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BERGEN COMMUNITY COLLEGE
THE DIVISION OF HEALTH PROFESSIONS
DEPARTMENT OF NURSING
NUR 290
LEVEL IV
ADULT HEALTH NURSING
COURSE OUTLINE
4 CREDITS
LECTURE: 4 HOURS PER WEEK
CLINICAL: 10 HOURS PER WEEK
CLINICAL CONFERENCE: 2 HOURS PER WEEK
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ALL POLICIES AND COURSE REQUIREMENTS ARE SUBJECT TO REVISION ON
A SEMESTER-BY-SEMESTER BASIS. STUDENTS WILL BE NOTIFIED OF ANY
REVISION(S) AT THE BEGINNING OF THE SEMESTER IN WHICH THE POLICY OF
REQUIREMENTS IS/ARE TO BE IMPLEMENTED DURING THE FIRST MEETING OF
THE APPROPRIATE NURSING CLASS.
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TABLE OF CONTENTS
NUR 290
ADULT HEALTH NURSING - C
Course Description...................................................................................... 4
Student Learning Outcomes....................................................................... 4
Teaching/Learning Activities...................................................................... 5
Level Requirements.................................................................................... 5
Course Requirements................................................................................. 5
Evaluation Methods..................................................................................... 6
Grading System………………………………………………………………….. 6
Classroom Policies……………………………………………………………….. 7
Office of Special Services Policies…………………………………………….. 7
Required Texts............................................................................................ 7
ATI Resources Requirements………………………………………………….. 7
Specific Graded Course Requirements R/T ATI Resources……………….. 8
Guidelines for Clinical Assignments…………………………………………… 9
Teaching Plan Guidelines and Format……………………………………. 9
Units of Study.............................................................................................. 11
Additional Articles for Enhanced Learning ................................................. 17
Professional Role Development............................................................... 19
Clinical Conference Objectives........................................................ 19
Role Management Clinical Conference Guide............................... 19
Guidelines for Oral Presentation..................................................... 20
Course Outline…………………………………………………….……… 20
New Jersey Board of Nursing Examination Grid……………………... 22
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COURSE DESCRIPTION
NUR-290 Adult Health Nursing C is a fourth level course in the nursing sequence
focusing on the health care of individuals, families and groups who have self -care
deficits related to mobility and neuro-sensory problems. Students will use the nursing
process in a variety of health care settings to assist individuals, families and groups
achieve optimum health. Professional Role Management content will be integrated
within this course during clinical conference time. Students will examine principles and
skills inherent in advanced nursing practice, case management, health care economics
and leadership. Critical thinking exercises, patient care scenarios, role play, and
discussion will be utilized.
4 lecture, 12 lab x 7.5 weeks, 4 credits
PREREQUSIITES: NUR-284 and NUR-285
CO-REQUISITE: NUR-291
STUDENT LEARNING OUTCOMES
1. Applies the NCSBN Clinical Judgement Model while employing critical thinking
and clinical judgement to assist culturally diverse individuals, families and groups
in the promotion, maintenance, and restoration of optimum health
relative to Musculoskeletal, Neurological and Sensory Functions.
2. Communicates and collaborates effectively with individuals, families and
health team members.
3. Practices within the legal and ethical framework of nursing.
4. Incorporates technical resources for the improvement of nursing practice.
5. Demonstrates quantitative reasoning skills in nursing practice.
6. Integrates teaching and learning principles into nursing practice.
Means of Assessment
Student learning outcomes are assessed via unit exams, nursing care plans,
pharmacological math computation exam (PMCE), process recording, skills, and
clinical performance.
Student Learning Outcome Means of Assessment
1. Applies Nursing Process while modeling
clinical judgement to assist culturally diverse
individuals, families and groups in promotion,
maintenance and restoration of optimum
health.
Lecture, Testing, ATI, Case studies,
Class discussion, Class
participation, Gaming, Clinical
evaluation, Clinical conference
2. Demonstrates therapeutic communication
techniques for establishing interpersonal
relationships with client, families, and health
team members
Lecture, Testing, ATI, Case studies,
Class discussion, Class
participation, Gaming, Clinical,
Process recording
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3. Practices within the legal and ethical
framework of nursing.
Lecture, Case studies, Clinical
4. Incorporates skills into the care of the client
with technological resources
ATI, FA Davis Advantage online
modules, Clinical, Clinical
conference
5. Correctly calculates drug and solution
medication problems
Lecture, PMCE, Testing, Clinical
6. Incorporates principles of teaching and
learning in the care of the client
Lecture, Teaching Plan
TEACHING / LEARNING ACTIVITIES
Lecture Alternate Clinical Observation Areas
Group Discussion Field Observation
Audio Visual Aids Case Studies
Clinical Assigned and Self-Directed Readings
Community Facilities
LEVEL REQUIREMENTS
Pharmacological Math Computation Exam (PMCE) with a score of 100% is a level
requirement. PMCE will be given in the first course of level 4. If the student does
not attain the required 100% passing grade, the student will be provided one
retake opportunity within the course prior clinical. Failure to achieve 100% in the
PMCE will result in "F" grade for the course in which the exam was administered.
Basic calculators may be used at Level IV.
Each student must complete 6 – 8 hours of nursing continuing education.
COURSE REQUIREMENTS
1. Exams Three (3) exams with 50 questions each
2. Pharmacology Computation Exam Must receive 100% grade to pass
3. Nursing Care Plan(s) Completion of one (1) Nursing Care Plan
with complete Assessment form.
(sections 001 & 601 – 3 Diagnoses)
(sections 002 & 602 – 1 Diagnosis)
4. Teaching Plan Development of one (1) - Refer to guideline
5. Process Recording Completion of one (1) Process Recording
6. Community Agency Visit & Report To be arranged by each student
7. Clinical Component Refer to Clinical Evaluation Tool
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8. Clinical Care Conferences Refer to professional Role Development
Module. Includes mandatory group
presentation assignment.
9. Attendance Policy Students are expected to attend all class
and clinical sessions punctually.
10. ATI Resources ATI Practice Comprehensive Test
(001 and 601)
ATI Proctored Comprehensive Test
(002 and 602)
EVALUATION METHODS
1. Theory Grade Final grade calculation as follows:
Sections 001 & 601
85% = average of 3 Unit exams
10% = Combined Grade of Clinical papers
5% = Grade earned on ATI (Practice)
Comprehensive Predictor Exam
Sections 002 & 602 Preliminary grade
90% = average of 3 Unit exams
10% = Combined Grade of Clinical papers
Students MUST have 77.45% average to
take the ATI Comprehensive Predictor
Exam.
After ATI exam, grades will be recalculated:
85% = Average of 3 Unit exams
10% = Combined Grade of Clinical Papers
5% = Grade based on ATI (Proctored)
Comprehensive Exam probability of
passing NCLEX score
2. Clinical Component To pass clinical, student must achieve an
overall grade of 3 or above on the final
evaluation and adhere to all policies. (See
Clinical Evaluation Tool)
GRADING SYSTEM
A = 89.45% - 100%
B+ = 85.45% to 89.44%
B = 81.45% to 85.44%
C+ = 77.45% to 81.44%
C = 73.45% to 77.44%
D = 69.45% to 73.44%
F = 69.44% and below
To pass the course, you must receive a minimum grade of C+ (77.45%).
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A failure in any component of the course - theory, clinical, or Pharmacology Math
Computation Exam will result in "F" grade for the course.
*Students (002/602) who fail to achieve 77.45% or greater based on exams and
clinical grades will not proceed to Comprehensive Exam and not pass the course.
CLASSROOM POLICIES
Except for Test #3, test grades and review will be provided no sooner than the next
day/night of class after the test and no later than 1 week after the test.
ALL cell phones and electronic devices must be off and away during ALL class time.
Please refer to the student handbook for current Nursing Department policies on:
• Exam Make-ups
• Use of social media
Office of Special Services (OSS)
The Office of Specialized Services (OSS) seeks to provide students the opportunity to
participate fully in the College’s educational programs and benefit from all aspects of
campus life through the use of reasonable and appropriate accommodations and
auxiliary services. Annual documentation of certification must be provided on the
first day of class to the faculty.
REQUIRED TEXTS
Catalano, Joseph T. (2020). Nursing Now! Today's Issues, Tomorrow's Trends, 8th
ed., Philadelphia, PA: F.A. Davis Co.
Medical-Surgical Nursing text as for previous nursing courses.
Pharmacology, Nutrition, and Health Assessment texts as for previous nursing courses.
Laboratory text reference and drug reference as for previous nursing courses.
ATI RESOURCE REQUIREMENTS
To assist students to better prepare for and succeed on the NCLEX, the level IV faculty
advise you to fully utilize the ATI resources.
Faculty advises students to:
- Set a personal schedule to complete the tutorials, simulations & quiz banks found
under ATI products
- Students should then proceed to complete the Practice Assessments
- When completing Practice Exams, students should always spend time on “Focus
Review” which is a personal tutorial based on student’s exam performance.
- Review the pharmacology tutorial and complete RN pharmacology Practice
Exams A & B before taking the Proctored Comprehensive Exam.
Specific Graded Course Requirements Related to ATI Resources:
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In section 001/601:
Students are required to independently complete one (1) Practice Comprehensive
Exam (determined by the faculty) in section 001/601 by the date specified on the
calendar. The maximum time allowed to take the exam is 4 hours.
- 2 points are deducted from grade for every 15 minutes over designated time.
Exam date and time will be on the schedule and reviewed the first day of class.
- The score of this exam will be worth 5% of the grade in 001/601.
- Students then complete a summary in student's own words (no copying and
pasting), on the content of the Focus Review and submit two (2) weeks after the
exam as provided on the first day.
Summary should include new material learned or clarification of misunderstood
concepts and should be concise. Length of the summary will depend on the
score and number of incorrect questions. Students will cite the source of each
entry. Failure to submit Focus Review will result in an Incomplete grade.
In section 002/602:
- Students are strongly advised to independently complete ATI Practice
Comprehensive Exam to help prepare for the ATI Proctored Comprehensive
Exam. Maximum time allowed is 4 hours.
- At the end of the semester (if eligible), students will take the Proctored
Comprehensive Exam.
This exam is a nationally “normed” exam and predicts the probability of passing
the NCLEX. Based on ATI’s information, students will earn grade based on their
results of the probability of passing the NCLEX, 5% on the Final grade.
*Once proctored comprehensive exam is complete, final grade will be recalculated
using evaluation method below noted in course requirements for Sections 002/602:
85% = Avg of 3 Unit exams
10% = Combined Grade of Clinical Papers
5% based on ATI grading scale
Student MUST achieve a final grade
of at least 77.45% to pass the course.
ATI RESOURCE REQUIREMENTS – cont’d
- If the re-calculation results in less than a 77.45% average, the student will
receive an incomplete grade until an individually prescribed assignment is
completed.
- This assignment will be based on the student’s ATI results assessment.
Assignment will consist of the completion of specific ATI materials including
tutorials and case studies assigned by the instructor.
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- The student will also be required to complete practice exams and earn a
minimum of 80% on these exams. Once the numbers of required exams are
successfully completed, the student will earn 1 point for every completed exam
until the 78% average is obtained.
- The student will need to comply and complete this assignment within the
college time frame for resolution of the incomplete grade to successfully
pass the course.
GUIDELINES FOR CLINICAL ASSIGNMENTS
Clinical assignments will be part of course grade
Maximum 100 points for combined assignments will be calculated as 10% of course
grade
I. Care Plan: (60 points)
A. Complete Assessment Form on selected patient.
B. Select the priority problem(s) based on your assessment of the patient
condition, diagnoses, and pathophysiological processes identified.
C. Prioritize problems according to the patient you have cared for.
II. Process Recording (10 points)
III. Teaching Plan (30 Points)
TEACHING PLAN EVALUATION CRITERIA:
1. Bases teaching plan on identified self-care deficits and patient's abilities to
perform self-care.
2. Determines teaching objectives according to self-care deficits.
3. Assesses individual’s basic conditioning factors when developing teaching
plan.
4. Determines priorities for teaching according to self-care deficits.
5. Utilizes appropriate teaching strategies.
6. Involves client and/or family in all aspects of teaching.
7. Evaluates effectiveness and outcome of teaching plan in terms of
maximizing self-care agency.
8. Revise teaching plan based on teaching outcomes assessment.
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9. Evaluates effectiveness and outcome of teaching plan. Involves clients
and/or family in all aspects of teaching.
10. Revises teaching plan based on outcomes assessment.
FORMAT FOR TEACHING PLAN
AGENCY: Your clinical site
TOPIC: Describe teaching to be done:
i.e. safe self-administration of insulin, wound care.
LEARNER: Client or family member who requires teaching.
OBJECTIVES: State what is to be accomplished in measureable terms
METHOD: Depends on developmental level and ability to communicate.
Methods can include explanation, demonstration, return
demonstration, questions and answers.
MATERIAL: Audio visuals, printed materials, websites, i.e. illustrations
Teaching Plan:
Content Teacher & Learner Activities Evaluation
WHAT YOU INTEND TO
TEACH
EXPLAIN WHAT YOU
HAVE TAUGHT - IN
DETAIL
WHAT DID THE PATIENT
LEARN - HOW DID/WOULD
YOU EVALUATE WHAT
THEY LEARNED
Prepared by:_______________________ Date:_______________
Responses to the following questions are to be submitted by the student to the
Instructor with the teaching plan:
1. Were the objectives met?
2. What methods of teaching were used and why those methods?
3. What materials were used for teaching?
4. How did you evaluate the client's performance?
5. What changes would you make in this plan?
COMMUNITY AGENCY REPORT
Section 001/601 students will visit a community agency and write a 250-word report on
nurses’ roles in that agency, describe what you learned in visiting that agency, and
upload the report by the 5th week of class in the designated dropbox (email submissions
will not be approved). It is the student’s responsibility to find and obtain community
agency approval. Once a community agency approves of student visit, the site must be
approved by the faculty and clinical coordinator. Students must notify faculty and clinical
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coordinator via email of agency approval by the 2nd week of class. *Failure to notify
faculty and clinical coordinator of community agency approval by 2nd week of
class will result in course failure.
Student Learning Objectives:
1. Assess health needs of the community served by the agency
2. Develop understanding of the meaning of community and nurses’ role
3. Discuss the role of the nurse within the community agency
Report must include:
• Name of agency
• Agency's contact information (address, phone number, e-mail address)
• How long is the agency in existence?
• How is the agency funded?
• Population served (limited to in county residents, individuals with insurance, etc)
• How is the community made aware of this agency?
• What services are rendered by this agency?
• What are the costs to the clients (if any)?
• Role of the nurse
• Discuss a minimum of 3 things student learned in visiting that agency
UNITS OF STUDY
Unit I Musculoskeletal Function
Unit II Neurological Function
Unit III Sensory Function
Theoretical Content
Teaching/Learning Activities
UNIT I: MUSCULOSKELETAL FUNCTION
I. Introduction to musculoskeletal
disorders
A. Complications of immobility
B. Concepts of rehabilitation
C. Role of the Nurse
II. Assessment of the musculoskeletal
system
A. Health history
B. Physical exam
C. Health Care
D. Diagnostics-preparation and
patient care
1. Radiographics
2. Bone mass measurement
3. Scans
Prior to the beginning of this unit: Self review
of structure and function of the musculoskeletal
system musculoskeletal assessment, and
musculoskeletal pharmacology.
Review: Fundamentals r/t Musculoskeletal
Pharmacology, Laboratory and
Nutrition concepts r/t Musculoskeletal
Medical Surgical Text
Hoffman, J.J., & Sullivan, N.J.
Chapter 52
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4. Scopes
5. EMG
6. Laboratory data
III. Nurse’s role in management of
musculoskeletal disorders
A. Skeletal
1. Fractures
a. physiology of
fractures
b. clinical conditions/
manifestations
2. Assessment Interventions
a. conservative
treatment
b. surgical treatment
c. prevention/teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 53 & 54
3. Osteoporosis
4. Amputations
B. Degenerative joint disorders
1. Osteoarthritis
2. Rheumatoid arthritis
C. Surgical joint procedures
1. Total hip replacement
2. Total knee replacement
IV. Existing or Projected Complications
V. Nursing Diagnoses Related to
Musculoskeletal Disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 53 & 54
UNIT II: NEUROLOGICAL FUNCTION
I. Introduction and definition of
Neurological Disorders
A. Altered States of
Consciousness
B. Neuro/Sensory Deficits
C. Role of the Nurse
Prior to the beginning of this unit, self-review of
structure and function of CNS, neurological
assessment and CNS Pharmacology.
Review: Fundamentals Text
Pharmacology, Laboratory texts r/t
Neurologic Disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
II. Assessment of the Central Nervous
System
A. Health history
B. Physical exam
C. Health Care
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
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E. Diagnostics-preparation and
patient care
1. Radiographics
2. Scans
3. EEG
4. Lumbar puncture
5. Laboratory data
III. Nurses Role in Management of
Increased Intracranial Pressure (ICP)
A. Physiology of ICP
B. Autoregulation/
Compensatory Mechanisms
C. ICP Monitoring
D. Clinical Conditions/
Manifestations
E. Head Injury
1. Classification
2. Clinical manifestations
3. Nursing management
F. Assessment/Intervention
1. Glasgow Coma Scale
(GCS)
2. Neuro assessment
3. Non-surgical treatment
a. Stereotaxic
Radiosurgery
4. Surgical treatment
a. Craniotomy
b. Burr holes
5. Pharmacological agents
6. Prevention/Teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
G. Seizure Disorder
1. Classification
2. Clinical Manifestations
3. Anti-convulsants
4. Nursing Management
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
H. Inflammatory Disorders
1. Meningitis
2. Giullain Barre’ Syndrome
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
I. Care of the Unconscious
Patient
IV Intracranial Disorders Medical Surgical Text:
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A. Space Occupying Lesion
B. Vascular
1. Hematomas
2. Aneurysm
3. CVA (Brain Attack)
a. Thrombosis
b. Embolism
c. Hemorrhage
d. Clinical
manifestations
e. Nursing management
C. Common Neurological
Disorders
1. Paralysis
2. Sensory Deficits
3. Aphasia
4. Visual
5. Cognitive
6. Emotional
Hoffman, J.J., & Sullivan, N.J.
V. Spinal Cord Disorders
A. Herniated Disk
B. Spinal Trauma
C. Rehabilitation
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
VI. Degenerative Neurological and
Neuromuscular Disorders
A. Multiple Sclerosis
B. Parkinson Disease
C. Myasthenia Gravis
VII. Existing or Projected Complications
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
VIII. Nursing Diagnoses related to
Neurological Disorders
IX Nursing role in the education of
patients with Neuromuscular Disorders
UNIT III: SENSORY FUNCTION
I. Introduction and Definition of
Sensory Disorders
A. Visual Alterations
B. Acoustic Alterations
Prior to the beginning of this unit, self-review of
structure and function of the sensory system,
sensory assessment, and sensory
pharmacology.
Review: Fundamentals Text
Pharmacology, Laboratory texts r/t
Neurologic Disorders
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C. Skin Alterations
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 45
II. Assessment of Sensory Function
Relating to Activity/Rest and
Prevention of Hazards
A. Health History
B. Physical Exam
C. Health Care
D. Diagnostics – Preparation and
Patient care.
1. Exams for visual acuity
2. Exams for hearing acuity
3. Laboratory Data
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 45
III. Nursing Role in Management of Visual
Disorders
A. Glaucoma - Acute/Chronic
1. Physiology of glaucoma
2. Clinical manifestations
3. Assessment/intervention
a. conservative -
pharmacological
b. surgical
c. psychosocial support
d. prevention/teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 46
B. Cataracts
1. Physiology of cataracts
2. Clinical manifestations
3. Assessment/interventions
a. surgery
b. psychosocial support
C. Retinal Detachment
1. Physiology of retinal
detachment
2. Clinical manifestation
3. Assessment/intervention
a. conservative
treatment
b. surgical treatment
c. psychosocial support
D. Macular Degeneration
1. Physiology of
degeneration
2. Clinical manifestations
3. Assessment/intervention
a. surgical treatment
b. experimental
treatment
c. psychosocial
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d. preventative/teaching
IV. Nursing Role in Management of
Hearing Disorders
A. Meniere's Syndrome
1. Physiology of Meniere's
2. Clinical manifestations
3. Assessment/interventions
a. conservative
treatment
b. surgical treatment
c. psychosocial
d. prevention/teaching
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 47 & 48
B. Otosclerosis
1. Physiology of otosclerosis
2. clinical manifestations
3. Assessment/interventions
a. conservative
treatment
b. surgical treatment
c. psychosocial
d. prevention/teaching
V. Emergency Care for Eye, Ear, Nose
Injuries
A. Existing or Projected Self-care
Deficits
B. Nursing Diagnoses Related to
Sensory Disorders
C. Nurisng role in patient education
related to Visual and Hearing
defects and disorders
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
Chapter 47 & 48
VI. Nursing Role in Management of Skin
Disorders
A. Psoriasis
B. Tinea
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
VII. Nurses Role in Management of Burn
Patients
A. Physiology of burns
B. Stages of burns
C. Clinical manifestations
D. Assessment/Interventions
Medical Surgical Text:
Hoffman, J.J., & Sullivan, N.J.
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1. Immediate care
2. Fluid/nutrition
replacement
3. Wound care/infection
4. Surgical intervention
a. debridement
b. grafting
5. Prevention/teaching
E. Rehabilitation
1. Psychosocial
2. Physiological
Suggested Articles for enhanced learning and understanding:
Unit I Musculoskeletal/Orthopedics
Agius, C., & Cole, E. (2021). Acute compartment syndrome (ACS) - a case of delayed diagnosis.
International Journal of Orthopaedic and Trauma Nursing, 42, 100845.
https://doi.org/10.1016/j.ijotn.2021.100845
Bahloul, M., Dlela, M., Bouchaala, K., Kallel, H., Ben Hamida, C., Chelly, H., & Bouaziz, M. (2020). Post -
traumatic pulmonary embolism: incidence, physiopathology, risk factors of early occurrence, and impact
outcome. A narrative review. American Journal of Cardiovascular Disease, 10(4), 432 –443.
Greenstein, A. S., & Gorczyca, J. T. (2019). Orthopedic Surgery and the Geriatric Patient. Clinics in
Geriatric Medicine, 35(1), 65–92. https://doi.org/10.1016/j.cger.2018.08.007
Unal, N., Guvenc, G., & Naharci, M. (2022). Evaluation of the effectiveness of delirium prevention care
protocol for the patients with hip fracture: A randomised controlled study. Journal of Clinical Nursing,
31(7-8), 1082–1094. https://doi.org/10.1111/jocn.15973
Unit II Neurologic Disorders
Allen, C.J, Subhawong, T.K., Hanna, M.M., Chelala, L., Bullock, M.R., Shulman, C.I., and Proctor, K.G.
(2018) Does Vasopressin exacerbate cerebral edema in patients with severe traumatic brain
injury? The American Surgeon, 84(1), 43 – 50
Malek, N. (2019) Deep Brain Stimulation in Parkinson’s disease. Neurology India, 67(4), 968 – 978.
DOI:10.4103/0028-3886.266268
Moura, R. G., da S. Fernandes, C., Brandao, M.G.S.A, Galinda Neto, N.M., Caetano, J.A. and Barros,
L.M. (2020). Experience of the nursing team concerning the care of patients with meningitis
attended in emergency department. Journal of Nursing Education and Practice, 10(9),
doi.org/10.5430/jnep.v10n9p28
Vickers, A. Donnelly, J.P., Moore, J.X., Barnum, S.R., Schein, T.N. and Wang, H.E. (2018). Epidemiology
of lumbar punctures in hospitalized patients in the United States. PLoS ONE 13(12): e0208622.
doi.org/10.1371/journal.pone.0208622
Rousseau, G., Asmolov, R., Grammatico_Guillon, L. Auvet, A., Laribi, S., Garot, D., Jouan, Y. Dequin, P -
F. and Guillon, A. (2019). Rapid detection of bacterial meningitis using point-of-care glucometer.
European Journal of Emergency Medicine, 26(1), 41 – 46.
doi.org/10.1097/MEJ.0000000000000495.
Schultz, T., Thomas, A., Georgiou, P., Cusack, L., Mahasen, J., Simon, L., Naidoo, K., Webb, K., Karnon,
J. and Ravindran, J. (2019). Developing a model of care for home infusions of Natalizumab for
people with multiple sclerosis. Journal of Infusion Nursing, 42(6), 289 – 296.
Doi:10.1097/NAN.0000000000000343
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Cofano, F., Boido, M., Monticelli, M., Zenga, F., Ducati, A., Vercelli, A. and Garbossa, D. (2019).
Mesenchymal stem cells for spinal cord injury: Current options, limitations and future of cell
therapy. International Journal of Molecular Sciences, 20(11). DOI:10.3390/ijms20112698
Li, Y., Cao, T., Ritzel, R.M., He, J., Faden, A.I. and Wu, J. (2020). Dementia, depression and associated
brain inflammatory mechanisms after spinal cord injury. Cells, 9(6), 1420.
DOI:10.3390/cells9061420
Morgan, B. (2020). Care of the patient with acute or chronic cervical and thoracic spinal cord injury.
Canadian Journal of Critical Care Nursing, 31(1), 9.
Shiferaw, W.S., Akalu, T.Y., Mulugeta, H. and Aynalem, Y.A. (2020). The global burden of pressure
ulcers among patients with spinal cord injury: A Systematic Review and meta-analysis. BMC
Musculoskeletal Disorders, 21, 1 – 11.DOI:10.1186/s12891-020-03369-0
Huang, G-Q., Lin, Y-T., Wu, Y-M., Cheng, Q-Q., Cheng, H-R., and Wang, Z. (2019). Individualized
prediction of stroke-associated pneumonia for patients with acute ischemic stroke. Clinical
Interventions in Aging, 14, 1951- 1962. DOI:10.2147/CIA.S225039
Loft, M.I., Poulsen, I., Martinsen, B., Mathiesen, L.L., Iversen, H.K. and Esbensen, B.A. (2019).
Strengthening nursing role and functions in stroke rehabilitation 24/7: A mixed-methods study
assessing the feasibility and acceptability of an educational intervention programme. Nursing
Open, 6(1), 162 – 174. Doi:10.1002/nop2.202
Unit III Sensory Disorders/Burns
Basura, G. J., Adams, M. E., Monfared, A., Schwartz, S. R., Antonelli, P. J., Burkard, R., Bush, M. L.,
Bykowski, J., Colandrea, M., Derebery, J., Kelly, E. A., Kerber, K. A., Koopman, C. F., Kuch, A. A.,
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E. M. (2020). Clinical Practice Guideline: Ménière’s Disease Executive Summary. Otolaryngology -
Head and Neck Surgery, 162(4), 415–434. https://doi.org/10.1177/0194599820909439
Hoberman, A., Preciado, D., Paradise, J. L., Chi, D. H., Haralam, M., Block, S. L., Kearney, D. H.,
Bhatnagar, S., Muñiz Pujalt, G. B., Shope, T. R., Martin, J. M., Felten, D. E., Kurs -Lasky, M., Liu,
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Tympanostomy Tubes or Medical Management for Recurrent Acute Otitis Media. The New
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doi.org/10.1016/j.jddst.2019.101236
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PROFESSIONAL ROLE DEVELOPMENT MODULE
CLINICAL CONFERENCE OBJECTIVES
The student will be able to:
1. Identify attributes and demonstrate necessary behaviors for professional practice
and successful role transition.
2. Describe key principles of effective leadership and management.
3. Utilize strategies for implementing successful leadership and management.
4. Utilize principles of delegation.
5. Propose strategies for dealing with ethical and work-related challenges.
6. Recognize the changes occurring in the delivery of health care and their effect on
client outcomes and on nursing.
7. Describe successful job seeking strategies.
8. Evaluate the needs of clients during end-of-life care.
PROFESSIONAL ROLE MANAGEMENT/CLINICAL CONFERENCE GUIDE
1. Punctual and regular attendance is required. A Professional Role absence is
considered a clinical absence with all the accompanying consequences.
2. Students are expected to actively participate in scheduled clinical conferences
during Level IV nursing experience. Students' contributions during conferences
will be tracked to establish participation.
3. Students are expected to prepare for clinical conferences by reading assigned
chapters.
4. Students will research a current nursing/health issue and participate in a
presentation of that topic once in the semester.
5. Students are required to attend 6-8 hours continuing education programs (at
least one with minimum length of 3 hrs) in 001/601. Students must furnish proof
of completion by the last week of 001/601. CPR, EMT Certification, Mental
Health First Aide are not accepted for this Continuing Education course
requirement.
6. Students are expected to meet all clinical conference objectives.
7. Final evaluation of student participation in professional role development is an
evaluation component appearing on the Clinical Performance Evaluation Tool.
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GUIDELINES FOR ORAL PRESENTATIONS
1. Students will be assigned to work in groups of two or more.
2. Students will review readings from appropriate nursing journals for topics relating
to current issues and trends affecting nursing practice, client outcomes and/or
the health care delivery system.
3. Each student will be expected to participate in class discussion.
Criteria:
a. Each student will submit a separate outline with bibliography of
their section of the presentation one (1) week prior to the
presentation. Bibliography must include the chapter of the text
pertaining to the assigned topic, plus 2 or more references from peer-
reviewed journals or professional publications in APA format.
b. Minimum of 30 minutes per group in oral presentation.
c. Each student will participate equally in the group presentation.
d. Group generates active class involvement (game, role play, case studies).
COURSE OUTLINE
Theoretical Content Teaching/Learning Activities
Unit I: Leadership Skills/Management
I. Empowerment, leadership skills and
situational leadership
II. Empowerment behaviors and the
characteristics of a change leader
III. Organizational roles in
empowered environments
IV. Obstacles to empowerment and
effective leadership
V. Goals of empowerment
VI. Methods of empowering others
VII. Leadership principles
Catalano, Chapter 10
CAI: Clinical Management Challenge and Basic
Management Skills
Unit II: Delegation
I. Introduction to delegation in the health care
System
II. What is delegation?
Catalano, Chapter 15
Video: Delegating Effectively: Working through
with Assistive Personnel. (Media Center-
Library) RT89D44 2002
CAI: Delegation to Unlicensed Assistive
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III. What can and should be delegated?
A. State Nursing Practice Act
B. Job competencies
C. Patient Needs
D. Organizational policies and
Procedures
E. Professional standards of nursing
Practice
IV. Developing safe practices
A. The rights of delegation
B. Explain the task and expected
Outcome
C. Allow staff member to complete
Task
D. Assess job performance
V. High risk delegation
Personnel
Effective Delegation
Theoretical Content
Teaching/Learning Activities
Unit III Pain Management and Comfort
Measures of the Dying Patient
I. Introduction to the Concepts of Pain and
Comfort in the Dying Patient
II. The Physiology of Deprivation of Fluids
III. Medications Used for Pain Management
IV. POLST
Unit IV, V, VI Presentations
Topics to include but not limited
to the following
I. Minimizing Malpractice
II. Assessing out Own Attitudes About
Cultural Diversity
III. The Healthcare Delivery System
A. Uninsured population
B. Medicaid
D. Medicare
IV. The Politically Active Nurse
V. Ethics in Nursing
VI. Reality Shock in the Workplace
VII. Nursing Informatics
VIII. Bioethical Issues
IX. Communication
X. Delegation & Supervisor
Student presentations per outline.
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XI. Collective Bargaining & Governance
XII. Spirituality
XIII. Alternative and Complimentary Practices
Information Session
Fees (approximate; subject to change at any time):
Nursing Pin: approximately $30 - $300 depending on what you order
Cap & Gown cost: no fee
Graduation: You should receive a letter regarding graduation 2 months prior
graduation. You can review a copy of the letter in office A-115.
State Board of Nursing: Application fee (nonrefundable): $ 75
License fee: $120
Surcharge fee (nonrefundable): $ 5
$200 in 1 check/money order
Testing service fee: $200
Change test date fee $ 50
Criminal Background Check: $ 25
Fingerprints Sagem Morpho: $ 75
State Board Examination Info:
National Council of State Boards of Nursing (NCSBN):
Overview https://www.ncsbn.org/nclex.htm:
Candidate Bulletin: http://www.ncsbn.org/ then click on the link: NCLEX Exam; then under “Key
NCLEX Resources” click on Candidate Bulletin (the link will take you to another page, there are 2
versions, review the larger version first). There is other “Important Information” at the bottom of that page .
Review ALL links.
State Board of Nursing (BON): https://www.njconsumeraffairs.gov/nur/Pages/default.aspx . To
apply to the BON type in https://www.njconsumeraffairs.gov/nur/Pages/applications.aspx in your browser.
You can either apply online or use the printed version of the application.
Pearson VUE: https://www.nclex.com/registration.page. The Bergen Community College Program Code
is: US18404900. The candidate bulletin is also available on this site.
Tutorial available on this website.
You may also access the NCLEX test plan at: https://www.ncsbn.org/public-
files/2023_RN_Test%20Plan_English_FINAL.pdf
*Everything you NEED to know is in the Candidate Bulletin, “Information for Professional Nurse
Licensure by Examination Application Process” document, and on the Pearson Testing Center
website.
Process you need to know from this point on:
1. You will need to access the NCSBN and BON site and review and/or print-out the Candidate
Bulletin (https://www.nclex.com/files/2024_NCLEX_Candidate_Bulletin_English_FINAL.pdf ).
2. You should apply to the BON in September/January (as appropriate). Once your application is
processed you will receive further information about fingerprinting
(https://www.bioapplicant.com/nj/) and the ATT number. You will NOT be able to fingerprint
until you receive notification from the BON stating that you are eligible to do so. You will NOT
NUR 290 Adult Health Nursing C
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be able to register for the exam until you get your ATT number; you will NOT receive an ATT
number until #3 (see below) occurs.
3. Once you have successfully completed the program, a “Program Completion Confirmation
Letter” will be mailed to the BON.
PLEASE READ the information cited in the Candidate Bulletin regarding THE DAY OF THE EXAM.
NCLEX
Revised 08/2025 JC