Oakland University School of Nursing

NRS 2014
Health Assessment

COURSE INFORMATION
Course Number & CRN: NRS 2014 (ASD), CRN 13337 (Class)
Semester: Fall 2021
Number of Credits: 4 (Class 3, Lab 1)
Class Day & Time: Thursday, 12:00-2:30pm
Class Location: AFC 125
Class Delivery Method: In person, Face- to-face; Classes will not be available via ZOOM
Lab Day & Time: Friday, 8:00-10:00 AM, 10:30-12:30 PM, 1:00-3:00PM or 3:30-5:30PM
Lab will be fully face-to-face

Lab location: Online/4001 HHB- The lab will be a combination of virtual and face-to-face
Range of Class Duration: September 2, 2021- December 16, 2021

PROFESSOR INFORMATION
Name: Dr. Tiffany Calderon, DNP, RN, ACNPAG-C, CCRN-CNC, Special Lecturer
Office Location: HHB 3019
Office Hours: 2:30-3:30 pm on Thursdays or by appointment
Email address: tccalder@oakland.edu

Name: Professor Gracie Palmer- Lab

Office Location: HHB 3019
Office Hours: by appointment only
Email address: agpalmer@oakland.edu

Syllabus based on Course Change Form dated 05/05/2020 1

COURSE OVERVIEW
This course prepares students to perform comprehensive health assessments on adults and
older adults. Emphasis is placed on performing a thorough nursing history; physiological,
psychological, sociological, cultural, and spiritual assessments; and identification of health
behaviors. Laboratory experiences provide students with opportunities to practice assessment
skills.

COURSE OBJECTIVES (LEARNING OUTCOMES)

By the end of the course, students will be able to:
1. Perform a general assessment that includes the psychological, sociological, genetic, cultural,
and spiritual aspects of adults and older adults.
2. Interpret assessment data to recognize health deviations, patient safety and health risks, as
well as personal and environmental stressors.
3. Utilize written and electronic communication skills to document assessment findings.
4. Explore effective therapeutic communication techniques used by professional nurses to
perform a health assessment/physical examination.
5. Demonstrate professional accountability and maintain confidentiality while performing
physical assessments.

Essential Content
• See Appendix A

TECHNOLOGY REQUIREMENTS
• A stable internet connection.
• A PC or Mac running relatively modern versions of the corresponding operating system.
• Desktop or laptop computer with the ability to download Google Chrome.
• Blocking or allowing pop-ups in certain web browsers may be required.
• For all courses that use ATI: A full list of ATI’s technical requirements can be found at
atitesting.com/technical-requirements.
• Online proctoring services may have additional specific requirements. Those
requirements will be communicated via the Moodle course site.

Syllabus based on Course Change Form dated 5/5/2020 2

USING MOODLE AND OTHER TECHNOLOGIES
Students must visit the course Moodle site within the first week of class and frequently
throughout the semester. Materials associated with class will be disseminated through Moodle.
(Link to Moodle: moodle.oakland.edu)
Technical Skills Required
Students enrolled in this course are expected to have a moderate level of computer proficiency.
You should feel comfortable doing all the following:
• Using your chosen computer operating system and a web browser.
• Following online directions for using a new program.
• Typing at least 20 words a minute.
• Troubleshooting basic computer problems.
Technology Back-up Plan
● In the event that your computer crashes or internet goes down, it is essential to have a
“backup plan” in place where you are able to log in using a different computer or travel
another location that has working internet.
● Any files you intend to use for your course should be saved to a cloud solution (Google
Drive, Dropbox, etc.) and not to a local hard drive, USB stick or external disk. Saving files
this way guarantees your files are not dependent on computer hardware that could fail.
Technology Help
• For help using Moodle, use the Get Help link at the top of the Moodle page (Link to
Moodle: moodle.oakland.edu).
• For access to technology and in-person assistance, call or visit the Student Technology
Center (Link to Student Technology Center: https://www.oakland.edu/stc/).
• For general technology assistance, consult the OU Help Desk (Link to Help Desk:
https://www.oakland.edu/helpdesk/).
Respect Rules of Netiquette
(Link to Netiquette: https://www.youtube.com/watch?v=DwdqQjCfWSc&feature=youtu.be)
a. Respect your peers and their privacy.
b. Use constructive criticism.
c. Refrain from engaging in inflammatory comments.

TEXTBOOKS AND MATERIALS

• Jarvis, C. (2020). Physical examination and health assessment (8th ed.). W B Saunders.
COURSE POLICIES
• Attendance face-to- face is mandatory and will be taken in both lab and didactic classes.
• If classes are required by the University to be virtual, you must have your camera on
throughout the entire class and be able to participate in discussion to gain points for
attendance.
• NRS 2014 will adhere to Oakland University guidelines regarding virtual classes, however
it is the intent to have the majority of classes in-person, live.

Syllabus based on Course Change Form dated 5/5/2020 3

 • Final grade will be compromised of 75% didactic components and 25% lab components.
• Didactic and lab classes will only be held in person, face-to-face unless extenuating
circumstances (i.e. active COVID-19 infection with documentation). Please contact faculty
with circumstances.
• You must receive a 75% in each lab and didactic component separately to pass the class.
If you do not receive a 75% in each component separately, you will not pass the class.

EVALUATION METHODS
• Lab grade is comprised of 4 in person, live validations.
• Students must receive a 75% on each live validation to pass the class.
• If the student does not receive a 75% on each validation, the student will be provided a
chance to remediation. Faculty will then take the average score of the first and second
attempts of validation for the final score.
Course Assignments, Weights, and Link to Course Objectives
Course Assignments Course
Weights Objective(s)
Number
Didactic/ lecture assignments 75%
Health history (20%) Course
objective # 1,
3, 4
In- class case study (15%) Course
objective # 1,
3, 4
Exam 1 (20%) Course
objective #1,2
Exam 2 (20%) Course
objective #1,2
Cumulative Final exam (25%) Course
objective #1,2
Lab assignments 25%

Vital signs validation 1 (20%) Course

objectives #1,
4, 5
Validation 2 (25%) Course
objectives #1,
4, 5

Syllabus based on Course Change Form dated 5/5/2020 4

 Course Assignments Course
Weights Objective(s)
Number
Validation 3 (25%) Course
objectives #1,
4, 5
Final Validation (30%) Course
objectives #1,
4, 5
Total 100%

COURSE SCHEDULE

Week (Dates) Essential Content Lecturer (Date) Lab (Date)

Week 1 Intro to physical Jan 6- Virtual -Dr. Calderon Jan 7- in person, live
assessment
___Review ATI dashboard

___ Course intro ___Assign partners

Vital signs
___Evidence-based ___General survey & vital signs
assessment

___Assessment techniques

___General survey

Week 2 Vital signs and pain Jan 13-virtual Dr. Calderon Jan 14-in person, live
assessment
__Vital signs

__Pain __Integumentary
Integumentary assessment
__ Health history __Vital signs

___Skin, hair, nails/BRADEN

Week 3 Head, neck, eyes, ears, Jan 20-Dr. Calderon Jan 21- in person, live
nose, mouth assessment
__Head, neck, eyes, ears, nose, ___Head, neck, eyes, ears, nose, mouth
mouth

Syllabus based on Course Change Form dated 5/5/2020 5

 __

Week 4 Cultural assessment Jan 27-Dr. Calderon Jan 28-in person, live

Spiritual assessment

Interviewing ___Cultural & spiritual ___Vital signs Validation due by the end
assessment, interviewing, of class.
documentation

__Case study # 1

Feb 3- Dr. Calderon Feb 4- in person, live

Week 5 Breast & lymphatics __Exam 1 (Feb 3) ___Validation #2 Skin, Hair, Nails

___Breast/lymphatics after
exam 1

Week 6 Respiratory assessment Feb 10- Dr. Calderon Feb 11- in person, live

___ Respiratory ___Respiratory

__Health history assignment

due February 10 @ 23:55pm in
Moodle

Week 7 Cardiovascular assessment Feb 17- Dr. Calderon Feb 18- in person, live

___Cardiovascular ___Cardiac

Week 8 Peripheral vascular Feb 24- Dr. Calderon Feb 25- in person, live

___Peripheral vascular __Peripheral vascular

__Review Validation #3

Week 9 Abdominal/gastrointestinal Mar 10- Dr. Calderon Mar 11- in person, live
assessment
___Abdominal ___Validation #3

Syllabus based on Course Change Form dated 5/5/2020 6

 Week 10 Mar 17- Dr. Calderon Mar 18- in person, live

Exam #2 ___Abdomen

Week 11 Musculoskeletal Mar 24- Dr. Calderon Mar 25- in person, live
assessment

__Musculoskeletal assessment ___Musculoskeletal

Mar 31-Dr. Calderon Apr 1-in person, live

Week 12 Neurological assessment ___Neurological assessment __Neurological assessment

__ CIWA assessment

Week 13 Genitourinary assessment Apr 7-Dr. Calderon Apr 8-in person, live

__Genitourinary and rectal __Comprehensive validation practice

assessment
__Q & A
__Case study #2

Week 14 Functional assessment Apr 14-Dr. Calderon Apr 15- in person, live

___Functional assessment __Final Validation

___Putting it all together

Week 15 Apr 21

Final examination 8:00 am

Syllabus based on Course Change Form dated 5/5/2020 7

SCHOOL OF NURSING GRADING POLICY
• All UNDERGRADUATE students are required to earn a final course grade of B- (75%) or higher in
each nursing course to progress in the program.
• All GRADUATE students are required to earn a final course grade of B (80%) or higher in each
nursing course to progress in the program.
SCHOOL OF NURSING GRADE CONVERSION SCALE
Percentage Grade
95.00-100.00 A
90.00-94.99 A-
85.00-89.99 B+
80.00-84.99 B
75.00-79.99 B-
70.00-74.99 C+
65.00-69.99 C
60.00-64.99 C-
55.00-59.99 D+
50.00-54.99 D
0.00-49.99 F

OU/SCHOOL OF NURSING POLICIES AND EXPECTATIONS

Students are expected to adhere to all OU and SON policies. OU policies can be found in the
undergraduate and graduate catalogs. SON policies can be found in the SON student handbooks
on the SON website.

[From this point forward, the following policies will be added as an addendum to the student
handbooks. It is your choice whether to keep it in the syllabus or refer the students to the
handbook. In addition, CETL publishes a syllabus template on their website that includes useful
language for policies, etc. that you might find helpful.]

STUDENT NURSE PROFESSIONALISM EXPECTATIONS

Professional Behavior
Students in the School of Nursing (SON) are educated in classroom, laboratory, simulation, and
clinical settings that constitute professional learning environments. The American Nurses
Association (2015) Scope and Standards of Practice are the standards of the nursing profession
and identify behaviors that are expected of every registered nurse. As part of the student’s
professional development, it is imperative that these behaviors be demonstrated in all
professional settings.

Syllabus based on Course Change Form dated 5/5/2020 8

CLASSROOM AND UNIVERSITY POLICIES
Academic Conduct Policy
All members of the academic community at Oakland University are expected to practice and
uphold standards of academic integrity and honesty. Academic integrity means representing
oneself and one’s work honestly. Misrepresentation is cheating since it means students are
claiming credit for ideas or work not actually theirs and are thereby seeking a grade that is not
actually earned. For more information, review OU’s Academic Conduct Regulations. (Link to
Academic Conduct Regulations: https://www.oakland.edu/deanofstudents/policies/).
Behavioral Code of Conduct
Appropriate behavior is required in class and on campus. Disrespectful, disruptive and dangerous
behavior are not conducive to a positive learning environment and may result in consequences.
See the Student Code of Conduct for details. (Link to Student Code of Conduct:
https://www.oakland.edu/deanofstudents/student-code-of-conduct/)
Accommodation and Special Considerations
Counseling and Mental Health Services
Oakland University is committed to advancing the mental health and well-being of its students. If
you or someone you know is feeling overwhelmed, depressed, and/or in need of support,
services are available. For help, contact The OU Counseling Center at Graham Health at (248)
370-3465. Student resources can also be found on the Dean of Students website by clicking on
Student Health & Safety Resources.
Disability Support Services
Oakland University is committed to providing everyone the support and services needed to
participate in their courses. Students with disabilities who may require special accommodations
should make an appointment with campus Disability Support Services (DSS). If you qualify for
accommodations because of a disability, please submit to your professor a letter from Disability
Support Services in a timely manner (for exam accommodations provide your letter at least one
week prior to the exam) so that your needs can be addressed. DSS determines accommodations
based on documented disabilities. Contact DSS at 248-370-3266 or by e-mail at
dss@oakland.edu. For information on additional academic support services and equipment, visit
the Study Aids webpage of Disability Support Services website. (Link to Disability Support
Services website: https://www.oakland.edu/dss/)
Excused Absence Policy
This policy for university excused absences applies to participation as an athlete, manager or
student trainer in NCAA intercollegiate competitions, or participation as a representative of
Oakland University at academic events and artistic performances approved by the Provost or
designee. A student must notify and make arrangements with the professor in advance. For
responsibilities and procedures see Academic Policies and Procedures. (Link to Academic Policies
and Procedures: https://www.oakland.edu/provost/policies-and-procedures/)

Syllabus based on Course Change Form dated 5/5/2020 9

Religious Observances
Student should discuss with professor at the beginning of the semester to make appropriate
arrangements. Although Oakland University, as a public institution, does not observe religious
holidays, it will continue to make every reasonable effort to help students avoid negative
academic consequences when their religious obligations conflict with academic requirements.
See The OU Diversity Calendar for more information. (Link to calendar:
https://www.oakland.edu/diversity/calendar/)
Preferred Name Policy
OU’s Preferred Name Policy ensures a student’s university records can use a name that reflects
the student’s identity (abbreviated name, name change etc.). (Link to preferred name policy:
https://www.oakland.edu/policies/information-technology/840/)
Sexual Misconduct
Faculty and staff are responsible for creating a safe learning environment for our students, and
that includes a mandatory reporting responsibility if students share information regarding sexual
misconduct/harassment, relationship violence, or information about a crime that may have
occurred on campus with the University. In such cases, the professor will report information to
the campus’ Title IX Coordinator (Chad Martinez, chadmartinez@oakland.edu or 248-370-3496).
Students who wish to speak to someone confidentially can contact the OU Counseling Center at
248-370-3465. Additionally, students can speak to a confidential source off-campus 24 hours a
day by contacting Haven at 248-334-1274.
Add/Drops
The university policy will be explicitly followed. It is the student’s responsibility to be aware of
deadline dates for dropping courses and officially drop the course. (Link to deadlines for
dropping courses: https://www.oakland.edu/registrar/registration/dropornot/).
Emergency Preparedness
In the event of an emergency arising on campus, the Oakland University Police Department
(OUPD) will notify the campus community via the emergency notification system. The professor
of your class is not responsible for your personal safety, so therefore it is the responsibility of
each student to understand the evacuation and “lockdown” guidelines to follow when an
emergency is declared. These simple steps are a good place to start:
• OU uses an emergency notification system through text, email, and landline. These
notifications include campus closures, evacuations, lockdowns and other emergencies.
Register for these notifications at oupolice.com.
• Based on the class cellphone policy, ensure that one cellphone is on in order to receive
and share emergency notifications with the instructor in class.
• If an emergency arises on campus, call the OUPD at (248) 370-3331. Save this number in
your phone, and put it in an easy-to-find spot in your contacts.
• Review protocol for evacuation, lockdown, and other emergencies via the classroom’s
red books (hanging on the wall) and oupolice.com/emergencies.
• Review with the professor and class what to do in an emergency (evacuation, lockdown,
snow emergency).

Syllabus based on Course Change Form dated 5/5/2020 10

Violence/Active Shooter
If an active shooter is in the vicinity, call the OUPD at (248) 370-3331 or 911 when it is safe to
do so and provide information, including the location and number of shooter(s), description
of shooter(s), weapons used and number of potential victims. Consider your options: Run,
Hide, or Fight. (Link to OU Police Active Shooter: https://oupolice.com/em/activeshooter/)
• RUN: If there is an accessible escape path, attempt to leave the premises.
Have an escape route and plan in mind; leave your belongings behind; follow instructions
of police officers.
• HIDE: If running is not possible, find a place to hide where the active shooter is less likely
to find you.
Hide in an area out of the shooter’s view; provide protection; lock the doors; block entry
into your hiding place; silence your phone, close window blinds if available, wait for law
enforcement to send an “all clear” message.
• FIGHT: As a last resort and only when your life is in imminent danger, attempt to disrupt
and/or incapacitate the shooter by:
Acting as aggressively as possible against her/him; yelling; throwing items and
improvising weapons; and commit to your actions.

Syllabus based on Course Change Form dated 5/5/2020 11

 APPENDIX A
NRS 2014 ESSENTIAL CONTENT (CONTENT UNITS)

Unit: Introduction to Physical Assessment

Unit Objectives:
1. Discuss the role of assessment as part of the 5-step nursing process.
2. Differentiate between subjective and objective assessment data.
3. Differentiate between a complete physical assessment and a focused physical assessment.
4. Describe the four techniques of physical assessment.
5. Describe the importance of using evidence-based assessment skills.
6. Identify the components of the general survey.

Content Topics:
a. Four techniques of physical assessment
b. Subjective versus objective assessment data
c. Evidence-based assessment skills
d. General survey
e. Focused assessment
Unit: Interviewing

Unit Objectives:
1. Describe the interview process when conducting a health assessment.
2. Discuss the significance of the nurse-patient relationship during a health assessment.
3. Practice communication techniques that support an open discussion between the patient
and the nurse.
4. Ascertain appropriate locations for conducting a health assessment to ensure privacy and
confidentiality.
5. Conduct a health history including a genogram.
6. Integrate verbal and nonverbal communication techniques that promote open
communication.
7. Identify how the developmental stage of the patient relates to the patient’s health status.
8. Analyze a patient’s family history for genetic or familial diseases.

Syllabus based on Course Change Form dated 5/5/2020 12

9. Integrate verbal and non-verbal communication techniques that show respect for a patient’s
culture.

Content Topics:
a. Health history
b. Genogram
c. Privacy and confidentiality
d. Developmental stages of adults and older adults

Unit: Documentation
Unit Objectives:
1. Discuss documentation of subjective and objective assessment data.
2. Utilize appropriate terminology to describe assessment findings.
3. Use documentation procedures that ensure privacy and confidentiality.
4. Discuss various documentation methods that are used by different healthcare settings.

Content Topics:
a. Appropriate terminology
b. Privacy and confidentiality of information: HIPAA

Unit: Cultural Assessment

Unit Objectives:
1. Discuss the importance of cultural sensitivity in the assessment process.
2. Discuss the concept of culture and inherent components such as values, beliefs, attitudes,
and customs.
3. Differentiate between culture and ethnicity.
4. Determine the influence a patient’s culture has on his or her health beliefs and practices and
familial roles.
5. Determine the influence a patient’s culture has on his or her perception of health, illness,
and death.
6. Determine the use of alternative or folk medication/remedies as well as healers that are
accepted in a patient’s culture.
7. Identify cultural practices that will need special consideration while the patient is receiving
care.

Content Topics:
a. Cultural assessment

Syllabus based on Course Change Form dated 05/05/2020 13

b. Cultural practices that influence health
c. Communication techniques during cultural assessment
d. Cultural sensitivity
Unit: Spiritual Assessment
Unit Objectives:
1. Discuss the purpose of conducting a spiritual assessment.
2. Analyze the concept of spirituality and inherent components such as religious values, beliefs,
attitudes, and customs.
3. Differentiate between religion and spirituality.
4. Determine the influence a patient’s spirituality has on their health beliefs and practices.
5. Determine the influence a patient’s spirituality has on their perception of health, illness, and
death.
6. Identify spiritual practices that will need special considerations while the patient is receiving
care.
Content Topics:
a. Spiritual assessment
b. Spiritual practices that influence health

Unit: Functional Assessment

Unit Objectives:
1. Conduct a functional assessment of adults and older adults.
2. Describe the relationship between functional limitations and patient safety.
3. Discuss the importance of caregiver assessment for a patient with functional limitations.
Content Topics:
a. Functional assessment tools
b. Caregiver assessment tools
Unit: Vital Signs and Pain Assessment

Unit Objectives:
1. Explain the physiology of blood pressure, pulse, oxygen saturation, temperature, and
respiratory rate.
2. Identify ranges of acceptable vital signs in adults.
3. Demonstrate competency in taking and measuring normal and abnormal vital signs.
4. Discuss factors that cause a variation in vital signs.
5. Evaluate normal and abnormal findings related to vital signs.
6. Accurately document vital signs.

Syllabus based on Course Change Form dated 05/05/2020 14

7. Describe the different types of pain.
8. Identify components of a pain assessment.
9. Identify cultural influences on expression of pain.
10. Identify pain assessment tools.
11. Perform a pain assessment.
Content Topics:
a. Vital signs: blood pressure, heart rate, respiratory rate, temperature, pulse oximetry
b. Pain assessment
c. Lab: Assessment of blood pressure, radial pulse, respiratory rate, oxygen saturation, and
temperature

Unit: Assessment of the Integument, Head, Neck, EENT

Unit Objectives:
1. Identify subjective questions related to assessment of integument, head, neck, EENT
2. Demonstrate physical assessment of the integument, head, neck, and EENT while
maintaining patient privacy, confidentiality, and safety.
3. Differentiate between normal and abnormal findings during the physical assessment of skin,
head, neck, eyes, ears, nose and throat.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of skin, head, neck, eyes, ears, nose and throat.
5. Accurately document assessment findings.
6. Recognize cultural variations of the integument, head, neck, and EENT.
7. Identify risk assessment tools used to address patient safety and identify health risks.
8. Identify preventative screening exams that should be done and the time parameters for their
assessment.

Content Topics:
a. Skin, head, neck, thyroid, EENT assessment
b. Risk assessment
c. Skin self-exam
d. Lab: Assessment of skin, hair, nails, eyes, nose, mouth, oropharynx, neck

Unit: Assessment of the Respiratory System

Unit Objectives:
1. Identify subjective questions related to assessment of the respiratory system.
2. Demonstrate physical assessment of the respiratory system while maintaining patient
privacy, confidentiality, and safety.

Syllabus based on Course Change Form dated 05/05/2020 15

3. Differentiate between normal and abnormal findings during the physical assessment of the
respiratory system.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the respiratory system.
5. Accurately document assessment findings.
6. Identify health risks.
7. Identify preventative screening exams that should be done and the time parameters for their
performance

Content Topics:
a. Assessment of the respiratory system
b. Risk assessment
c. Preventative screening (CT for smokers)
d. Lab: Assessment of thorax, lung sounds, oxygenation indicators

Unit: Assessment of the Cardiac and Peripheral Vascular Systems

Unit Objectives:
1. Identify subjective questions related to the assessment of the cardiac and peripheral vascular
systems.
2. Demonstrate physical assessment of the cardiac and peripheral vascular systems while
maintaining patient privacy, confidentiality, and safety.
3. Differentiate between normal and abnormal findings during the physical assessment of the
cardiac and peripheral vascular systems.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the cardiac and peripheral vascular systems.
5. Accurately document assessment findings.
6. Identify risk assessment tools used to address patient safety and identify health risks.

Content Topics:
a. Assessment of the cardiac and peripheral vascular systems
b. Risk assessment
c. Lab: Assessment of heart sounds, heart rate, pulses
d. Lab: Use of Doppler

Unit: Assessment of the Lymphatic System and Breasts

Unit Objectives:
1. Identify subjective questions related to the assessment of the lymphatic system and breasts.

Syllabus based on Course Change Form dated 05/05/2020 16

2. Differentiate between normal and abnormal findings during the physical assessment of the
lymphatic system and breasts.
3. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the lymphatic system and breasts.
4. Accurately document assessment findings.
5. Identify risk assessment tools used to address patient safety and identify health risks.
6. Identify preventative screening exams that should be done and the time parameters for their
performance.

Content Topics:
a. Lymphatic assessment
b. Breast self-exam
c. Preventative screening (Mammograms)

Unit: Assessment of Neurological and Musculoskeletal Systems

Unit Objectives:
1. Identify subjective questions related to assessment of the neurological and musculoskeletal
systems.
2. Demonstrate physical assessment of the neurological system while maintaining patient
privacy, confidentiality, and safety.
3. Differentiate between normal and abnormal findings during the physical assessment of the
neurological and musculoskeletal systems.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the neurological and musculoskeletal systems.
5. Accurately document assessment findings.

Content Topics:
a. Cranial nerve assessment
b. Cognitive assessment tools
c. Mental status assessment
d. Musculoskeletal assessment
e. Neuro check
f. Plantar reflex
g. Lab: Cranial nerves, range of motion, muscle strength, coordination and sensation
assessment

Unit: Assessment of the Gastrointestinal System

Unit Objectives:

Syllabus based on Course Change Form dated 05/05/2020 17

1. Identify subjective questions related to the assessment of the gastrointestinal system.
2. Demonstrate physical assessment of the gastrointestinal system while maintaining patient
privacy, confidentiality, and safety.
3. Differentiate between normal and abnormal findings during the physical assessment of the
gastrointestinal system.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the gastrointestinal system.
5. Accurately document assessment findings.
6. Identify preventative screening exams that should be done and the time parameters for their
performance.

Content Topics:
a. Assessment of the abdomen
b. Assessment of the anus, rectum and prostate
c. Nutritional assessment
d. Preventative screening
e. Lab: Assessment of the abdomen

Unit: Assessment of the Genitourinary System

Unit Objectives:
1. Identify subjective questions related to the assessment of the genitourinary system.
2. Discuss the importance of maintaining patient privacy, confidentiality, and safety during
assessment of the genitourinary system.
3. Differentiate between normal and abnormal findings during the physical assessment of the
genitourinary system.
4. Differentiate between age-related normal and abnormal findings of the older adult during
the physical assessment of the genitourinary system.
5. Accurately document assessment findings.
6. Identify preventative screening exams that should be done and the time parameters for their
performance.

Content Topics:
a. Genitalia assessment
b. Assessment of the genitourinary system
c. Preventative screening

Unit: Putting It All Together- Head-to-Toe Assessment

Unit Objectives:

Syllabus based on Course Change Form dated 05/05/2020 18

1. Conduct a head-to-toe assessment while maintaining patient privacy, confidentiality, and
safety.
2. Explain the rationale for conducting a focused assessment as opposed to a head to toe
assessment.
3. Discuss assessment findings that require immediate attention.

Content Topics:
a. Head-to-toe assessment versus focused assessment
b. Lab: Head-to-toe assessment

Syllabus based on Course Change Form dated 05/05/2020 19