No-
Begin formal process for
Yes-No
further
Program related problems as
action outlined in the University
Catalog.
WEEKLY OVERVIEW OF COURSE CONTENT

Course Content Outline
Session One
Topic:
 The Interview: Complete Health History
 Assessment Techniques
 Cultural Competence
 Evidence-Based Assessment
Learning Outcomes
Upon completion of this session, the student will be able to:
1. Verbalize importance of using evidence in the provision of patient-centered nursing care.

2. Understand the relationship among assessment data, clinical manifestations of a patient’s health
status, and clinical reasoning to decide nursing care.
3. Describe the basic characteristics of culture, cultural competence, and the cultural assessment.
4. Understand the role differentiation between medical and nursing providers.
5. Verbalize transcultural considerations when completing health assessments across the lifespan.
6. Utilize therapeutic communication techniques when assessing patients and collecting health
histories.
7. Describe the relationships among nursing process, diagnostic reasoning, and clinical judgment
while completing assessments.
8. Describe required elements of a complete health history interview.
Reading Assignments:
Textbook: Jensen: Nursing Health Assessment, 3e

Chapter 1: The Nurse’s Role in Health Assessment pp. 3 – 16
Chapter 2: The Health History and Interview pp. 17 – 41
Chapter 3: Techniques of Assessment and Safety pp. 42 – 56
Chapter 10: Cultural Assessment pp. 215 – 240
Journals:
Ch 1 Empowering Staff Nurses with Essential Skills.pdf
Ch 2 Assessment of Nursing Students’ Communication Skills.pdf
Ch 3 Assessing nursing interventions to reduce patient falls.pdf
Ch 10 The effectiveness of culturally-focused interventions.pdf
Lecture PPTs:
Chapter01.pptx
Chapter02.pptx
Chapter03.pptx
Chapter10.pptx
Learning Activities:
Take Pre-lecture Knowledge Assessment

Complete Learning Activity 1


Session Two
Topic:
 The Interview: Complete Health History
 Assessment Techniques
 Cultural Competence
 Evidence-Based Assessment
Learning Outcomes
1. Verbalize importance of infection prevention and initiating standard precautions for all patient care.
2. Describe techniques to assess anthropometric data for patients across the lifespan.
3. Discuss blood pressure and the difference between systolic, diastolic, and pulse pressures and the
implications across the lifespan.
4. Describe pain assessment technique using various standardized scales and nursing considerations
for socio-cultural and developmental differences across the lifespan.
5. Understand the relationship between pathophysiological changes and vital sign including pain data
as manifestations of a change in a patient’s health status.
6. Describe components of a mental status assessment and relevance to determining patient’s
cognitive and emotional status.
7. Verbalize techniques and systematic process utilized to perform a comprehensive assessment of the
neurological system.
8. Utilize clinical judgment to assess for changes in neurological and neurosensory functionality
across the lifespan.

Chapter 5: Vital Signs and General Survey pp. 81 – 111
Chapter 6: Pain Assessment pp. 112 – 131
Chapter 9: Mental Health, Violence, and Drug Abuse pp. 185 – 214
Chapter 22: Neurological and Mental Status pp. 629 – 674
Journals:
Ch 5 Effectiveness of respiratory rates in determining clinical deterioration.pdf
Ch 6 Assessing and Treating Pain.pdf
Ch 9 Assessing.pdf
Ch 22 A Developmental Framework for Evidence-Based Practices.pdf
Lecture PPTs:
Chapter05.pptx
Chapter06.pptx
Chapter09.pptx
Chapter22.pptx



Session Three
Topic:
 Nutrition
 Integumentary
 Head & Neck Assessment
Learning Outcomes
1. Verbalize the elements of a comprehensive assessment of nutrition status.

2. Utilize clinical judgment to assess for special nutritional needs across the lifespan.
3. Verbalize techniques and systematic process utilized to perform an assessment of the head, neck,
and skin across the lifespan.
4. Identify alterations in the structure and/or function in the integumentary system, the head, and neck
of patients across the lifespan.
5. Utilize clinical judgment to assess for physiological changes to head, neck, and integumentary
system across the lifespan.

Chapter 7: Nutritional Assessment pp. 132 – 159
Chapter 11: Skin, Hair and Nails Assessment pp.
Chapter 12: Head and Neck, with Vision and Hearing Basics pp. 292 – 315
Journals:
Ch 7 Assessment of Nutritional Status.pdf
Ch 11 Wound Care Medical Record Documentation.pdf
Ch 12 Hard of Hearing Patient.pdf
Lecture PPTs:
Chapter07.pptx
Chapter11.pptx
Chapter12.pptx


Session Four
Topic:
 Ear Assessment
 Eye Assessment
 Nose, Sinuses, Mouth and Throat Assessment
Learning Outcomes
1. Verbalize techniques and systematic process utilized to perform an assessment of the ears, eyes,
notes, sinuses, mouth and throat across the lifespan.
2. Identify alterations in the structure and/or function in the ears, eyes, notes, sinuses, mouth and
throat of patients across the lifespan.
3. Utilize clinical judgment to assess for physiological changes to HEENT systems across the
lifespan.

Chapter 13: Eye Assessment for Advanced and Specialty Practice pp. 316 – 349
Chapter 14: Ear Assessment for Advanced and Specialty Practice pp. 350 – 372
Chapter 15: Nose, Sinuses, Mouth, and Throat pp. 373 - 409Journals:
Journals:
Ch 13 Cataract Surgery.pdf
Ch 14 Chemo-Induced hearing loss.pdf
Ch 15 Acute Sore Throat.pdf
Lecture PPTs:
Chapter13.pptx
Chapter14.pptx
Chapter15.pptx


Session Five
Topic:
 Chest & Thorax Assessment
 Cardiovascular Assessment
 Respiratory Assessment
Learning Outcomes
1. Utilize clinical judgment to assess for physiological changes to pulmonary and cardiovascular
systems across the lifespan.
thoracic cavity, cardiovascular and pulmonary systems.
3. Identify alterations in the structure and/or function of the thoracic cavity, cardiovascular and
pulmonary systems.
4. Describe normal versus adventitious lung sounds, normal ventilation cycle, and correlations to the
patient’s health status.
5. Describe a normal cardiac cycle, delineation of normal versus extra heart sounds, and implications
to patients’ health status across the lifespan.
6. Utilize clinical judgment to assess for physiological differences to cardiovascular, pulmonary,
genitourinary, and gastrointestinal systems across the lifespan.

Chapter 16: Thorax and Lung Assessment pp. 410 – 444
Chapter 17: Heart and Neck Vessels Assessment pp. 445 – 482
Chapter 18: Peripheral Vascular and Lymphatic Assessment pp. 438 – 512
Journals:
Ch 16 Postural Assessment.pdf
Ch 17 Cardiac-related Prodromal Symptoms.pdf
Ch 18 Mixed Arteriovenous Ulcers.pdf
Lecture PPTs:
Chapter16.pptx
Chapter17.pptx
Chapter18.pptx

Midterm Examination:
Take Midterm Exam

Session Six
Topic:
 Genitourinary Assessment
 Gastrointestinal Assessment
Learning Outcomes
genitourinary and gastrointestinal systems.
2. Identify alterations in the structure and/or function of the genitourinary and gastrointestinal
systems.
3. Verbalize assessed alterations in fecal and urinary contents, characteristics, and elimination to
abnormalities in gastrointestinal and genitourinary structure and function.
4. Utilize clinical judgment to assess for physiological differences to genitourinary and
gastrointestinal systems across the lifespan.

Chapter 20: Abdominal Assessment pp. 524 – 581
Chapter 23: Male Genitalia and Rectal Assessment pp. 675 – 711
Chapter 24: Female Genitalia and Rectal Assessment pp. 712 - 754
Journals:
Ch 20 Abdominal Assessment.pdf
Ch 23 Colorectal CA Screening.pdf
Ch 24 Clinician’s Touch during Intimate Care and Procedures.pdf
Lecture PPTs:
Chapter20.pptx
Chapter23.pptx
Chapter24.pptx


Session Seven
Topic:
 Musculoskeletal Assessment
 Infant Assessment
 Child Assessment
 Adolescent Assessment
Learning Outcomes
1. Utilize clinical judgment to assess for physiological changes to the musculoskeletal system across
the lifespan.
musculoskeletal system.
3. Identify alterations in the structure and/or function of the musculoskeletal system.
4. Verbalize implications of abnormal musculoskeletal assessment data to patient’s mobility
capabilities and capacity to carryout activities of daily living,
5. Describe guidelines to adapt the physical examination to techniques that accommodate individual
patients and their needs.

Chapter 21: Musculoskeletal Assessment pp. 582 – 628
Chapter 26: Newborn and Infants pp. 785 – 818
Chapter 27: Children and Adolescents pp. 819 – 845
Lecture PPTs:
Chapter21.pptx
Chapter26.pptx
Chapter27.pptx


Session Eight
Topic:
Comprehensive Physical Assessment:
 Adult
 Pregnancy Assessments
 Older Adult
Learning Outcomes
1. Discuss physiological changes associated with stages of pregnancy.

2. Describe nursing considerations and modified assessments needed for pregnant patients.
3. Describe the sequence of the complete examination in a systematic manner, including integration
of focused assessments throughout the examination and across the lifespan and developmental
stages.
4. Discuss infection prevention and standard precautions prior to patient interactions.

Chapter 25: Pregnant Women pp. 755 - 784
Chapter 28: Older Adults pp. 846 – 874
Chapter 30: Head to Toe Assessment of the Adult pp. 892 - 914
Lecture PPTs:
Chapter25.pptx
Chapter28.pptx
Chapter30.pptx

Group Assessment:
Complete group assignment
Final Examination:
Take Final Examination

Group Presentation Rubric
Exceptional Acceptable Not acceptable

Criteria Score/Level
5 points 2.5 points 1 point
CONCEPT DEVELOPMENT Group met all criteria Group generally Group did not meet
with < 2 missing met criteria, criteria and/or there
Development of the concept
elements. however, there were > 4 missing
includes: definition of the
were 2-3 missing elements.
concept, physical assessment A minimum of 4
elements.
elements and interview questions references are < 3 references are
utilized to assess the concept, credible, scholarly Only 3 references credible, scholarly
expected clinical manifestation, sources (published are credible, sources (published
and 3 common medical within the last 5 scholarly sources within the last 5 years).
conditions associated with the years). (published within
concept. the last 5 years).
At least 2 NCLEX style
questions administered to
audience.
4 credible, scholarly references
required.
PRESENTATION Group met criteria, Group met criteria, Group failed to meet
DELIVERY with < 2 elements with 2-3 elements criteria and/or > 3
missing. missing. elements missing.
Use of technology, media are
relevant and appropriate to topic. Presenters Presenters Presenter demonstrated
demonstrated clear demonstrated poor mastery of the
Content is clear, without mastery of the topic, average mastery of topic (e.g., no details
paragraphs in PowerPoint; and used appropriate the topic. provided or presentation
readable to the audience pace, volume, and Presenters spoke lack of content
with good articulation. too fast or too knowledge). Also,
Everyone dressed in professional slow, and or presenters tend to
attire and introduced themselves. Appropriate articulation was ramble; or occasional
presentation attire (i.e., unclear (reading distracting verbal habits
All group members are required professional looking info from slides (e.g. “uhm”, “like”, or
to speak. business attire). and or notes) “ya know”).
Presentation keeps audience’s Audiovisuals are clear, Audiovisuals have Audiovisuals have
attention and participation. relevant meet criteria minimal issues (< many issues (.>2 issues)
and APA 6th edition 2) with clarity and with clarity and
formatting guidelines relevance, and or relevance, and or APA.
APA.
TIME & CREATIVITY Presentation time met Presentation time Presentation time
the criteria. exceeded the exceeded the criteria
Total Presentation time (15
criteria >5 but <10 >10 minutes.
minutes)
The evidence contains minutes.
At least 10 minutes for the creative details and/or There is little evidence
presentation & the rest can descriptions that The evidence of creativity in the
dedicated to audience contribute to the contains creative presentation.
participation/Questions & audience’s enjoyment details and/or
Answers and or participation. descriptions, but
they distract from
Presentation kept audience’s
the presentation.
attention and participation.
Total Score: Maximum score 15


Department of Nursing: Theory Course Syllabus/Outline NSG 214 Health Assessment

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Department of Nursing: Theory Course Syllabus/Outline NSG 214 Health Assessment

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Theory Course Syllabus/Outline

Medical-Surgical and Geriatric Nursing Content Expert RB/LA/Fresno

Med-Surg Clinical Content Resources

NSG 214 Course Outline_Revised 06.20 Page |2

COURSE NUMBER NSG 214

COURSE TITLE Health Assessment

CREDIT 4.5 quarter units

COURSE LENGTH 1 month

COURSE FORMAT Face-to-face, hybrid, online

COURSE LEARNING OUTCOMES

CLOS PLOS ILOS CCNE QSEN PLANETREE BRN

NSG 214 Course Outline_Revised 06.20 Page |3

SUPPLEMENTAL TEXTS (optional)

COURSE ASSIGNMENTS AND GRADING CRITERIA

NSG 214 Course Outline_Revised 06.20 Page |4

Learning Activities All Classes 30%

Total Course Grade 100%

Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 Page |5

GRADE POINT SCALE

A 95-100% B+ 87-89% C+ 78-79% D+ 67-69% F 0-59%

NSG 214 Course Outline_Revised 06.20 Page |6

GRADES AND GRADING SYSTEM

A Outstanding Achievement: Significantly exceeds standards

UNSUCCESSFUL COURSE COMPLETION

NSG 214 Course Outline_Revised 06.20 Page |7

LEARNING SUPPORT PLAN (LSP)

NSG 214 Course Outline_Revised 06.20 Page |8

GENERAL COURSE RESOURCES

ABSENCE OR LATENESS FROM THEORY CLASSES

NSG 214 Course Outline_Revised 06.20 Page |9

NATIONAL UNIVERSITY SERVICES

GENERAL Resource WEB SITES

ONLINE COURSE RESOURCES

NSG 214 Course Outline_Revised 06.20 P a g e | 10

 "A" range: Outstanding achievement; significantly exceeds standards.

 "B" range: Commendable achievement; exceeds standards for course.

 "C" range: Acceptable, solid achievement; meets standards for course.

 "D or F" range: Unacceptable. Failure to meet minimum standards

NSG 214 Course Outline_Revised 06.20 P a g e | 11

Discuss problem with faculty

WEEKLY OVERVIEW OF COURSE CONTENT

NSG 214 Course Outline_Revised 06.20 P a g e | 12

1. Verbalize importance of using evidence in the provision of patient-centered nursing care.

Textbook: Jensen: Nursing Health Assessment, 3e

Take Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 P a g e | 13

NSG 214 Course Outline_Revised 06.20 P a g e | 14

Textbook: Jensen: Nursing Health Assessment, 3e

Take Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 P a g e | 15

NSG 214 Course Outline_Revised 06.20 P a g e | 16

1. Verbalize the elements of a comprehensive assessment of nutrition status.

Textbook: Jensen: Nursing Health Assessment, 3e

Take Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 P a g e | 17

Textbook: Jensen: Nursing Health Assessment, 3e

Take Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 P a g e | 18

Textbook: Jensen: Nursing Health Assessment, 3e

Take Pre-lecture Knowledge Assessment

NSG 214 Course Outline_Revised 06.20 P a g e | 19