Orange County · West Coast University

NURS 681 Advanced Health/Physical Assessment and

Lab - APRN 202207SUIIOL OL-B
202207SUIIOL 2022 Section OL-B 07/04/2022 to 08/28/2022 Modified 06/26/2022

 Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)

Class Length
8 weeks

Your instructor may schedule optional synchronous/live sessions using Zoom in Canvas. Please check your course announcements
for specific dates and times. All meetings will be recorded and will be accessible in the course.

 Contact Information

Instructor: Dr. Danielle Carson- Cadenhead

Email: DCarsonCadenhead
Phone: Please Use Remind App

Office Hours

Monday 3pm-6pm PST

Thursday 12pm-3pm PST

By Appointment Only

 Course Description
This course focuses on the principles and techniques of physical assessment and provides a foundation for the student to evaluate
the health of individuals and families across the lifespan.

 Course Learning Outcomes

1. Apply interview theory and techniques to the collection and organization of subjective client data with special emphasis on at
risk, vulnerable and diverse populations.
2. Specify collection and organization of the database needed for a comprehensive health assessment of selected clients including
individual, family, cultural, and community data.
3. Demonstrate a knowledge base in health assessment, health promotion and pathophysiology of special populations.
4. Generate an initial concept of a client's health problem from organized subjective data.
5. Apply a problem solving approach systematically to the collection, synthesis, and communication of both oral and written data.
6. Complete a comprehensive history for selected clients with special emphasis on vulnerable, at risk and diverse clients.
7. Identify and analyze risk factors from written and verbalized history develop health promotion plans for individuals with a special
emphasis on vulnerable, at risk and diverse populations.
8. Adapt written and technological communication skills to effectively communicate client’s medical information using nationally

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 accepted standards and codes, while protecting privacy and maintaining high ethical standards.
9. Practice the APRN role using the Nurse Practitioner Standardized Procedures and/or office/clinic protocols

 Program Learning Outcomes

College of Nursing Program Mission:

The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners,
preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

Graduate Nursing Program Purpose

The purpose of the graduate program in nursing is to promote foundational competencies that are core to all advanced nurse practice
in an ever-changing and globally reaching healthcare environment. Both academic, practicum, and interpersonal preparation is
characterized by increased depth in organizational and systems’ leadership within a culture of integrity and personal accountability in
a community that values the dignity and contributions of our members. Standards of ethical behavior and decision-making are
essential foundations of our graduate education programs, which guide individuals to distinguish ethical principles and understand
the consequences and implications beyond personal and organizational self-interest. By pursuing more effective and innovative
methodologies through which students utilize administrative expertise with the foresight to analyze problems, structure and facilitate
development, and find and implement solutions, WCU graduates can and will make a positive impact on society.

MSN Essentials

The MSN Essentials guide the preparation of graduates for diverse areas of practice in any healthcare setting. The MSN Essentials
can be found in their entirety here: http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf
(https://westand4health.com/concourse/WCU_MSN_Docs/MastersEssentials11.pdf)

MSN Graduate Program Learning Outcomes

The core courses and directed practicum offer expanded study in the healthcare areas of advocacy, program management, education,
clinical practice, research, and health policy formulation. Graduates will be able to formulate an inspirational perspective of nursing,
incorporating a wide range of theories from nursing and other sciences. Individuals who complete the core and educational
component will be qualified to teach nursing.

The West Coast University Master of Science in Nursing (MSN) Program is committed to the development of the nursing professional
who can:

1. Integrate nursing science and related fields, such as physiology, statistics, psychosocial, political, financial, genetics, public health,
and organization sciences in the continued improvement of nursing across the continuum of healthcare settings.
2. Provide leadership in a variety of settings that promotes high-quality, safe patient care that also incorporates ethical decision-
making and effective interprofessional working relationships.
3. Demonstrate the skills needed to effect quality improvement that incorporates the various models, standards, and performance
measures necessary to apply quality principles, within any type of organization.
4. Apply evidence-based research in clinical practice by identifying actual or potential practice problems in a setting and resolving
them through the role of change agent.
5. Demonstrate proficiency in computer skills, both technical and in the application of informatics, to enhance, deliver, communicate,
integrate, and coordinate patient care.
6. Recognize the need for and ability to affect policy changes by using the policy development process and advocacy strategies to
influence individual health and healthcare systems.
7. Communicate and coordinate interprofessionally in a variety of settings to manage and coordinate care.
8. Identify and integrate the various evidence-based practices of health promotion and disease prevention using client-centered,
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 culturally, and age-appropriate concepts in the nursing process of services to individuals, families, and broad-based aggregate
populations.
9. Demonstrate an advanced level of scientific and nursing-specific knowledge with the ability to integrate that knowledge into
nursing practice that influences healthcare outcomes for individual, families, populations, and/or systems.

Advanced Practice Registered Nurse Track Purpose

The Advanced Practice Registered Nurse (APRN) is a registered nurse educated at the Master’s level as a nurse practitioner. The
focus of care for the APRN is to provide a wide range of health care services including the diagnosis and management of acute,
chronic, and complex health problems, health promotion, disease prevention, health education, and counseling to individuals, families,
groups and communities. The APRN is prepared to implement evidence-based practice guidelines and to critically analyze and adapt
healthcare interventions based on individualized assessments of individual/family needs. The APRN practices in the context of
community, with broad knowledge, sensitivity, and awareness of the specific needs of people from diverse populations and cultural
backgrounds. APRNs practice primarily in ambulatory care settings.

Advance Practice Registered Nurse Track Learning Outcomes

The Advanced Practice Registered Nurse (APRN) graduates are ready to lead in the advanced practice nurse roles in health-related
service to diverse populations. The focus of the APRN is the management of common acute and chronic healthcare problems in a
variety of primary care settings. The APRN provides care to individuals, families, groups and communities with the focus on health
promotion and disease prevention.

The APRN track prepares the graduate to:

1. Assume a position in a primary care setting as a primary care nurse practitioner, upon successful completion of the national
certification exam(s).
2. Provide comprehensive primary health care emphasizing health promotion and disease prevention to individuals, families, and
groups across the life span.
3. Utilize and conduct research that will promote quality health care and its delivery to improve clinical outcomes for selected
population groups.
4. Manage available technology and/or information systems in the delivery of primary care.
5. Implement culturally competent primary care with a focus on quality improvement and safety that incorporates the socioeconomic,
political, ethical, and diversity aspects of each population.
6. Apply theoretical foundations and change principles while leading in the development and implementation of innovations that
advance practice in a primary care setting.
7. Use ethical principles in decisions regarding issues related to individuals, populations, and healthcare delivery systems.
8. Provide advocacy and leadership in the primary care setting that addresses the needs of culturally diverse populations, providers,
and environments.

APRN Core Competencies

Competencies are higher-level skills that represent the ability to demonstrate mastery over care management and that provide a
foundation for decision-making skills under a variety of clinical situations across all care settings. At completion of the APRN
program, the APRN graduate possesses the nine (9) core competencies regardless of population focus. The core competencies can
be found here: https://cdn.ymaws.com/nonpf.site-ym.com/resource/resmgr/competencies/20170516_NPCoreCompsContentF.pdf

 Course Materials
Your e-text is available in the Canvas course.

Publication Manual of the American Psychological Association

Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th
Availability: Available in your VitalSource Bookshelf (from previous terms)

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 Physical Examination and Health Assessment
Author: Jarvis, C.
Publisher: Saunders
Edition: 7th
Availability: Available in your Vital Source Bookshelf

Advanced Health Assessment & Clinical Diagnosis in Primary Care

Author: Daines, J. E., Baumann, L. C. and Scheibel, P.
Publisher: Mosby Elsevier
Edition: 5th
Availability: Available in your Vital Source Bookshelf

 Evaluation

West Coast University Grading Scale Grade Points WCU Grading Scale
(Reflective of final course grade; see
associated policy in Catalog)
A 4 93–100

A- 3.7 90–92

B+ 3.3 87–89

B 3.0 83–86

B- 2.7 80–82

C+ 2.3 76–79

C 2.0 73–75

C- 1.7 70–72

D+ 1.3 66–69

D 1.0 63–65

D- 0.7 60–62

F 0.0 59 or below

AU 0.0 Audit

CR 0.0 Credit

P 0.0 Pass

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 NP 0.0 Not Passed

I 0.0 Incomplete

TC 0.0 Transfer Credit

W 0.0 Withdrawal

(Before Drop Deadline)

WF 0.0 Withdrawal

(After Drop Deadline)

Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in theCumulative Grade Point
Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/current/West-Coast-University-Catalog/Academic-Policies-and-
Procedures/Calculating-the-Cumulative-Grade-Point-Average)

A minimum passing grade is required for each course andvaries by program. Earned grades below the minimum passing grade reflect that the course
has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for
additional information.

Students should review the program specific grading scale in theUniversity Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-
Coast-University-Catalog)

Evaluation Criteria

The evaluation criteria consists of Formative and Summative assessments of student learning.

Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an
ongoing learning process.
Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments,
clinical or lab assignments, practice exams

Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been
achieved.
Examples: Final exam, term paper, or term project
Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of
course and program learning outcomes.

Additional Information:

All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and
comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be
created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and
submitted for credit in any other course unless approved by the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.
It is important that you save all of your completed assignments for your records.
Please ensure that you have saved copies of all your work on a drive such as OneDrive or a personal hard drive as you may be asked to recall these
assignments as you near the end of your program.

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 Criteria
Assignment Weight / Points Week Due Details

Formative

Weekly Discussions 240 1-8 30 points each.

See discussion board and rubric for details.

Quizzes 180 2, 4, 7 60 points each.

Quizzes cover readings and presentations.

ShadowHealth Assignment 80 3 Select from Respiratory or Cardiac.

Head-to-Toe Video Presentation 100 5

ShadowHealth Assignment 80 7 ShadowHealth: Comprehensive Assessment

Summative

OSI Participation 120 6 On-site intensive

Comprehensive PE/OSCE 200 6 On-site intensive OSCE

Total Points 1,000

 Course- and Program-Specific Policies

APRN Specific Requirements

APRN Discussion Board Requirements

Students in the APRN will adhere to APRN program specific grading criteria
for discussion boards.

Discussion posts must be completed during the week they are assigned.
Discussion posts made in advance of the assigned week will not count
toward the weekly discussion grade. If you wish to work ahead, please
compose your responses in a Word document, then post when the week
arrives.
Each week, you are required to submit a reply to each initial prompt and
replies to your peers or instructors in the Discussion Board. Replies posted
late will receive zero points.
Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your
responsibility to reply accordingly.

The required posts per initial prompt are described as follows:

No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt posted
by the instructor (late posts will receive zero points) AND

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 On two separate days throughout the week, and no later than the conclusion of each week, you must reply to a minimum of
two (2) peers and/or instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made on
two separate days throughout the week to show active participation.
Any post made in the Discussion Board must be well-developed. Students in the APRN must post a 300-word minimum
response when answering the initial discussion board post.
A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your
knowledge of the material, demonstrates synthesis of the subject matter, extends the discussion by building on previous
posts, and includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or “Thank you” will
not be assessed as well-developed and will therefore not be considered a contribution to the number of required weekly
posts.

Other Program Specific Requirements

Quizzes and exams: All quizzes and exams in the APRN courses will close on Sunday, 11:59 p.m. (Pacific time) during the
week they are due. Exams and quizzes must be completed during the week in which they are assigned. Students will not be
allowed access to the exam or quiz after the due date. Students will earn an automatic zero for exams and quizzes not taken.
There is no make-up for quizzes and exams in the APRN program.
Written assignments: All written assignments will be submitted to the Canvas assignment area using the Turnitin Plagiarism
Detection tool.
Students may resubmit a previous assignment from the same course only with prior instructor approval.
The minimum passing grade in the APRN program is a B-.

Clinical Grading Criteria

Clinical grade requirements:

The student who fails clinically will receive a grade of F regardless of the grades received in the didactic portion of the course.
Once the clinical failure of the course has occurred and been identified, the student must immediately leave the clinical area. The
student will not be allowed to return to a clinical practice setting for the remainder of the term.

The decision to withdraw and the process of withdrawal from any course is the responsibility of the student. See the current WCU
University Catalog for more information on course withdrawal. If a student has already failed a clinical course prior to the date to
withdraw without academic penalty, the grade of No Pass (NP) will be received.

Accurate, complete, and timely documentation of clinical assignments is vital to achieving success in the program and in your
role as a future APRN. Therefore, a student who receives a No Pass (less than 83%) on 3 assignments OR who is late on 3
assignments (weekly logs, Medatrax entries/logs, or performance journals) over the duration of the 8-week course will be issued
an Academic Letter of Concern.

For all clinical assignments with an initial grade of less than 83%, the student will be asked to resubmit the work within 48 hours.
If, for a fourth time, the assignment is a No Pass or is late, a second Letter of Concern will be issued and the student will be
placed on academic probation for the remainder of the 16-week clinical course. If this happens a fifth time the student fails the
course and must repeat it when it is next offered. No make-up of assignments will be allowed in that particular course for the
student.

Students who do not meet course objectives or cannot demonstrate clinical competencies at the end of the term may be required
to continue primary care clinical hours above those required by the course at the discretion of the preceptor and clinical course
instructor.

Professional behavior and integrity must be demonstrated throughout the clinical courses in order to pass. Please refer to
Expected APRN Student Behaviors in the WCU APRN Handbook
(https://westand4health.com/canvas/WCU_Handbooks/WCU_APRN_Student_Handbook.pdf) to review those requirements.

As stated in the APRN Clinical Handbook:

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 Nursing is a practice discipline. Regardless of a student’s numerical grades on examinations and other written course work, it is
possible for a student to fail the course as a result of unsafe/unsatisfactory clinical practice and/or unsafe/unsatisfactory
therapeutic intervention (interactions).

On-Site Intensives

Details, dates, and times for on-site intensives can be accessed from your main login page in Canvas.

For classes that include an on-site intensive:

Students are expected to dress professionally during class time, as they will in their future roles and positions.
No children are allowed in class or unattended on campus.
Use of cell phones or any other electronic devises in the classroom are only permitted for course-related activities.
Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Consistent breaches
of this policy will be addressed by the University as a student conduct issue.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to
disciplinary action. Such behavior inhibits other students' abilities to learn and the instructor’s abilities to teach. A student
responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem. Consistent
breaches of this policy will be addressed as a student conduct issue.

You must attend all scheduled on-site intensivesand earn a minimum of 83% in order to pass the
course.

WCU Virtual Proctored Examinations in the APRN Program

Students in the APRN Program are required to take diagnostic exams to test their knowledge and readiness for the national board
certification exam. The exams are offered through a nurse practitioner board certification exam preparation specialist called
Advanced Practice Education Associates (APEA). In accordance with the WCU Academic Honor Code and Student Code of
Conduct, these exams are proctored to ensure academic integrity and security in the completion of examinations through
distance learning technology. A proctored exam is a supervised exam. All online delivery courses at WCU must meet the same
rigorous standards as on-ground or blended delivery courses.

The faculty are responsible for overseeing the exam process and arranging a proctoring session.

Students should plan to take exams within the time allowed per the directions of the faculty. This will help to prepare the student
for the actual national board exam.

The University is responsible for the initial testing and proctoring fees such as the 3Ps Predictor Exam, Pre-Predictor Exam, and
Exit Exam. Students are responsible for subsequent testing and proctoring fees and all test-taking supplies.

About Respondus LockDown Browser

Respondus LockDown Browser is an internet browser that acts as a proctor for tests, quizzes, and exams in Canvas. If your test,
quiz, or exam says "Requires Respondus LockDown Browser" in the title, you must use this browser to take the assessment.

Before Installing Please Note:

Students will need a PC or Mac computer with a webcam for Respondus LockDown Browser-enabled quizzes. Mobile devices
are not allowed.

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Download Link for Respondus LockDown Browser

Watch this quick video (https://westcoastuniversity.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f5de9dbd-71b2-40fd-

a499-abc301373291) on how to install and launch Respondus Lockdown Browser

Click here to download Respondus Lockdown Browser

(https://download.respondus.com/lockdown/download.php?id=776246888)

You may need the administrative password for your computer to allow the installation of this program.

Need Help?

Please submit a ticket to the Canvas Helpdesk for Respondus LockDown Browser support. We also recommend that you contact
your instructor if you are experiencing an issue.

Discussion Board Requirements*

The Online Discussion Board is designed to stimulate class dialogue that would normally take place in a face-to-face didactic
setting. Participation in the Discussion Board serves as a learning strategy to help demonstrate student knowledge of course
content. Each Discussion Board post will be assessed using a rubric (located under the “Grades” menu). In addition to reviewing
the grading criteria in the rubric, please note the following Discussion Board post expectations, which must all be met to earn full
weekly discussion credit:

Discussion posts must be completed during the week they are assigned. Discussion posts made in advance of the
assigned week will not count toward the weekly discussion grade. If you wish to work ahead, please compose your
responses in a Word document and then post when the week arrives.
Each week, you are required to submit a reply to each initial prompt and replies to your peers or instructors in the
Discussion Board. An automatic 10% point deduction will be assessed for all late initial postings.
Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your
responsibility to reply accordingly.
The required posts per initial prompt are described as follows:
No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt
posted by the instructor AND
Throughout the week, and no later than the conclusion of each week, you must reply to a minimum of two (2) peers
and/or instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made
throughout the week to show active participation.

Any post made in the Discussion Board must be well-developed.

A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your
knowledge of the material, demonstrates synthesis of the subject matter, extends the discussion by building on
previous posts, and includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or
“Thank you” will not be assessed as well-developed and will therefore not be considered a contribution to the number
of required weekly posts.

Late Discussions
Weekly discussion posts will be assessed according to the Discussion Board rubric in the Grades area. Late postings that occur
after Wednesday will reflect an automatic 10% point deduction. Discussion postings made after the week will not count toward
the weekly discussion grade.

Assignments submitted after the due date will be penalized at 5% per day. Late assignments will not be accepted more than 5
days after the due date, unless preapproval from the instructor has been obtained in writing. Note the due dates and times posted
in the course. Be sure to contact the instructor if you must submit an assignment after the due date. Contact with the instructor
regarding late assignments after the allowable 5 days does not guarantee approval to submit the assignment outside this time
frame. Approvals outside the 5 days are generally provided for extenuating circumstances only.

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 Late work is not accepted after the close of the course without prior approval from the instructor unless there are extenuating
circumstances.

* Individual programs may have additional or varied discussion board requirements. Please see the program policy section of the
syllabus for specific requirements.

Clinical Requirements
Each student must complete all clinical hours required to meet the passing requirements of each clinical course.

MSN-Family Nurse Practitioner Track - 2016: Clinical Courses NURS663L A&B, NURS 664L A&B, NURS 662L A&B, and NURS 668L
A&B.

A total of 650 hours is required of which at least 500 hours must be in Direct Care covering All Populations across the lifespan. Up
to 150 of the 650 total hours may be used as alternative clinical assignments (ACA), as approved. ACA does not count toward the
minimum 500 direct patient care hours required for program completion/graduation.

Every student must complete the required clinical hours across the lifespan as follows:

NURS 663L A&B - Adult/Gerontology Clinical: 195 hours

NURS 664L A&B - Women's Health Clinical: 130 hours
NURS 662L A&B - Pediatrics Clinical: 130 hours
NURS 668L A&B - Residency Courses: 195 hours

Students may be required to make up any deficit hours to meet the minimum direct care hours for graduation. Students will be
provided with a clinical plan at the end of the term prior to their Residency course.

MSN-Family Nurse Practitioner Track - 2021: Clinical Courses NURS 679L A&B, NURS 684L, NURS 685L, and NURS 682L A&B.

A total of 600 hours is required of which at least 500 hours must be in Direct Care covering All Populations across the lifespan. Up
to 100 of the 600 total hours may be used as alternative clinical assignments (ACA), as approved. ACA does not count toward the
minimum 500 direct patient care hours required for program completion/graduation.

Every student must complete the required clinical hours across the lifespan as follows:

NURS 679L A&B-Adult/Gerontology Clinical: 200 hours

NURS 684L Women’s Health Clinical = 100 hours; NURS 662 L A&B
NURS 685L Pediatrics = 100 hours
NURS 682L A&B Residency Courses= 200 hours.

Students may be required to make up any deficit hours to meet the minimum direct care hours for graduation. Students will be
provided with a clinical plan at the end of the term prior to their Residency course.

MSN-Adult Gerontology Primary Care Nurse Practitioner Track-2015: Clinical Courses NURS663L A&B, NURS 664L A&B, and
NURS 668L A&B.

A total of 520 hours are required of which at least 500 hours must be in Direct Care covering Adult, Geriatric, and Women’s health.
Up to 20 of the 520 total hours may be used as alternative clinical assignments (ACA), as approved. ACA does not count toward
the minimum 500 direct patient care hours required for program completion/graduation.

Every student must complete the required clinical hours across the lifespan as follows:

NURS 663L A&B -Adult/Gerontology Clinical: 195 hours

NURS 664L A&B - Women’s Health Clinical = 130 hours; NURS 662 L A&B
NURS 668L A&B Residency Courses=195 hours.

Students may be required to make up any deficit hours to meet the minimum direct care hours for graduation. Students will be
provided with a clinical plan at the end of the term prior to their Residency course.

MSN- Adult Gerontology Primary Care Nurse Practitioner Track-2021: Clinical Courses NURS 679L A&B, NURS 684L, NURS 682L
A&B.
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A total of 500 hours in Direct Care covering Adult, Geriatric, and Women’s health. Every student must complete the required
clinical hours across the lifespan as follows:

NURS 679L A&B-Adult/Gerontology Clinical: 200 hours

NURS 684L Women’s Health Clinical = 100 hours; NURS 662 L A&B
NURS 682L A&B Residency Courses= 200 hours.

Students may be required to make up any deficit hours to meet the minimum direct care hours for graduation. Students will be
provided with a clinical plan at the end of the term prior to their Residency course.

MSN- Adult Gerontology Acute Care Nurse Practitioner Track: Clinical Courses NURS696L, NURS697L, NURS682L-&B.

A total of 500 hours in Direct Care covering acutely and critically ill Adult and Geriatric patients. Every student must complete the
required clinical hours across the lifespan as follows:

NURS 696L -Acute Care Adult/Geriatric Inpatient Specialty Clinical: 150 hours
NURS 679L -Acute Care Adult/Geriatric Inpatient Specialty Clinical: 150 hours
NURS 682L A&B Residency Courses= 200 hours.

Students may be required to make up any deficit hours to meet the minimum direct care hours for graduation. Students will be
provided with a clinical plan at the end of the term prior to their Residency course.

MSN-Psychiatric Mental Health Nurse Practitioner Track: Clinical Courses NURS 686L, NURS687L, NURS682L A&B

A total of 500 hours must be in Direct Care covering All Populations across the lifespan as follows:

NURS 686L – Mental Health Across the Lifespan: 150 hours

NURS 678L – Mental Health Across the Lifespan: 150 hours
NURS 682L A&B Residency Courses= 200 hours.

Students are required to have all preceptors & clinical sites approved by the Clinical Department prior to attending clinical. A
request for a preceptor or clinical site does not guarantee the preceptor will be approved. New clinical sites/preceptors may take
up to 8 weeks for approval. Students should refer to the clinical maps for appropriate credentials of preceptors required for each
course/population of focus.

DUE DATE for ALL clinical documentation: Weekly - Sunday by 11:59pm Pacific Time.

Alternative Clinical Assignments (ACA)

ACA will only be available for extenuating circumstances beyond the preceptor or student's control. Extenuating circumstances
will be subject to documentation and prior approval by the program Associate Director or Associate Dean.

Example of extenuating circumstances include:

Preceptor illness or vacation

Student illness
Clinic closure

*Not an all-inclusive list

Our clinical team is available to assist students in finding a clinical placement. However, the responsibility is shared and not the
sole responsibility of the University. Students who are not placed in a clinical setting by the end of Week 1 may experience delays
resulting in extended graduation times. Requests for ACA should be submitted to your clinical faculty and cc’d to Dr. Julie Poepoe
at jpoepoe@westcoastuniversity.edu and Dr. Kezia Lilly klilly@westcoastuniversity.edu. You must receive approval for your ACA.

Students should expect to see at least one patient per hour on average in this course (Example 10-hour shift=10
patients). Students are not expected to see every patient the preceptor sees. The focus should be on quality and application of
course concepts. Students are not allowed to double count clinical hours for sections A & B.

Students will be allowed ACA up to 20% of the total program hours, as needed, and approved by the Dean (excluding residency).

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The 20% will be required to be made up in the residency courses which may increase the total of required hours in the residency
courses. The population-specific course hours earned using the ACA as an alternative must be completed in the residency
courses in addition to the required residency clinical course hours (i.e. For 20 hours of ACA earned in the population-focused
course, 20 hours of direct care in that population-focus must be made up in the residency course).

Hours Tracking/Timesheet:

The total clinical time for each day will be reflected as Total Logged Time.
Students must log in and out for the morning hours and log in and out for the afternoon hours. Time spent for breaks, meals, and
personal activities during the day should not be counted.
Example: Student arrives at the site at 7:45am and start seeing patients at 8am. A lunch break is taken from 12:00pm and with
return at 1:00pm. The clinic day ends at 5:00pm. You enter 8am as your start time for the morning, 12:00pm as your end time for
the morning. In a new entry for the same day, you log your afternoon hours as start time of 1:00pm and end time as 5:00pm. Your
preceptor sign in sheet would reflect 8am – 5:00pm with 8 total hours).

Signed Time Log:

The time log should be verified by your preceptor weekly and uploaded as an attachment to the time log in the clinical
documentation system. The preceptor signature validates the hours you have spent in clinical each week. Students should write
the out hours spent for each day – for example 8am-12pm and 1pm-5pm. Do not write the hours for the first day and then draw a
line down the page indicating the same for other days because this will not be accepted. Hours must be written out for each day
of the time log.

Field Encounter / Case Log:

Each clinical practicum is population specific such as: Adult/Geriatric (population 18 and up); Women’s Health Clinical (Female
patients with reproductive health related concerns 12 and up); Pediatrics (Birth to 21); Residency Courses (all populations
previously listed) – Family practice population preferred as students will be able to see a wide range of patients to best prepare
them for national certification exams.
Enter each patient seen into the Field Encounter/Case Log. Each case log must include all required fields (marked in red as
required) which includes:

Demographic information: course, site, interaction level, gender, age, patient population, and vitals (BP, pulse, height, weight)
included

ICD Diagnosis Code(s) – at least one

APRN Skills List- 1-3 that apply
Drug List: Only drugs managed at the visit
Drugs managed must correlate to Diagnosis Code
Nurse Practitioner Core Competencies- 1 only (must vary week to week)
Procedures/Skills are completed

Accurate, complete, and timely documentation of clinical assignments is vital to achieving success in the program and in your
role as a future APRN.

Time with Patient

This includes time in minutes spent reviewing the chart, interviewing/evaluating the patient, entering/writing prescriptions,
making referrals, and documenting in the medical record. This is the time directly related to the patient encounter. The time with
preceptor column is time spent consulting with the preceptor and/or collaborating physician. Generally, students spend 30-40
minutes with a patient and around 15 with their preceptor discussing the elements of assessment, differential, diagnosis and
treatment. These times vary depending on the complexity of the patient and in acute care settings.

DUE DATE for ALL clinical documentation: Weekly - Sunday by 11:59 pm PST.

NOTE: All clinical requirements as outlined must be received by the due dates and evaluations by the end of the course or this
will result in course failure.

Nursing Student Clinical Schedule

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 The number of contact hours required for each clinical course must be met by the end of the term, regardless of holidays within
the term. The total number of contact hours required can be found on the course syllabi. Precepted courses must fulfill the
required contact hours for each course on a schedule agreed upon between the Student and Preceptor, by the end of the term.

2022 Student Handbook | p.36

Clinical grade requirements:

The student who fails clinically will receive a grade of F regardless of the grades received in the didactic portion of the course.
Once the clinical failure of the course has occurred and been identified, the student must immediately leave the clinical area. The
student will not be allowed to return to a clinical practice setting for the remainder of the term.

The decision to withdraw and the process of withdrawal from any course is the responsibility of the student. See the current WCU
University Catalog for more information on course withdrawal. If a student has already failed a clinical course prior to the date to
withdraw without academic penalty, the grade of No Pass (NP) will be received.

Students who do not meet course objectives or cannot demonstrate clinical competencies at the end of the term may be required
to continue direct care clinical hours above those required by the course at the discretion of the preceptor and clinical course
instructor.

Professional behavior and integrity must be demonstrated throughout the clinical courses to pass. Please refer to Expected APRN
Student Behaviors in the WCU APRN Handbook to review those requirements.

Clinical Grading Criteria

Clinical grade requirements:

The student who fails clinically will receive a grade of F regardless of the grades received in the didactic portion of the
course. Once the clinical failure of the course has occurred and been identified, the student must immediately leave the clinical
area. The student will not be allowed to return to a clinical practice setting for the remainder of the term.

The decision to withdraw and the process of withdrawal from any course is the responsibility of the student. See the current WCU
University Catalog for more information on course withdrawal. If a student has already failed a clinical course prior to the date to
withdraw without academic penalty, the grade of No Pass (NP) will be received.

Accurate, complete, and timely documentation of clinical assignments is vital to achieving success in the program and in your
role as a future APRN. Therefore, a student who receives a No Pass (less than 83%) on 3 assignments OR who is late on 3
assignments (weekly logs, Medatrax entries/logs, or performance journals) over the duration of the 8-week course will be issued
an Academic Letter of Concern.

For all clinical assignments with an initial grade of less than 83%, the student will be asked to resubmit the work within 48 hours.
If, for a fourth time, the assignment is a No Pass or is late, a second Letter of Concern will be issued and the student will be
placed on academic probation for the remainder of the 16-week clinical course. If this happens a fifth time the student fails the
course and must repeat it when it is next offered. No make-up of assignments will be allowed in that course for the student.

Students who do not meet course objectives or cannot demonstrate clinical competencies at the end of the term may be required
to continue primary care clinical hours above those required by the course at the discretion of the preceptor and clinical course
instructor.

Professional behavior and integrity must be demonstrated throughout the clinical courses in order to pass. Please refer to
Expected APRN Student Behaviors in the WCU APRN Handbook to review those requirements.

As stated in the APRN Clinical Handbook:

Nursing is a practice discipline. Regardless of a student’s numerical grades on examinations and other written course work, it is
possible for a student to fail the course as a result of unsafe/unsatisfactory clinical practice and/or unsafe/unsatisfactory
therapeutic intervention (interactions).

 Course Outline
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The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This
schedule is subject to change in the event of extenuating circumstances. Please see the weekly agenda and announcements page in
the Canvas course for further information.

Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning
outcomes.
Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to
fulfill throughout the duration of the course.

*Refer to the assignment rubrics in your course for specific grading criteria. Rubrics can be found in the Grades section and/or in
your assignment dropbox.

Activities &
Week Topic Objectives Assignments

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 Activities &
Week Topic Objectives Assignments

Weeks HEENT 1. Identify the components of the health history including developmental changes Read
1 and across the life span, activities of daily living, and functional assessment.
2 2. Identify key genetics data that contributes to patient’s health history. Jarvis
3. Gather a complete health history using correct charting format including a pedigree Chapters 1-
using correct symbols. 16
4. Contrast History of Present Illness with Review of Systems. Dains
5. Differentiate between a focused and a complete exam. Chapters 1, 3,
6. Heighten awareness of cultural considerations as related to medical history and 14, 19, 22, 25,
physical assessment across the life span. 27, 29, 35
7. Introduce and foster a practical and systematic approach to health assessment
Presentations
using evidence-based practice.
8. Differentiate between subjective and objective data. General Survey
9. Discuss the steps of the clinical reasoning process. and Mental Status
10. Demonstrate the documentation process when charting subjective and objective History Taking
data, diagnosis, and plan. Introduction to the
11. Differentiate between pertinent positive and pertinent negative findings. SOAP Note
12. Introduce and implement appropriate screening and/or assessment tools for social, ShadowHealth
emotional, and health conditions. Orientation
13. Perform a mental status exam and screen for substance and alcohol abuse, and Skin, Hair, and
domestic violence. Nails Anatomy
14. Identify the components of the physical examination across the life span. HEENT Anatomy
15. Carry out the following assessments: general survey, vital signs, pain, and nutritional Examination
assessments across the life span. Techniques
16. Describe the different types of pain and give examples of how pain is assessed
across the life span. Assignments
17. Compare how both a deficiency and overabundance of some nutrients contribute to
poor health outcomes across the life span. Reply and respond
18. Discuss the ROS and health history information specific to the skin, hair, nails, head to the Week 1 and
face, and neck, including lymphatics across the life span. 2 discussion
19. Compare and contrast various primary and secondary skin lesions. prompts
20. Demonstrate correct recording of normal and abnormal findings related to the skin, Week 2 Quiz
hair and nails, neck, thyroid, and lymph nodes.
21. Analyze abnormal findings related to the skin, hair, nails, neck, thyroid, and lymph
nodes across the life span.
22. Demonstrate correct recording of subjective and objective exam findings,
differential diagnoses, and plans including health maintenance across the life span
related to the head, neck, and skin.
23. Document findings of the history and physical examination in a logical, organized
sequence using appropriate nursing/medical terminology.
24. Discuss how vision and hearing are evaluated across the life span.
25. Explain how to thoroughly assess the eyes, including tests for strabismus, pupil
reaction and accommodation, external ocular movements and visual fields, and
ocular fundus with an ophthalmoscope across the life span.
26. Explain how to thoroughly assess the external and middle ear, including the proper
use of an otoscope across the life span.
27. Explain how to properly evaluate structures of the pharynx, nose, and sinuses
across the life span.
28. Demonstrate correct recording of subjective and objective exam findings,
differential diagnoses, and plans including health maintenance across the life span
related to the HEENT.

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 Activities &
Week Topic Objectives Assignments

Weeks Thorax/Breast; 1. Document findings of the history and physical examination in a logical, organized Read
3 and Cardiovascular/Respiratory sequence using appropriate nursing/medical terminology.
4 2. Identify anatomical components and dimensions of the thorax. Jarvis
3. Demonstrate physical exam techniques of the respiratory systems.
17: Breasts and
4. Compare common respiratory symptoms with the associated physical findings.
Regional
5. Differentiate between normal and adventitious, breath sounds.
Lymphatics
6. Demonstrate physical exam techniques when examining the male and female
18: Thorax and
breast, including appropriate positioning, perimeter, pattern of search, and lump
Lungs
detection.
19: Heart and
7. Compare common breast symptoms in lactating and non-lactating breasts.
Neck Vessels
8. Discuss health promotion and counseling done by the provider as related to
20: Peripheral
prevention of breast cancer and STDs.
Vascular System
9. Demonstrate correct recording of subjective and objective exam findings,
and Lymphatic
differential diagnoses, and plans including health maintenance across the life span
System
related to the chest, breasts, and lungs.
10. Identify anatomical components of the cardiovascular system. Dains
11. Demonstrate proper physical exam techniques when evaluating the cardiac system,
including cardiac auscultation sites and murmur, detection. 6: Breast lumps
12. Differentiate between normal S1, S2 findings and pathologic signs and symptoms and nipple
including S3, S4, and cardiac murmurs. discharge
13. Identify common tracings on ECG rhythm strips and record the findings. 11: Cough
14. Analyze cardiovascular health conditions through the use of a systematic 14: Dyspnea
assessment considering risk and vulnerability. 8: Chest pain
15. Perform physical assessment and interpret common cardiac emergencies. 26: Palpitations
16. Demonstrate correct recording of subjective and objective exam findings, 33: Syncope
differential diagnoses, and plans including health maintenance across the life span
related to the heart, and peripheral vasculature and lymphatics. Presentations

Breast Anatomy
Respiratory
System Anatomy
Cardiovascular
System Anatomy
Peripheral
Vascular System
Examination
Techniques

Assignments

Weekly
Discussions
Week 4 Quiz
Shadow Health:
Respiratory
System or Cardiac

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 Activities &
Week Topic Objectives Assignments

Weeks GI/GU/Reproductive 1. Identify the anatomical components of the abdomen. Read

5 and System 2. Demonstrate physical exam techniques for the abdomen, including the order of
6 assessment, location, and sizing of the liver, spleen, and large vessels. Jarvis
3. Demonstrate special techniques of abdominal examination (including psoas,
21: Abdomen
rebound, and Murphy’s signs) and correlate positive findings with associated
24: Male
diagnoses.
Genitourinary
4. Demonstrate correct recording of subjective and objective exam findings,
System
differential diagnoses, and plans including health maintenance across the life span
25: Anus, Rectum,
related to the abdomen.
and Prostate
5. Document findings of the history and physical examination in a logical, organized
26: Female
sequence using appropriate nursing/medical terminology.
Genitourinary
6. Identify the anatomical components of the male genitourinary systems, anus, and
System
prostate.
27: The Complete
7. Verbalize a step-by-step process when examining the male genitalia, hernia exam,
Health
and rectum.
Assessment
8. Identify genitourinary conditions found among men including subjective and
objective findings, including testicular mass, hydrocele, epididymitis, varicocele, Dains
testicular torsion, and prostate disorders of hypertrophy and masses.
9. Identify age-related genitourinary physiological and developmental health risks for 3: Abdomen
men, including testicular cancer and prostatic hypertension. 5: Amenorrhea
10. Demonstrate correct recording of subjective and objective exam findings, 10: Constipation
differential diagnoses, and plans including health maintenance across the life span 12: Diarrhea
related to the male GU system, rectum and prostate. 18: Genitourinary
11. Identify the anatomical components of the female genitourinary systems including problems in males
genitalia (vaginal vault and cervix).
12. Verbalize a step-by-step process when examining the female genitalia and rectum.
13. Identify genital conditions for women including subjective and objective findings for Presentations
common vaginitis, sexually transmitted infection, and cervical dysplasia.
Breast Anatomy
14. Identify physiologic and developmental changes of the female genitourinary system
Respiratory
across the life span.
System Anatomy
15. Demonstrate correct recording of subjective and objective exam findings,
Cardiovascular
differential diagnoses, and plans, including health maintenance across the life span
System Anatomy
related to the female GU system and rectum.
Peripheral
16. Identify anatomical and physiological changes across systems that are associated
Vascular System
with aging.
Examination
17. Describe signs and symptoms associated with declining physiologic and social
Techniques
functioning of frail older adults.
18. Identify the normal anatomical and physiological changes across all body systems Assignments
occurring across normal gestation, including uterine and cervical changes.
19. Compare the components of comprehensive the pre-conceptual and obstetrical Weekly
histories. Discussions
20. Describe anticipatory surveillance assessment schedules across pregnancy. Week 4 Quiz
21. Describe intrauterine fetal assessment using Leopold’s Maneuvers. Shadow Health:
22. Describe the common discomforts of pregnancy and their associated physical Respiratory
findings. System or Cardiac
23. Identify the physiologic changes that can signal pregnancy risk for poor outcome,
including vital signs, weight gain patterns, pathophysiological changes, and fetal
response.
24. Discuss health promotion and anticipatory guidance to prevention of poor
pregnancy outcome, including nutrition, weight gain, fetal movement, laboratory
screening, and preventive immunization.
25. Discuss special consideration in the collection of subjective and objective exam
findings, differential diagnoses, and plans including health maintenance across the
life span.
26. Document findings of the history and physical examination in a logical, organized
sequence using appropriate nursing/medical terminology.
27. Demonstrate correct recording of subjective and objective exam findings,
differential diagnoses, and plans, including health maintenance across the span of
pregnancy.

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 Activities &
Weeks Neuro/MSK 1. Identify anatomical components of the musculoskeletal system. Read
Week Topic Objectives Assignments
7 and 2. Compare common musculoskeletal symptoms with the associated physical
8 findings. Jarvis
3. Identify appropriate examination techniques associated with common
22:
musculoskeletal complaints.
Musculoskeletal
4. Discuss different techniques in the physical exam of the musculoskeletal system
23: Neurologic
including strength and motor function.
System
5. Discuss health promotion and counseling done by the provider as related to
prevention of osteoporosis and joint injury. Dains
6. Discuss special consideration it the collection of subjective and objective exam
findings, differential diagnoses, and plans including health maintenance across the 3: Abdominal pain
life span. 8: Chest pain
7. Document findings of the history and physical examination in a logical, organized 12: Diarrhea
sequence using appropriate nursing/medical terminology. 18: Genitourinary
8. Identify the areas of neurological function throughout the body. problems in males
9. Demonstrate a complete neurological examination including Cranial Nerves I – XII, 20: Heartburn and
and elicitation of deep tendon reflexes. indigestion
10. Demonstrate sensory and motor function and cerebral and cerebellar execution 21: Hoarseness
through functional testing: ROM, strength, Snellen, Weber/ Rinne, Romberg, Kernig, 28: Rashes and
and Brudzinki testing. skin lesions
11. Interpret common neurological symptoms with the associated physical findings.
12. Demonstrate a complete neurological examination including elicitation of deep Presentations
tendon reflexes and the sensory system.
Musculoskeletal
13. Discuss special consideration in the collection of subjective and objective exam
System Anatomy
findings, differential diagnoses, and plans including health maintenance across the
Nervous System
life span.
Anatomy
14. Document findings of the history and physical examination in a logical, organized
Examination
sequence using appropriate.
Techniques

Assignments

Weekly
Discussions
Week 8 Quiz
End of Course
Survey

 Institutional Policies

University Mission
At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver
transformational education within a culture of integrity and personal accountability. We design market-responsive programs through
collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which
students develop the competencies and confidence required in a complex and changing world.

Institutional Learning Outcomes

Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and
student services play in contributing to a student's success. Institutional learning outcomes assume achievement of the stated
programmatic learning outcomes of one's discipline. Upon graduating from a degree program offered by West Coast University,
students will be able to:

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 1. Implement intellectual and practical problem solving skills through information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with one’s chosen career field.
6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality
in one’s discipline.
7. Apply professional values and ethics, knowledge of roles and responsibilities, and effective communication skills as a
contributing member of a cohesive interprofessional team.

Academic Integrity and Dishonesty

Students should review the Academic Dishonesty Policy in the University Student Handbook.
(https://westcoastuniversity.edu/current-students/student-handbooks) Students are expected to approach their academic endeavors
with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the
institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and
Academic Dishonesty policies in the University Student Handbook. (https://westcoastuniversity.edu/current-students/student-
handbooks)

Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the
University Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog/Academic-Policies-and-
Procedures/Attendance-Policy)

Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the
appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog
(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) and the Student Handbook.
(https://westcoastuniversity.edu/current-students/student-handbooks)

Classroom Policies
Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in
your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or
any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member
confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be
required to leave the class.

Viewing Grades
Points received for graded activities are posted to your course in the Learning Management System. To review scores and grades,
navigate to your course in Canvas and then select Grades from the course menu. Your grades for assignments, quizzes/exams, and
discussions will be posted three to four days after submission of the assignment and final grades will be available three to four days
after the class completes. Your program may specify different timelines for sharing grades.

Grade Rounding
At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and
examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest
whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring
(e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.

WCU Quiz, Test, and Exam Policies

Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a
timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must
follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®)
policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and
Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.

Late and Make-Up Work Policy

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All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course
syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order
to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late
work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her
or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies.
Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or
third-party content providers.

Missed Quizzes, Tests, and Exams

All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented
emergency situation (e.g., death in the immediate family), it is the student's responsibility to contact the faculty member within 48
hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or
assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.

Final Week of Term/Semester/Trimester

Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class
during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time,
and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University
Attendance Policy for maximum absences and other details.
Technology

West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7
days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in
Canvas or utilized in a course. Please refer to the University Student Handbook. (https://westcoastuniversity.edu/current-
students/student-handbooks) for minimum technical requirements. For tech support options, please click on the Help link located on
the left menu navigation. Canvas can be accessed here: https://canvas.westcoastuniversity.edu
(https://canvas.westcoastuniversity.edu)

Library Information
You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or
here: https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-
resources.html)

Course Related Policies

West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully
completed, add/drop and withdrawal. Please see the University Catalog
(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for course related policies.

Diversity Equity and Inclusion

West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from
diverse backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion,
nationality, sexual orientation, age, physical ability, learning styles, and political perspectives.

The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives
and the free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help
them thrive in a culturally diverse world.

Course Delivery Modalities

West Coast University offers courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous,
synchronous).

Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship,
internship) and uses the institution’s Learning Management System.
Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship,
internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning Management
System.
Online course
Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time with
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 live online instruction and uses the institution's Learning Management system.
Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online
instruction and uses the institution's Learning Management System.
*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.

Student Responsibilities and Expectations for 100% Online Asynchronous Courses

1. Class Week: A "class week" for 100% online asynchronous learning courses starts on a Monday and ends on the following Sunday
at 11:59 PM PST.
2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learning
resources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To access
the course, login to Canvas (https://canvas.westcoastuniversity.edu) using your West Coast University username and password.
For help with Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook
(https://westcoastuniversity.edu/current-students/student-handbooks) for the required equipment including hardware and
software.
3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Students
are not required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses are
engaging and enriched and include but are not limited to video content, simulations, adaptive quizzing, and self-guided and
faculty created learning resources. Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, and
Technical Support is available through a hotline, live chat, email, and links to academic resources and academic support
associates.
4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through the
Canvas learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabus
for more details.
5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the course
includes participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific
Policies section of the syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Points
are typically posted 3-4 days after submission of assignments or assessments. No late submission of assignments or
assessments are accepted after the academic term ends. Final course grades are typically available 3-4 days after the end of the
term. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)
for the University attendance policy for 100% online asynchronous courses.
6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate are
appropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professional
decision making. While these experiences may similar to interactions students engage in on social media, it is important to
maintain academic composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactions
with faculty and peers online. Online safety is important. Before commenting or posting, consider:
Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings,
social norms, and cultural/personal identity.
Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING.
Respect the privacy of others.
Delay writing during instances if you are angry, emotional, or frustrated.
Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s.
Cite fully the work of others. Academic integrity is valued and expected.
Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor.
Follow the “Golden Rule,” do unto others….
7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronous
course, contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effective
professional. Make sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can
assist in finding a solution and providing academic support.
8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student
Handbook (https://westcoastuniversity.edu/current-students/student-handbooks) for details. Students taking 100% online
asynchronous courses are provided comprehensive support through numerous self-guided experiences. These online
experiences provide an orientation to online learning, guide students through an overview of the Canvas learning management
system and course tour, and access to helpful mobile applications. In addition to access to technology support, online resources
provide students access to library services, electronic textbooks, research and writing help, study tools, and student success tips

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to master life skills necessary for student success.

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