Course Notes: Syllabus, Policies, and Core Concepts (Nursing Program)

Syllabus and Instructors

• Instructors and roles: Miss Erin Garrett is one of the instructors. She also teaches psychology and leadership/management for seniors; the spring content will include leadership/management topics.

• Office and on-campus availability: Office on the Fourth Floor; immediately off the elevator you’ll see Miss Emma Johnson in the hallway. Tuesday is her clinical day and she is not on campus on Thursdays (she works in private practice). Emails may be slower on Thursdays and Fridays.

• Class setup and objectives: The course covers nursing concepts, the nursing process, and legal implications in nursing, with an emphasis on leadership and management for seniors. Lectures cover course information, with in-class activities typically used to earn points. Course objectives are listed in the syllabus and are accessible for reading.

Course Structure and Scheduling

• Duration: 15 weeks of content with lectures following tests; a mix of lecture content and required readings (textbook chapters, PowerPoints).

• Content alignment: Aims to align with skills course content, but some topics (e.g., legal implications in nursing, nursing process) take lecture time.

• Calendar and cohort structure: The calendar shows cohort-specific days (e.g., Cohort A on Mondays). If a cohort misses a day, they cannot switch to another cohort’s day. Labor Day creates no-class days; two cohorts stay on track with adjusted timing.

• Exams and lectures: Exam dates are listed on the course calendar; lectures accompany exams except Exam 4 (theory topic for Thanksgiving is recorded on Blackboard). There are prelecture quizzes and prep quizzes associated with each topic.

Grading and Assessments

• Grading scale (weighted): Grades are weighted; exams carry more weight than other components. The exact weightings are listed in the course breakdown under the syllabus.

• Passing requirement: You must have an overall average of at least 70\% (a C) to pass before any other work can be added in.

• Exams: There are 4 tests plus a final exam. The exam average must meet the minimum passing threshold (C) to pass, even if assignments have been submitted.

• Test preparation: Prep quizzes and prelecture quizzes are due as scheduled; late submissions are generally not accepted for these items.

• Mastery and assignments: The first mastery-level assignment is set to a Level 2 mastery (to ease you into the format); subsequent assessments rotate to Level 3 mastery.

• Self-care project late penalties: If the self-care project is late, it loses 20\% points for each day late (per day late, including the due date). 20\% points per day late is a per-day penalty.

• ATI practice assessments, self-care project, and Nurse Logic modules are major assignments; all must be completed to earn points.

• In-class assignments: Generally low-point, not eligible for late submission.

• Attendance and exam rules: Exams require a valid ID; no phones, watches, or other devices; only the student, their ID, laptop/computer, and the required materials are allowed.

• Extra credit and makeup: In-class activities typically cannot be made up; if you miss an exam, you must notify within the specified makeup window (usually within 24 hours) and arrange a makeup time.

Major Assignments

• ATI practice assessments (A and B)

• Self-care project (detailed below)

• Nurse Logic modules

• All major assignments must be completed for a grade (late penalties apply to the self-care project; other late work is rarely accepted).

Self-Care Project Details (Start Sept 1)

• Overview: A comprehensive care plan project over 10 weeks that involves three components:

  • Food/Fluid Log (7 days): Record detailed meals and beverages (e.g., quarter pounder with cheese, medium fry, medium Coke). If no breakfast, note “did not have breakfast.”

  • Exercise Log (10 weeks): Minimum of 60\text{ minutes/week}; activities must be outside of normal daily routines. Log each activity with date, time, duration, and type. A single piece of evidence (photo) showing participation is required once.

  • Self-assessment and care plan: Identify two life areas to work on (e.g., sleep, anxiety). Provide a two-area self-assessment with a descriptive paragraph for each area, plus detailed goals and measurable interventions.

• Rubric and rubric access: There is a rubric that explains expectations for subjective data, objective data, goals, interventions, evaluation, and reflection. Print or access the rubric for clarity.

• Documentation requirements: The care plan log contains:

  • Exercise log: 3 components (date, time, length, type); minimum 60 minutes/week; one piece of evidence.

  • Food log: Seven days with detailed entries for meals and beverages.

  • Self-assessments and reflections: Two-paragraph reflections on each area.

• Timeline and submission: Start Sept 1 (log starts then); plan to complete and submit by the end of the 10 weeks (around Thanksgiving period is suggested for reflection tie-in). A sample of the self-care plan will be posted, but do not copy it verbatim.

Blackboard and Online Classroom

• Announcements: Check announcements for updates and course changes.

• Course materials: Syllabus, Course Schedule, Mentor assignment, and grade-related materials are located on Blackboard.

• Online class structure: Weekly assignments open after each cohort’s class; PowerPoints are not a complete substitute for reading the chapter; required readings and in-class materials are essential for success.

• Grade posting: Exam grades and other scores are posted after all cohorts complete the exam; sometimes delays occur due to makeup exams.

• Support and contacts: Read announcements and use the course-announced mentor for guidance; if content is from a different instructor, consult the person responsible for that topic.

Support and Support Resources

• Success Coach: Sarah Freeman is available for help with time management, study skills, and other support to raise exam performance. If you score below 70 on a test, make an appointment quickly.

• Counseling Center: Free counseling resources available through the UCA Counseling Center; used for stress management and well-being.

• Proactive help: Do not wait to seek help if you’re struggling with time management or exam prep; getting help early can improve outcomes.

Attendance, Accommodations, and Policies

• Accommodations: If you have accommodations through OARS (Office of Accessibility Resources and Services), notify two days in advance for exams to receive appropriate codes and accessibility arrangements.

• Exam accommodations: If you sign up via ORDS for an exam, you must still inform the instructor if you later decide to take the exam in class; failure to do so may result in losing a code.

• Withdraw policy: Last day to withdraw is November 7; withdrawal requires completing the registrar’s process.

• Evals: End-of-semester evaluations are requested; feedback is read and used to improve the course for future cohorts.

• Pregnancy/Breastfeeding: There is a policy with OARS; contact the OARS office if applicable.

• Other resources: UCA Counseling Center; Health services; campus resources; the instructor emphasizes using available supports.

Nursing Concepts: Core Ideas and Rationale

• Learning goals: Understand the nursing process, human body systems, and the legal/ethical implications in nursing practice; connect theory to clinical practice and NCLEX-style thinking.

• Textbooks: Books are geared toward passing the NCLEX; students should read the end-of-chapter questions and rationales to learn how to think at a junior-level nursing perspective.

• Critical thinking: Expect multiple valid answers; aim for the best answer in clinical scenarios.

Delegation and the Nursing Process

• Mentimeter reflection: Anonymous question prompts about why students want to be nurses; themes include helping others, empathy, travel nursing, job stability, and patient advocacy.

• Delegation principles: You can delegate tasks to UAPs (unlicensed assistive personnel) but not elements of the nursing process or clinical decision-making.

• Elements you can delegate (typical examples):

  • Vital signs collection

  • I&O (intake and output) monitoring

  • Weighing patients

  • Simple transfers

  • Basic hygiene and noninvasive care activities

• Elements you cannot delegate (critical decisions):

  • Initial patient assessment, health education, and discharge planning

  • Health education and patient teaching

  • Evaluation of patient responses to care interventions

  • Administration of IV therapy or medications (with limited exceptions under certified medication assistants)

  • Verbal orders (nurse must receive and document orders directly)

• Decision framework for delegation (five rights of delegation):

  • Right task: Is the task appropriate for delegation?

  • Right circumstance: Is the patient stable enough for delegation?

  • Right person: Is the delegate competent to perform the task?

  • Right direction/communication: Are the task instructions clear and complete?

  • Right supervision/evaluation: Is supervision appropriate and the outcome monitored?

• Additional considerations: Evaluate patient stability, task complexity, potential harm, predictability of outcomes, and overall patient needs. The RN remains accountable for the delegated task.

• Common delegation examples: Basic measurements and activities may be delegated; more complex assessments and interpretations remain the nurse’s responsibility.

• Test blueprint: Expect a small number (2–4) of questions per chapter focused on delegation concepts.

Chain of Infection: Core Concepts and Prevention

• Chain of infection components:

  • Infectious agent (pathogen): bacteria, viruses, fungi, parasites

  • Reservoir: natural habitat where the organism lives (humans, animals, environment)

  • Portal of exit: how the agent leaves the host (e.g., respiratory tract, GI, GU tract, skin lesions)

  • Mode of transmission: direct contact, indirect contact (fomites), airborne, or droplet

  • Portal of entry: entry route into a new host (e.g., mucous membranes, broken skin)

  • Susceptible host: host with reduced resistance (impaired immunity, chronic illness, age, malnutrition, etc.)

• Key terms:

  • Fomite: inanimate object contaminated with a pathogen (e.g., doorknob, computer keyboard)

  • Reservoir: natural habitat of the organism

  • Immunization: reduces susceptibility and transmission risk

  • MDRO: multidrug-resistant organisms (e.g., MRSA, VRE, C. diff)

• Transmission modalities details:

  • Direct contact: close contact with an infected person

  • Indirect contact: contact with a contaminated object (fomite) or vector

  • Airborne: <5 µm particles can travel over distances; often require special ventilation and airborne precautions

  • Droplet: >5 µm particles; usually require standard precautions with mask when close contact

• Breaking the chain (prevention):

  • Hand hygiene (handwashing and hand antisepsis)

  • Personal protective equipment (PPE): gloves, gowns, masks, eye protection

  • Sterilization and disinfection of equipment

  • Immunization and screening of healthcare workers

  • Proper waste disposal and disposal of sharps

• Infection stages: progression of infectious diseases

  • Incubation period: interval between pathogen entry and appearance of symptoms (e.g., common cold 1–2 days; tetanus 10–21 days)

  • Prodromal stage: most infectious period; vague/general symptoms; patient may be unaware of contagion

  • Illness stage: specific signs and symptoms depending on infection

  • Convalescent period: recovery and return to baseline health; varies by patient and illness severity

• Body’s defenses and infection risk factors:

  • First line: skin and mucous membranes; normal flora

  • Inflammation: vascular and cellular phases to contain infection (elevated WBC is a common lab clue)

  • Lab indicators: elevated white blood cell count; positive cultures (blood, urine, wound) help confirm infection

  • Risk factors: age, nutrition, stress, immune status, invasive devices, medications, chronic disease

• Immunizations and education:

  • Immunizations reduce susceptibility and transmission; patient education is essential, even when some individuals are vaccine-hesitant

  • Educate patients about vaccines, risks, and benefits without judgment

• Common infections and terminology:

  • Bacterial: strep, UTI, MRSA, C. diff; gram-positive/gram-negative distinctions

  • Viral: common cold, influenza, hepatitis, HIV, COVID-19, herpes zoster

  • Fungal: athlete’s foot, ringworm, yeast infections

  • Parasitic: malaria, toxoplasmosis

• Diagnostic and lab considerations:

  • Cultures (urine, wound, blood) to identify pathogens

  • Baseline and repeat labs to monitor infection progression or response to treatment

Standard Precautions, Transmission-Based Precautions, and PPE

• Standard precautions: apply to all patients; include hand hygiene, PPE as needed, and safe handling of patient care equipment and waste

• Transmission-based precautions (in addition to standard):

  • Airborne precautions: mask/respirator, private room with appropriate ventilation (e.g., TB, measles)

  • Droplet precautions: mask when within close proximity of the patient; private room or cohorting

  • Contact precautions: gloves and gown; dedicated patient equipment; used for MDROs and wound care

• Personal protective equipment (PPE) and waste disposal:

  • Proper donning and doffing of PPE to avoid self-contamination

  • Correct disposal of PPE and sharps in designated containers

• Infections and hospital-acquired infections (HAIs):

  • CAUTI: catheter-associated urinary tract infection

  • CLABSI: central line-associated bloodstream infection

  • SSI: surgical site infection

  • C. diff and other MDROs: require strict infection control and environmental cleaning

• Antibiotic stewardship and MDROs:

  • MDROs (MDROs) are resistant to multiple antibiotics; overuse of broad-spectrum antibiotics contributes to resistance
    -Education on finishing antibiotics as prescribed and avoiding unnecessary antibiotic use is critical

• Key pathogens and treatments:

  • MRSA: resistant to methicillin; treatment may involve vancomycin or other agents

  • C. diff: often linked to broad-spectrum antibiotics; soap and water (not alcohol-based) is required for disinfection of C. diff spores

• Standard precautions and patient safety: treat every patient with assumed potential for infectious risk; use PPE and proper hygiene consistently

• Environment and equipment: proper cleaning and handling of equipment; sterile technique for invasive procedures (e.g., urinary catheter insertions, wound dressings)

Safety, Quality, and Nursing Competencies (CUSA)

• What is safety?:

  • Safety is freedom from danger, harm, or risk; it minimizes risk to patients and providers via system and individual performance

• Factors affecting safety:

  • Developmental level, lifestyle, occupation, social factors, environment, mobility, and recent surgeries or illness

• Nursing occupational hazards:

  • Needle sticks, back pain from lifting, repetitive strain, and sensory impairments (vision/hearing)

• Physical environment and home safety:

  • Assess for hazards (trip hazards, clutter, improper lighting, unsafe rugs)

  • Fall risk assessment is standard; use a fall risk tool (CAPs is common in many hospitals) and indicate fall risk on patient chart/armband

• Restraints:

  • Physical restraints (side rails, chairs with attached trays) and chemical restraints (PRN medications) are tightly regulated; restraints require provider orders and continuous reassessment

  • Restraints must be discontinued as soon as possible; assess mental status, circulation, and comfort; document and notify family/health care provider

  • Risks of restraints include pressure ulcers, pneumonia, constipation, delirium, and decreased mobility

• Fire safety (RACE and PASS):

  • RACE: Rescue, Alarm, Contain, Extinguish

  • PASS: Pull, Aim, Squeeze, Sweep

  • Patient education on smoke detectors, fire escape plans, and safe handling of flammables

• Poisoning prevention and home safety:

  • Childproof containers, poison control number, keep medications in child-resistant containers, keep hazardous plants and chemicals out of reach

  • Carbon monoxide detectors are essential

• Household safety for children:

  • Never leave a child unattended in a bathtub; supervise meals and eating to prevent choking; cut hot dogs and small foods into appropriate sizes

  • Drowning prevention and age-appropriate toys; CPR training for caregivers

• Firearm safety:

  • Guns should be stored locked and unloaded; trigger locks recommended; educate families on firearm safety

• Home safety improvements:

  • Non-slip bath mats, grab bars, raised toilet seats

  • Clear walkways; use non-slip strips and proper lighting; secure rugs or remove them if possible

• Emergency preparedness (community and mass casualty):

  • Nurses may be involved in triage, treatment, and distribution of resources during disasters

  • Be aware of local disaster resources (Red Cross, FEMA, CDC); plan for mass traumas and the possibility of extended deployments

• Nuclear and cyber threats:

  • Nuclear terrorism and cyberterrorism are recognized threats requiring preparedness and organizational response plans

Emergency Preparedness and Mass Casualty

• Roles in mass trauma: triage, treatment, counseling, distribution of resources; the goal is to maximize the number of survivors using all available resources

• Community and national resources: Red Cross, FEMA, CDC; nurses may be mobilized to different locations during disasters

• Real-world examples: disasters like hurricanes or tornadoes; mass casualty events require rapid assessment and prioritization of care

Mentimeter Reflection and Real-World Context

• The Mentimeter activity highlights students’ motivations to become nurses (compassion, empathy, travel opportunities, job stability, desire to help others)

• Emphasis on the real-world impact of nursing and ethical practice in high-stress environments

Quick Reference: Key Numbers, Dates, and Formulas

• Grading and passing:

  • Minimum passing average for tests and final: 70\% (C)

  • Grade scale (typical): A 90-100\%, B 80-89\%, C 70-79\%, D 60-69\%, F <60\%

• Self-care project:

  • Exercise: 60\ ext{minutes/week} minimum; 10 weeks total

  • Food log: 7 days (detailed entries)

  • Penalty for late submission: -20\% per day late

• Self-care project start and key dates:

  • Start date: Sept 1

  • Exam 1 date: Sept 15

  • Withdraw deadline: November 7

• Accommodations policy:

  • For exams with OARS, notify two days in advance for codes and accessibility arrangements

• Infection control numbers and concepts:

  • Airborne particles: < 5\,\mu\text{m}; larger droplets > 5\,\mu\text{m}

  • Hand hygiene remains the most important preventive measure

• Foundational concepts:

  • The five rights of delegation: Right task, Right circumstance, Right person, Right direction/communication, Right supervision/evaluation

  • The chain of infection components: agent, reservoir, exit, transmission, entry, susceptible host

Final Reminders

• Read the syllabus carefully and stay current with announcements on Blackboard.

• Keep up with readings and end-of-chapter questions to strengthen NCLEX-style thinking.

• Use the Success Coach and Counseling Center early if you’re struggling; early intervention helps most students succeed.

• Always prioritise patient safety: wash hands, wear PPE, verify patient identity, and follow facility policies for safety, infection control, and emergency procedures.

• Stay organized with the self-care project timeline to avoid late penalties and maximize learning about holistic health care planning.

Key Concepts Summary

Syllabus and Instructors

• Instructors: Miss Erin Garrett (Psychology, Leadership/Management) and Miss Emma Johnson (Clinical).

• Office: Fourth Floor (Miss Johnson visible from elevator).

• Class Objectives: Nursing concepts, nursing process, legal implications, leadership/management.

Course Structure and Scheduling

• Duration: 15 weeks, lectures follow tests, includes readings.

• Calendar: Cohort-specific days; no switching days if missed.

• Exams: 4 tests + final, prelecture & prep quizzes required.

Grading and Assessments

• Grading Scale: Weighted, exams have higher weight. Exact weights in syllabus.

• Passing Requirement: Minimum 70\% overall average.

• Exams: Exam average must be 70\% to pass.

• Late Submissions: Prep/prelecture quizzes generally not accepted late; Self-care project loses 20\% points per day late.

• Major Assignments: ATI practice assessments, self-care project, Nurse Logic modules are mandatory.

Self-Care Project Details (Start Sept 1)

• Overview: 10-week comprehensive care plan with 3 components.

  • Food/Fluid Log: 7 days, detailed entries.

  • Exercise Log: 10 weeks, minimum 60\text{ minutes/week}, outside daily routines; one photo evidence.

  • Self-assessment & Care Plan: Identify two life areas, provide descriptive paragraphs, goals, and measurable interventions.

• Rubric: Available for guidance on expectations.

Blackboard and Online Classroom

• Key Information: Announcements, syllabus, course schedule, mentor assignments, grades.

• Content: PowerPoints supplement required readings; weekly assignments open after class.

• Grades: Posted after all cohorts complete exams.

Support and Resources

• Success Coach (Sarah Freeman): Time management, study skills, exam performance improvement (especially if test score < 70\%$).

• Counseling Center (UCA): Free resources for stress and well-being.

Attendance, Accommodations, and Policies

• Accommodations (OARS): Notify 2 days in advance for exams.

• Withdraw Policy: Last day to withdraw is November 7.

• Evaluations: End-of-semester feedback requested.

Nursing Concepts: Core Ideas and Rationale

• Learning Goals: Understand nursing process, body systems, legal/ethical practice; apply to clinical and NCLEX-style thinking.

• Textbooks: Geared towards NCLEX success; focus on end-of-chapter questions and rationales.

Delegation and the Nursing Process

• Delegation Principles: Can delegate tasks but not nursing process elements (assessment, education, evaluation).

  • Can Delegate: Vital signs, I&O, weighing patients, simple transfers, basic hygiene.

  • Cannot Delegate: Initial assessment, health education, evaluation of responses, IV therapy/meds (with exceptions), verbal orders.

• Five Rights of Delegation: Right task, right circumstance, right person, right direction/communication, right supervision/evaluation.

Chain of Infection: Core Concepts and Prevention

• Components: Infectious agent, reservoir, portal of exit, mode of transmission, portal of entry, susceptible host.

• Key Terms: Fomite, reservoir, immunization, MDRO.

• Transmission: Direct contact, indirect contact (fomites/vectors), airborne (< 5\,\mu\text{m}$), droplet (> 5\,\mu\text{m}$).

• Breaking the Chain: Hand hygiene, PPE, sterilization, immunization, waste disposal.

• Infection Stages: Incubation, prodromal, illness, convalescent.

• Defenses/Risk Factors: Skin, normal flora, inflammation (elevated WBC); age, nutrition, stress, immune status, etc.

Standard Precautions, Transmission-Based Precautions, and PPE

• Standard Precautions: Apply to all patients (hand hygiene, PPE as needed, safe handling).

• Transmission-Based Precautions (in addition to standard):

  • Airborne: Mask/respirator, private room with ventilation (e.g., TB, measles).

  • Droplet: Mask for close contact, private room/cohorting.

  • Contact: Gloves, gown, dedicated equipment (e.g., MDROs, wound care).

• HAIs: CAUTI, CLABSI, SSI, C. diff.

• Antibiotic Stewardship: Education on finishing antibiotics and avoiding unnecessary use to prevent MDROs.

Safety, Quality, and Nursing Competencies (CUSA)

• Safety: Freedom from danger, harm, or risk; minimizes risk.

• Factors Affecting Safety: Developmental level, lifestyle, environment, mobility.

• Occupational Hazards: Needle sticks, back pain, repetitive strain.

• Home Safety: Assess for hazards, fall risk tools (CAPs).

• Restraints: Tightly regulated, require provider orders, continuous reassessment; risks include pressure ulcers, pneumonia.

• Fire Safety (RACE, PASS): Rescue, Alarm, Contain, Extinguish; Pull, Aim, Squeeze, Sweep.

• Poisoning Prevention: Childproof containers, poison control number, carbon monoxide detectors.

• Household Safety (Children): Supervise in bathtub/meals, age-appropriate toys.

• Firearm Safety: Stored locked, unloaded, trigger locks.

Emergency Preparedness and Mass Casualty

• Roles: Triage, treatment, counseling, resource distribution.

• Resources: Red Cross, FEMA, CDC; nurses may be mobilized.

Quick Reference: Key Numbers, Dates, and Formulas

• Passing Grades: Test and final average 70\%

• Self-Care Project: Exercise 60\text{ minutes/week}, 10 weeks; Food log 7 days; -20\% late penalty per day.

• Key Dates: Self-care starts Sept 1; Withdraw deadline Nov 7.

• Accommodations: Notify OARS 2 days in advance.

• Infection Control: Airborne particles < 5\,\mu\text{m} (droplet > 5\,\mu\text{m}$); hand hygiene is paramount.

• Foundational Concepts: Five rights of delegation; chain of infection components.

Final Reminders

• Read syllabus, check Blackboard, keep up with readings.

• Use Success Coach/Counseling Center early.

• Prioritize patient safety (hand hygiene, PPE, ID, policies).

• Stay organized with self-care project.