Two lab rooms available at the same time slot (3), because there are 20 total spots split as 10 per room. You get to pick which room to use.
Your lab partner is your patient throughout the entire semester; you’ll get to know each other well.
Anecdote: the instructor has had multiple students as emergency contacts due to knowing their health histories well.
You will be asked a lot of health-history questions; however, you are not obliged to disclose everything about your personal health.
Do not fabricate health history to sound more exciting; accuracy matters (e.g., if you say you had gallbladder removal and there are no scars, there may be concerns).
Some cases may require follow-up with a clinician if symptoms are concerning (e.g., possible cardiology referral).
This class has not caught major health issues, but has identified things that warranted follow-up after more routine physicals.
Note: In the next few weeks there is a lab week but no lab activity this week.
Before lab, it’s important to know your own health history. If you rely on your parents for health-history details, this is a good time to call them or other relatives to gather information before lab.
Lab will include students reviewing health histories and preparing for assessments in the coming weeks.
Lab Space and Equipment
Lab has 10 bedspots that are empty, caged beds with up-down mechanisms; most beds function, though one back bed may be broken.
Beds can be sat in or laid in; curtains are available for privacy.
You will not just look at beds—you’ll interact with them during the lab.
In the lab, you’ll sit at a lab station with chairs and beds; you’ll also watch a demonstration video of the skills being taught the day before on a patient.
A patient in the lab is named Jess; you’ll learn the patient’s name and other basics as part of the session.
Class Structure and Schedule
Class schedule pattern: on Thursdays you’ll receive general content review for the system (skin, hair, nails, etc.); Tuesdays cover the second half of content; Wednesdays are lab days to practice.
Typical weekly flow:
Thursday: general review by system; anatomy review (not deep), some history questions (e.g., skin cancer history, SPF use); health history discussion.
Wednesday: lab session to practice the skills learned.
In lab, you’ll have a demonstration video (in-class show-and-tell) of the instructor performing the skills on a patient; the instructor will then discuss feedback and name the patient (Jess).
You’ll be released to perform your own assessment, typically with one person as the nurse and one person as the patient.
The class may encourage a popcorn-style discussion, but the instructor emphasizes practicing the typical nurse-patient rhythm rather than simply interrupting with questions.
There is a write-up template you’ll receive each week with history questions and an outline of the physical-exam content; the template is designed to be well-organized and clear.
Lectures will cover terminology used in this course; you’ll learn the language used to describe findings.
You’ll have the rest of the time during lab to ask questions and check in with instructors; they may peek in under privacy curtains to assist.
If you finish early, you’re done with that portion; speed is allowed as long as you meet requirements.
Lab write-ups must be submitted to your assigned instructor (either the instructor or Miss Jess) via email as a Word document (not PDF or Pages) to receive feedback; you will also receive a grade.
Lab write-ups are due in the following week; you typically have the entire week to work on them, but most students submit by the end of the day.
Feedback will help you improve; you should review instructor comments and apply them to future work.
In terms of grading, the lab write-ups are worth 10% of your final grade; the rubric is explained below.
Health History vs. Physical Examination
There are two main components to a full health assessment:
Adequate history (subjective data/background).
Objective data obtained from the physical examination.
Prepare to discuss health history topics such as:
Have you ever had skin cancer?
What SPF do you use?
Other health-history questions you'll be asked in the health-history portion.
The health-history portion is expected to be included in each weekly write-up along with the physical exam.
You’ll be given a weekly template with history questions and an outline of the physical examination; it’s important to read ahead and come prepared.
A lecture-note option is available as an alternative note-taking guide; the course provides both a PowerPoint and a separate lecture-notes guide for study help.
Dress Code, Privacy, and Practical Considerations
Dress comfortably and practically; lab coats are optional and not required for every session.
For certain systems (e.g., veins/arteries), tight clothing can impede access; consider wearing looser clothing or layering options (e.g., sweatpants over bike shorts) when you anticipate more invasive parts of the exam.
Privacy and decency are important; curtains exist between beds and doors can be closed for privacy.
If you’re uncomfortable with the “patient” role or group size, the instructor will work with you to find a solution (e.g., switching to a smaller group).
It is not required that every student be a patient; alternative arrangements are possible to accommodate comfort levels.
Equipment you should bring: a computer, a stethoscope, a blood-pressure cuff; you may bring notes; you’ll have access to demonstration videos (linked via Blackboard) and also a YouTube video embedded for the class; the video links are provided and not easily searchable on their own, so keep the links.
You do not need to bring a textbook for class, though it can be helpful; you will learn objective terms and descriptors for vital signs.
You’ll see lectures recorded for each system; they are available after class and can be used for review; recordings may be based on earlier material (2020 hybrid format) but remain largely applicable.
Documentation, Feedback, and Rubrics
Each week you’ll receive a template for the lab write-up containing health-history questions and an outline of the physical examination.
Write-ups must be emailed to the assigned instructor (either me or Miss Jess) as a Word document; they are not submitted via Blackboard for grading.
The write-ups are worth 10 points each, with a specific rubric:
Presentation: 1 point
Vital signs: 1 point (this is included for free until after the first exam; after that, you must include vital signs to earn the point)
Health history: 3 points
Physical findings: 4 points
Follow-up: 1 point
Total: 10 points
Example of follow-up: if you note an abnormal finding (e.g., prior stomach surgery with date) you should add follow-up questions (reasons for surgery, any complications, associated risks) to show you understand the broader context.
Points can be deducted for:
Submitting late without prior discussion with the instructor
Repeated use of terms like "normal" or "within normal limits" without describing the specific findings or context
Failing to implement instructor feedback in subsequent submissions
They emphasize that documentation should reflect actual work; if you didn’t document it, it’s assumed you didn’t do it.
The instructor and Miss Jess each grade the lab write-ups; you must maintain consistent submissions to both the instructor and Miss Jess throughout the semester.
It’s not acceptable to copy a partner’s write-up; each student should complete their own assessment with their own patient context.
Course Resources, Templates, and Scheduling
Blackboard provides a weekly structure with:
A PowerPoint for the week
A lecture-notes guide (alternative note-taking guide)
A lab demonstration video for the applicable system (skin, hair, nails, etc.). Health histories do not have a separate demonstration video.
A lab template for the weekly write-up
Demonstration videos accessible via a link (YouTube) that you’ll receive; these are unsearchable on regular YouTube
Each system has an accompanying lecture recording; you can review specific parts that you found challenging.
After class, you’ll have access to the recorded lecture videos on YouTube; students can review content to prepare for labs or exams.
The schedule for Week 2: no class on Tuesday; lab will be a lighter session with games and some explanation; Miss Jess will introduce herself; Thursday will focus on health history; you’ll receive a new template for that week’s lab write-up.
The next steps for students include: printing or viewing the weekly PowerPoint ahead of time; using the lecture-notes guide as a study aid; completing the weekly lab write-up using the provided template; and submitting via email to the assigned instructor.
You will be assigned a lab partner and a lab instructor; if you don’t know anyone, you’ll be assigned a partner; you will get to know your partner well by the end of the semester.
The instructor notes that she records the lectures for review and that you should not skip class; use the available resources if you miss a class.
For questions about Collaborate apps or grades, you can ask; the Blackboard site is organized by week and content.
Important Reminders and Realistic Expectations
Be prepared with the health-history information you can gather from family or prior records before the lab begins; this helps you complete the history portion accurately.
Vital signs knowledge starts in week 3 (or after you demonstrate competency); you’re encouraged to practice vital signs weekly in the lab even if they are not graded until after the first exam.
The lab environment is designed to be supportive and educational; if you have concerns, talk to the instructor about accommodations or alternative arrangements.
When documenting, avoid vague terms; describe findings with objective details and the context that led to those findings.
The course uses a consistent weekly structure to help you build skills progressively; you’ll encounter a similar pattern across weeks to reinforce learning.
Quick Reference: Key Points in One Place
Lab setup: 2 rooms at 3, 20 total spots, 10 per room; partner is patient for semester; privacy curtains; beds may be used for practice.
Activity flow: Thursday history and anatomy topics; Tuesday physical exam; Wednesday lab practice with a demonstration video and supervised practice.
Roles: one student is nurse, one is patient; you can switch roles across weeks as needed; you’ll practice questioning and exam skills.
Health history focus: be honest but concise; avoid fabrication; you’ll discuss history questions and obtain relevant details.
Assessment components: history (subjective) + physical exam (objective); be thorough and document systematically.
Dress and privacy: comfortable clothing; privacy curtains; no mandatory lab coats; adapt to comfort and safety in the lab.
Submissions and grading: lab write-ups due the following week via email to assigned instructor; Word documents only; 10% of final grade; rubric with 1/1/3/4/1 points distribution; late or vague submissions lose points; feedback is provided to guide improvement.
Resources: Blackboard weekly materials (PowerPoint, lecture notes, templates, videos); demonstration videos on YouTube via provided links; recordings available after class for review.
Support: instructors available to answer questions; privacy and comfortable pacing emphasized; accommodations available if you’re uncomfortable with certain activities.