1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD

1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess'
Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett
PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU
Bookstore)
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for

interventions,
evaluation and managing care of diverse older adults/families in
a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human
response
to the aging process.
• The student will be able to manage and care older adults and
their
families.
4. Course Objectives: Upon completion of this course, the
student will be able
to:
• Describe and develop comprehensive and focused assessments
(physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an
understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.

2
• Develop decision making skills, including the nursing process
and
problem solving processes, to deliver evidence-based family-
centered care
in the health promotion, maintenance, and restoration, disease
and
injury prevention, and rehabilitation of health for older
adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing
theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the
care of
older adults/families.
• Consider collaborative practice and patient education in
managing
pharmacotherapeutics safely for older adults (e.g., prescription
drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health
practices,
dietary supplements, and food).
• Use inter- and intraprofessional collaboration and
communication to
develop plans of care for older adults/families that take into
account
determinants of health, genetics and genomics, family
functioning,

patient preferences, available resources, and the range of
activities that
contribute to health promotion and the prevention of disease and
injury.
• Differentiate older adult patient/family-centered transitions,
including
planning, care management, and ensuring the caregivers
knowledge of
care requirements to promote safe care.
• Demonstrate an understanding of professionalism and
professional
values of nursing, including standards of moral, ethical, and
legal
conduct to protect older adult patients/clients.
5.Course Requirements: See College Catalogue
6.Field Trips or Guest Speaker: [will be announced if available]
7.Course Outline:
Date Module/Topic Assignment Quizzes
WEEK 1
Introduction to
Healthy Aging.
Cross-Cultural
Caring and Aging.

Read Chapters 1 & 2
Discussion: post and discuss
Introduction (Introduce
yourself)
Due Sunday midnight
Quiz 1 Due Friday
midnight
WEEK 2
Biological Theories of
Aging & Age Related
Physical Changes.
Psychosocial,
Spiritual, and
Cognitive Aspects of
Aging.
Read Chapters 3 & 4
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 2 Due Friday
midnight

3
WEEK 3
Gerontological
Nursing & Promotion
of Healthy Aging.
Gerontological
Nursing Across the
Continuum of Care.
Read Chapters 5 & 6
No discussion this week. Quiz
# 3 will have extra questions
Quiz 3 Due Friday
midnight
WEEK 4
Economic and Legal
Issues. Assessment
and Documentation
for Optimal Care.
Read Chapters 7 & 8

Quiz 4 Due Friday
midnight
WEEK 5
Safe Medication Use.
Nutrition.
Read Chapters 9 & 10
midnight
Quiz 5 Due Friday
midnight
WEEK 6
Hydration and Oral
Care. Elimination
No Discussion Question
(Preparation for Midterm)
Quiz 6 Due Friday
midnight
WEEK 7
Rest, Sleep, and

Activity. Promoting
Healthy Skin
(Midterm Exam)
MIDTERM EXAM Due
Friday midnight
WEEK 8
Falls & Fall Risk
Reduction. Promoting
Safety.
midnight
Quiz 8 Due Friday
midnight
WEEK 9
Living with Chronic

Illness. Pain and
Comfort.
Quiz 9 Due Friday
midnight
WEEK 10
Diseases Affecting
Vision and Hearing.
Metabolic Disorders
midnight
Quiz 10 Due Friday
midnight
WEEK 11
Bone and Joint
Problems.

Cardiovascular &
Respiratory
Disorders
#11 will have extra questions
Quiz 11 Due Friday
midnight
WEEK 12
Neurological
Disorders.
Mental Health.
midnight
Quiz 12 Due Friday
midnight
4

WEEK 13
Care of Individuals
with Neurocognitive
Disorders.
Relationships, Roles,
and Transitions
Caregiving. Loss,
Death, and Palliative
Care.
Read Chapters 25 & 26 (for
Quiz #13)
(Preparation for Final Exam)
Read Chapters 27 & 28 for
Final test
Quiz 13 Due Friday
midnight
WEEK 14 FINAL EXAM

Final Exam
Final Exam Due
Friday midnight
WEEK 15
COURSE
REFLECTION
Course Reflection
Course Reflection Due
Friday midnight
WEEK 16 Final Week Final Grades will be posted
Final Grades will be
posted on Campus
Portal
This course will use a variety of learning experiences to attain
the course
objectives, including but not limited to: lecture, quizzes, online
discussion, case
study, assessment strategies, group and or individual exercises,
and team and
individual presentation.
Discussions: There will be discussion question(s)/activi ty
posted weekly by the
instructor for course modules on the course Discussion Forum

(see above
Course Outline for details). Participation in the discussions is
strongly
encouraged and will be factored into your participation score. It
is
recommended that you login to this course at least 4 days each
online week.
You are required to post at least 3 times each week. For the
discussion board
questions, you must answer the question 100 % (initial
response). The answer
should be based on the knowledge obtained from reading the
book, no just
your opinion. If there are 2 questions in the discussion, you
must answer both
of them. Your grade will be an average of both questions.
Students are also required to know the expectations or
“etiquette” that pertains
to the discussion board. Students who abuse this forum by
making harassing,
inappropriate or abusive statements will be removed and receive
a zero (0).
Remember, your participation is essential to connecting with
other students
and developing an online learning community. Further, often it
is the deciding
factor between receiving a higher or lower grade at the end of
the term.
Discussion questions account for 20% of your final grade.

5
Discussion Question (DQ) Participation Guidelines:
Students must post a minimum of three times in each graded
discussion. The
three posts in each individual discussion must be on separate
days, the initial
answer and two responses to peers. The student must provide
an initial
answer to the graded discussion posted by the course instructor,
by
Wednesday, 11:59 p.m. EST, of each week. If the student does
not provide an
answer to each graded discussion topic (not a response to a
student peer)
before the Wednesday deadline, an automatic “0” will be issued
for that week’s
DQ. Subsequent posts, including essential responses to peers,
must occur by
the Sunday deadline, 11:59 p.m. EST of each week.
NOTE: To receive credit for a week's discussion, students may
begin posting no
earlier than the Monday at 12:01 a.m. EST.
*Credit for peer responses will be issued via the DQ rubric if
peer responses are
made without an initial DQ response.
*See Discussion Question (DQ) Rubric on next page (Rubrics
contain evaluative
criteria, quality definitions for those criteria at particular levels
of achievement,
and a scoring strategy).

Discussion Question (DQ) Rubric:
Levels of Achievement
Criteria Proficient Competent Novice
Introduction
and quality of
discussion’s
Argument
Weight 60.00%
100.00 %
It is consistent with
application in
research related to
its context. Clarity of
ideas.
Comprehensive, in-
depth and wide
ranging.
70.00 %
The topic has a
partially weak
association to
clarity of ideas and
related topic.
Relevant but not
comprehensive.
15.00 %
Unable to address

any part of the
question and/or
topic. Little
relevance/some
accuracy.
Objectivity of
Tone, overall
quality &
Review of
Literature in
APA 6th format
within past 7
years
Weight 10.00%
100.00 %
Tone is consistent,
addressed
professionally and
objectively. Evidence
in literature supports
arguments.
70.00 %
The tone is not
consistently
objective. Some
observations, some
supportive evidence
used.
15.00 %
No objectivity in tone.
No evidence of
literature review

provided. Lacks
evidence of critical
analysis, poor to no
use of supportive
evidence.
6
Grammar /
Writing Skills
Weight 7.50%
100.00 %
Excellent mechanics,
sentence structure
and organization
with no grammatical
mistakes.
70.00 %
Some grammatical
lapses , uses
emotional
responses in lieu of
relevant points.
0.00 %
Poor grammar, weak
communication, lack

of clarity.
Peer Reply #1
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
analyze and
synthesize student
work, asks
meaningful
extending questions.
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No peer response
Peer Reply #2
Weight 7.50%
100.00 %
Demonstrates an
analyze and
synthesize student
work, asks
meaningful

70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No Peer response
Overall APA Use
Weight 7.50%
100.00 %
Demonstrates an
apply 6th edition
APA standards.
70.00 %
Some ability to
apply 6th edition
APA standards. i.e.
use of in-text
citation, reference
structure, quoting,
etc.
0.00 %
No adherence to 6th
edition APA
standards.

Discussion Question (DQ) Submission Guidelines:
Students must submit their initial, weekly DQ post in two
separate areas.
First, the student will submit their initial response via that
week’s assignment
link provided under the assignments tab as a Microsoft Word
document. Once
this is done, the student will then copy and paste their answer
onto that week’s
DQ thread under the Discussions tab. Thereafter, all
discussions and peer
replies will be conducted via the DQ board. Failure to submit
your initial DQ
response to BOTH the assignments tab and the DQ thread will
result in a “0”
for that week’s DQ.
Note: All DQ submissions will be monitored for plagiarism.
7
Assignment: Specific assignments, their due dates, and grading
criteria are
listed in this syllabus. You are accountable for individual
assignments and for
providing a significant contribution toward your learning team's
collaborative
assignments. You are also responsible for completing all
assignments including
readings, written papers, presentations, and class discussions.
You will be

graded on the achievement of the objectives, not on the effort
you put into your
assignments. All online discussions, written assignments and
documentation
of others' ideas and words in presentations must be in APA 6th
edition
format. You have one opportunity to complete each assignment.
Papers cannot
be rewritten assignments cannot be re-given in an attempt to
obtain a higher
grade.
Quizzes: There will be a quiz weekly. Each quiz will evaluate
the content of
that week usually two to four chapters for week (usually 25 to
35 questions:
multiple choice, true and false, multiple answers and fill in the
blank type
questions. Quizzes account for 30% of your final grade.
Midterm Test: This exam consists of 50 to 65 questions
(multiple choice, true
and false, multiple answers and fill in the blank type questions)
(Chapter 1
through Chapter 14). Midterm exam accounts for 20% of your
final grade.
Final Test: Final test will include 50 to 75 questions (multiple
choice, true
and false, multiple answers and fill in the blank type questions).
Final test
evaluates the content of the whole semester (Chapter 1 through
Chapter 28).
Final exam accounts for 20% of your final grade.

Course Reflection: Course reflection assignment is part of the
portfolio that
students must complete during last class of the program. This
assignment is
due on week #15. Please, read carefully the Course Reflection
Guidelines that
you will find under the assignments tab – week #15. This
assignment has a
value of 100 points and accounts for 10% of the final grade.
Late Assignments: Due dates are established for reasons of
equity. It is not
fair to peers who complete assignments on time if other
classmates have extra
time to work on their assignments. Late assignments are not
permitted.
8.Class Policies: All students are responsible for reviewing the
School Catalog
POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf

8
STUDENT CODE OF ETHICS
Cheating or plagiarism is dishonest, undermines the necessary
trust upon
which relations between students and faculty are based, and is
unacceptable conduct. Students who engage in cheating or
plagiarism will
be subject to academic sanctions, including a lowered or failing
grade in a
course; and the possibility of an additional administrative
sanction,
including probation, suspension, or expulsion. Cheating is the
act of
obtaining or attempting to obtain credit for academic work by
using
dishonest means. Cheating at FNC includes but is not limited to:
Copying,
in part or whole from another's examination, paper,
mathematical analysis,
research or creative project, or the like; Submitting as one's
own work an
examination, paper, mathematical analysis, research or creative
project, or
the like which has been purchased, borrowed, or stolen; or
fabricating data;
Consulting notes, sources, or materials not specifically
authorized by the
instructor during an examination; Employing a surrogate to take
an
examination, write a paper, do mathematical analysis, or
complete, in part
or wholly, an evaluation instrument; Aiding or abetting any act

that a
reasonable person would conclude, when informed of the
evidence, to be a
dishonest means of obtaining or attempting to obtain credit for
academic
work; and committing any act that a reasonable person woul d
conclude,
when informed of the evidence, to be a dishonest means of
obtaining or
attempting to obtain credit for academic work. Plagiarism is the
act of
obtaining or attempting to obtain credit for academic work by
representing
the work of another as one's own without the necessary and
appropriate
acknowledgment. More specifically, plagiarism is: The act of
incorporating
the ideas, words of sentences, paragraphs, or parts thereof
without
appropriate acknowledgment and representing the product as
one's own
work; and The act of representing another's intellectual work
such as
musical composition, computer program, photographs, painting,
drawing,
sculpture, or research or the like as one's own. If a student is in
doubt
about the nature of plagiarism, he/she should discuss the matter
with the
course instructor. Theft - Copying computer programs owned,
leased, or
rented by the College for use by the student in his or her course
of studies
is considered theft and will be dealt with according to the laws
covering
such actions and to the College norms for disciplinary actions.

In cases like
these, the Campus Dean will convene a Hearing Committee
which will hear,
investigate and render a report to the Campus Dean. This
Committee will be
composed of three members from the faculty or staff. According
to the
findings, the Campus Dean has the choice to make a decision. If
this
decision is not acceptable to those involved, a petition to the
Dean to
appoint an Honor Court must be signed by at least three people.
The Honor
Court procedure is explained in the Student Handbook.
9
Religious Holidays
Religious holidays are an excused absence, but not beyond the
day for the
holiday itself. Students should make their requests known at the
beginning
of the semester and arrangements must be made with the faculty
member
for missed work.
Students with Disabilities
Students with disabilities who may need special
accommodations must
register with the Office of Disability Services. In addition,
students must

contact the instructor so that arrangements can be made to
accommodate
their needs.
10. Grading Criteria:
Discussion questions, quizzes, written examinations, written
assignments
as follows:
Discussions 20%
Quizzes 30%
Mid-Term Exam 20 %
Final Exam 20%
Course Reflection 10%
11. Grading System:
Letter
Grade
Numerical
Points
Quality
Points
Superior
Achievement

A (93-100) 4.0 points
Good B (85-92) 3.0 points
Average C (80-84) 2.0 points (passing
grade)
Failure F (0-79) Unsatisfactory
Incomplete I
FNU is committed to offering accessible courses to all students,
in full
compliance with the Americans with Disabilities Act (ADA)
Amendments Act of
2008 (ADAAA), Titles I and II of the ADA of 1990, and
Sections 503 & 504 of
the Rehabilitation Act of 1973. If you require special
accommodations, you
have the right to receive services including but not limited to:
customized
assessments, individualized tutorial services, and other
accommodations
provided to you by faculty and staff.
Please do not hesitate to contact our Student Services Office or
Distance
Learning department if you require any special
accommodations.
1

SYLLABUS
COURSE NUMBER: NUR 3178-DL-AD COURSE TITLE:
Complementary and Alternative Health Care
COURSE CREDITS: 3 credits PREREQUISITES: See
student handbook
INSTRUCTOR: Lisys Camacho, APRN, MSN
INSTRUCTOR’S EMAIL: [email protected]
1. Text and Materials: Fontaine, K.L. (2014). Complementary &
Alternative
Therapies for Nursing Practice. (4th ed.) ISBN-13:
9780133346503
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: students will learn holistic aspects of
care while evaluating
complementary and alternative healthcare in diverse populations
across the lifespan
and around the globe. The course addresses different
complementary and alternative
treatment practices through evidence-based research.
3. Learning Outcomes:

• This course will enable the student to identify and apply
alternative therapies
during the care of patient in the nursing practice.
• The students will be able to determine the impact of
complementary and
alternative therapies in the nursing practice.
4. Course Objectives: Upon completion of this course, the
student will be able to:
• Define complementary, alternative and integrative practices as
identified by
current health paradigms.
• Discuss history for complementary and alternative medicine.
• Given case studies, describe the extent to which
complementary and
alternative health practices are encouraged and used among
multiple cultures.
• Relate concepts into clinical practice.
• Analyze the research regarding the efficacy of selected
complementary and
alternative practices and products.
• Incorporate integrative medicine which embodies conventional
and
complementary and alternative medicine, making use of the best
available
evidence of all three approaches to healing within patient's
personal plan of
care.

5. Course Requirements: See College Catalogue
6. Field Trips or Guest Speaker: [will be announced if
available]
2
7. Course Outline:
Date
Module/Topic
Assignment
Quizzes
WEEK 1
Integrative Healing.
Basic concepts

Guiding Alternative
Therapies. The Role
of Evidence Based
Health Care in
Complementary and
Alternative Therapies
Read Chapters 1, 2 & 3
Introduction (Introduce
yourself)
Due Sunday midnight
Quiz 1 Due Friday
midnight
WEEK 2
Traditional Chinese
Medicine.
Ayurvedic Medicine
Read Chapters 4 & 5
midnight

Quiz 2 Due Friday
midnight
WEEK 3
Native American
Healing and
Curanderismo.
Herbs and
Nutritional
Supplements.
Read Chapters 6 & 7
Quiz 3 Due Friday
midnight
WEEK 4
Aromatherapy.
Homeopathy.
Naturopathy.
Chiropractic.
Read Chapters 8 & 9, 10 & 11

Quiz 4 Due Friday
midnight
WEEK 5
Massage.
Pressure Point
Therapies.
Read Chapters 12 &13
midnight
Quiz 5 Due Friday
midnight
WEEK 6
Hand-Mediated
Biofield Therapies.
Combined Physical
and Biofield
Therapies.

(Preparation for Midterm)
Quiz 6 Due Friday
midnight
WEEK 7 MIDTERM EXAM
(Midterm Exam)
MIDTERM EXAM Due
Friday midnight
WEEK 8
Yoga.
Meditation.
midnight
Quiz 8 Due Friday
midnight

3
Date
Module/Topic Assignment Quizzes
WEEK 9
Hypnotherapy and
Guided Imagery.
Read Chapter 18
Quiz 9 Due Friday
midnight
WEEK 10
Dreamwork.
Intuition.
Watch learning video and
answer questions
Quiz 10 Due Friday

midnight
WEEK 11
Music Therapy.
Biofeedback.
Movement-oriented
Therapies.
Read Chapters 21, 22 & 23
Quiz 11 Due Friday
midnight
WEEK 12
Shamans.
Faith and Prayer.
midnight

Quiz 12 Due Friday
midnight
WEEK 13
Bioelectromagnetics.
Animal-Assisted
Therapy.
(Preparation for Final Exam)
Quiz 13 Due Friday
midnight
WEEK 14 FINAL EXAM
Final Exam
Final Exam Due
Friday midnight
WEEK 15
COURSE

REFLECTION
Course Reflection
Course Reflection Due
Friday midnight
WEEK 16 Final Week Final Grades will be posted
Final Grades will be
posted on Campus
Portal
All paper submitted must be in APA format according to
Publication Manual
American Psychological Association (APA) (6th Ed.).
2009 ISBN: 978-1-4338-0561-5
This course will use a variety of learning experiences to attain
the course objectives,
including but not limited to: lecture, quizzes, online discussion,

case study,
assessment strategies, group and or individual exercises, and
team and individual
presentation.
4
Discussions: There will be a discussion question/activity posted
weekly by the
instructor for course modules on the course Discussion Forum.
Participation in the
discussions is strongly encouraged and will be factored into
your participation score.
It is recommended that you login to this course at least 4 days
each online week. You
are required to post at least 3 times each week. For the
discussion board questions,
you must answer the question 100 %. The answer should be
based on the knowledge
obtained from reading the book, no just your opinion. If there
are 2 questions in the
discussion, you must answer both of them. Your grade will be
an average of both
questions.
Students are also required to know the expectations or
“etiquette” that pertains to the
discussion board. Students who abuse this forum by making
harassing,

inappropriate or abusive statements will be removed and receive
a zero (0).
Remember, your participation is essential to connecting with
other students and
developing an online learning community. Further, often it is
the deciding factor
between receiving a higher or lower grade at the end of the
term. Discussion
questions account for 20% of your final grade.
Discussion Question (DQ) Participation Guidelines:
Students must post a minimum of three times in each graded
discussion. The three
posts in each individual discussion must be on separate days,
the initial answer and
two responses to peers. The student must provide an initial
answer to the graded
discussion posted by the course instructor, by Wednesday, 11:59
p.m. EST, of each
week. If the student does not provide an answer to each graded
discussion topic (not
a response to a student peer) before the Wednesday deadline, an
automatic “0” will
be issued for that week’s DQ. Subsequent posts, including
essential responses to
peers, must occur by the Sunday deadline, 11:59 p.m. EST of
each week.
NOTE: To receive credit for a week's discussion, students may
begin posting no
earlier than the Monday at 12:01 a.m. EST.
*Credit for peer responses will be issued via the DQ rubric if
peer responses are made

without an initial DQ response.
*See Discussion Question (DQ) Rubric on next page (Rubrics
contain evaluative
criteria, quality definitions for those criteria at particular levels
of achievement, and a
scoring strategy).
5
Discussion Question (DQ) Rubric:
Introduction
and quality of
discussion’s
Argument

Weight 60.00%
100.00 %
It is consistent with
application in
research related to
its context. Clarity of
ideas.
Comprehensive, in-
depth and wide
ranging.
70.00 %
The topic has a
partially weak
association to
clarity of ideas and
related topic.
Relevant but not
comprehensive.
15.00 %
Unable to address
any part of the
question and/or
topic. Little
relevance/some
accuracy.
Objectivity of
Tone, overall
quality &
Review of
Literature in
APA 6th format
within past 7

years
Weight 10.00%
100.00 %
Tone is consistent,
addressed
professionally and
objectively. Evidence
in literature supports
arguments.
70.00 %
The tone is not
consistently
objective. Some
observations, some
supportive evidence
used.
15.00 %
No objectivity in tone.
No evidence of
literature review
provided. Lacks
evidence of critical
analysis, poor to no
use of supportive
evidence.
Grammar /
Writing Skills
Weight 7.50%
100.00 %
Excellent mechanics,
sentence structure

and organization
with no grammatical
mistakes.
70.00 %
Some grammatical
lapses , uses
emotional
responses in lieu of
relevant points.
0.00 %
Poor grammar, weak
communication, lack
of clarity.
Peer Reply #1
Weight 7.50%
100.00 %
Demonstrates an
analyze and
synthesize student
work, asks
meaningful
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.

0.00 %
No peer response
Peer Reply #2
Weight 7.50%
100.00 %
Demonstrates an
analyze and
synthesize student
work, asks
meaningful
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No Peer response
Overall APA Use
Weight 7.50%
100.00 %
Demonstrates an
apply 6th edition
APA standards.
70.00 %

Some ability to
apply 6th edition
APA standards. i.e.
use of in-text
citation, reference
structure, quoting,
etc.
0.00 %
No adherence to 6th
edition APA
standards.
6
Discussion Question (DQ) Submission Guidelines:
Students must submit their initial, weekly DQ post in two
separate areas. First, the
student will submit their initial response via that week’s
assignment link provided
under the assignments tab as a Microsoft Word document. Once
this is done, the
student will then copy and paste their answer onto that week’s
DQ thread under the
Discussions tab. Thereafter, all discussions and peer replies
will be conducted via
the DQ board. Failure to submit your initial DQ response to
BOTH the assignments
tab and the DQ thread will result in a “0” for that week’s DQ.
Note: All DQ submissions will be monitored for plagiarism.

Quizzes: There will be a quiz weekly. Each quiz will evaluate
the content of that week
usually two to four chapters for week (usually 25 to 35
questions: multiple choice,
true and false, multiple answers and fill in the blank type
questions. Quizzes account
for 30% of your final grade
Midterm Exams: This exam consists of 50 to 65 questions
(multiple choice, true and
false, multiple answers and fill in the blank type questions
(Chapter 1 through
Chapter 15). Midterm exam accounts for 20% of your final
grade.
Final Exams: Exams will include 50 to 75 questions (multiple
choice, true and
false, multiple answers and fill in the blank type questions).
Final test evaluates the
content of the whole semester (Chapter 1 through Chapter 27).
Final exam accounts
for 20% of your final grade.
Course Reflection: Course reflection assignment is part of the
portfolio that students
must complete during last class of the program. This assignment
is due on week #15.
Please, read carefully the Course Reflection Guidelines that you
will find under the

assignments tab – week #15. This assignment has a value of 100
points and
accounts for 10% of the final grade.
Late Assignments: Due dates are established for reasons of
equity. It is not fair to
peers who complete assignments on time if other classmates
have extra time to work
on their assignments. Late assignments are not permitted.
8. Class Policies: All students are responsible for reviewing the
School Catalog
POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf
STUDENT CODE OF ETHICS
Cheating or plagiarism is dishonest, undermines the necessary
trust upon which
relations between students and faculty are based, and is
unacceptable conduct.
Students who engage in cheating or plagiarism will be subject
to academic
sanctions, including a lowered or failing grade in a course; and
the possibility of
an additional administrative sanction, including probation,
suspension, or
expulsion.

7
Cheating is the act of obtaining or attempting to obtain credit
for academic work
by using dishonest means. Cheating at FNC includes but is not
limited to:
Copying, in part or whole from another's examination, paper,
mathematical
analysis, research or creative project, or the like; Submitting as
one's own work an
examination, paper, mathematical analysis, research or creative
project, or the
like which has been purchased, borrowed, or stolen; or
fabricating data;
Consulting notes, sources, or materials not specifically
authorized by the
instructor during an examination; Employing a surrogate to take
an examination,
write a paper, do mathematical analysis, or complete, in part or
wholly, an
evaluation instrument; Aiding or abetting any act that a
reasonable person would
conclude, when informed of the evidence, to be a dishonest
means of obtaining or
attempting to obtain credit for academic work; and committing
any act that a
reasonable person would conclude, when informed of the
evidence, to be a
dishonest means of obtaining or attempting to obtain credit for
academic work.
Plagiarism is the act of obtaining or attempting to obtain credit
for academic work

by representing the work of another as one's own without the
necessary and
appropriate acknowledgment. More specifically, plagiarism is:
The act of
incorporating the ideas, words of sentences, paragraphs, or parts
thereof without
appropriate acknowledgment and representing the product as
one's own work;
and The act of representing another's intellectual work such as
musical
composition, computer program, photographs, painting,
drawing, sculpture, or
research or the like as one's own. If a student is in doubt about
the nature of
plagiarism, he/she should discuss the matter with the course
instructor. Theft -
Copying computer programs owned, leased, or rented by the
College for use by the
student in his or her course of studies is considered theft and
will be dealt with
according to the laws covering such actions and to the College
norms for
disciplinary actions. In cases like these, the Campus Dean will
convene a Hearing
Committee which will hear, investigate and render a report to
the Campus Dean.
This Committee will be composed of three members from the
faculty or staff.
According to the findings, the Campus Dean has the choice to
make a decision. If
this decision is not acceptable to those involved, a petition to
the Dean to appoint
an Honor Court must be signed by at least three people. The
Honor Court
procedure is explained in the Student Handbook.

Religious Holidays
Religious holidays are an excused absence, but not beyond the
day for the holiday
itself. Students should make their requests known at the
beginning of the
semester and arrangements must be made with the faculty
member for missed
work.
Students with Disabilities
Students with disabilities who may need special
accommodations must register
with the Office of Disability Services. In addition, students
must contact the
instructor so that arrangements can be made to accommodate
their needs.
8
9. Grading Criteria:
Discussion questions, quizzes, written examinations, written
assignments as
follows:

Discussions 20%
Quizzes 30%
Mid-Term Exam 20 %
Final Exam 20%
Course Reflection 10%
10. Grading System:
Letter
Grade
Numerical
Points
Quality
Points
Superior
Achievement
A (93-100) 4.0 points
Good B (85-92) 3.0 points
Average C (80-84) 2.0 points (passing
grade)
Failure F (0-79) Unsatisfactory

Incomplete I
FNU is committed to offering accessible courses to all students,
in full compliance
with the Americans with Disabilities Act (ADA) Amendments
Act of 2008 (ADAAA),
Titles I and II of the ADA of 1990, and Sections 503 & 504 of
the Rehabilitation Act of
1973. If you require special accommodations, you have the right
to receive services
including but not limited to: customized assessments,
individualized tutorial services,
and other accommodations provided to you by faculty and staff.
Please do not hesitate to contact our Student Services Office or
Distance Learning
department if you require any special accommodations.
Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an

opportunity to reflect on selected RN-BSN
competencies acquired through the NUR3178 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to
meet the following course outcomes:
- Define complementary and alternative practices as identified
by current health paradigms.
- Discuss history for complementary and alternative medicine.
- Given case studies, describe the extent to which
complementary and alternative health practices are
encouraged and used among multiple cultures.
- Relate concepts into clinical practice.
- Analyze the research regarding the efficacy of selected
complementary and alternative practices and
products.
- Integrate alternative therapies within patient's personal plan of
care.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by
Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be

graded on quality of self-
assessment, use of citations, use of Standard English grammar,
sentence structure, and overall
organization based on the required components as summarized
in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any
questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages
excluding title page and
reference pages.
4. APA format is required with both a title page and reference
page. Use the required components
of the review as Level 1 headers (upper and lower case,
centered):
Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American
Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR3178 course
readings, discussion threads, and applications
you have completed across this course and write a reflective

essay regarding the extent to which you feel
you are now prepared to:
1. “Apply leadership concepts, skills, and decision making in
the provision of high-
quality nursing care, healthcare team coordination, and the
oversight and accountability for care delivery
in a variety of settings.
2. Demonstrate leadership and communication skills to
effectively implement patient safety and quality
improvement initiatives within the context of the
interprofessional team.
NUR3178
08/21/19 2
3. Demonstrate an awareness of complex organizational
systems.
4. Demonstrate a basic understanding of organizational
structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives,
recognizing that these are complex system issues,
which involve individuals, families, groups, communities,
populations, and other members of
the healthcare team.
6. Apply concepts of quality and safety using structure, process,
and outcome measures to identify clinical

questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for
diverse populations.
9. Apply quality improvement processes to effectively
implement patient safety initiatives and monitor
performance measures, including nurse-sensitive indicators in
the microsystem of care.
10. Use improvement methods, based on data from the outcomes
of care processes, to design and test
changes to continuously improve the quality and safety of
health care.
11. Employ principles of quality improvement, healthcare
policy, and cost-effectiveness to assist in
the development and initiation of effective plans for the
microsystem and/or systemwide practice
improvements that will improve the quality of healthcare
delivery.
12. Participate in the development and implementation of
imaginative and creative strategies to
enable systems to change.
13. Compare/contrast the roles and perspectives of the nursing
profession with other care professionals on
the healthcare team (i.e., scope of discipline, education and
licensure requirements).
14. Use inter and intraprofessional communication and
collaborative skills to deliver evidence-based, patient
centered care.

15. Incorporate effective communication techniques, including
negotiation and conflict resolution to produce
positive professional working relationships.
16. Contribute the unique nursing perspective to
interprofessional teams to optimize patient outcomes.
17. Demonstrate appropriate teambuilding and collaborative
strategies when working with interprofessional
teams.
18. Advocate for high quality and safe patient care as a member
of the interprofessional team.” (AACN, 2008,
pp.14,22).
Reference:
American Association of Colleges of Nursing [AACN]. (2008).
The essentials of baccalaureate education
for professional nursing practice. Washington, DC: Author.
DIRECTIONS AND GRADING CRITERIA
Category Points % Description
(Introduction
– see note
under
requirement
#4 above)
8 8 Introduces the purpose of the reflection and addresses BSN
Essentials
(AACN, 2008) pertinent to healthcare policy and advocacy.

You Decide
Reflection
80 80 Include a self-assessment regarding learning that you
believe represents
your skills, knowledge, and integrative abilities to meet the
pertinent BSN
Essential and sub-competencies (AACN, 2008) as a result of
active
learning throughout this course. Be sure to use examples from
selected
readings, threaded discussions, and/or applications to support
your
assertions to address each of the following sub-competencies:
(a) “Apply leadership concepts, skills, and decision making in
the
provision of high-quality nursing care, healthcare team
coordination, and the oversight and accountability for care
delivery
in a variety of settings.
(b) Demonstrate leadership and communication skills to
effectively
implement patient safety and quality improvement initiatives
within
the context of the interprofessional team.
NUR3178
08/21/19 3

(c) Demonstrate an awareness of complex organizational
systems.
(d) Demonstrate a basic understanding of organizational
structure,
mission, vision, philosophy, and values.
(e) Participate in quality and patient safety initiatives,
recognizing that
these are complex system issues, which involve individuals,
families, groups, communities, populations, and other members
of
the healthcare team.
(f) Apply concepts of quality and safety using structure,
process, and
outcome measures to identify clinical questions and describe the
process of changing current practice.
(g) Promote factors that create a culture of safety and caring.
(h) Promote achievement of safe and quality outcomes of care
for
diverse populations.
(i) Apply quality improvement processes to effectively
implement
patient safety initiatives and monitor performance measures,
including nurse-sensitive indicators in the microsystem of care.
(j) Use improvement methods, based on data from the outcomes
of
care processes, to design and test changes to continuously
improve the quality and safety of health care.

(k) Participate in the development and implementation of
imaginative and creative strategies to enable systems to change.
(l) Compare/contrast the roles and perspectives of
the nursing profession with other care professionals on
the healthcare team (i.e., scope of discipline, education
and licensure requirements).
(m) Use inter and intraprofessional communication
and collaborative skills to deliver evidence-based, patient
centered care.
(n) Incorporate effective communication techniques,
including negotiation and conflict resolution to produce
positive professional working relationships.
(o) Contribute the unique nursing perspective to
interprofessional
teams to optimize patient outcomes.
(p) Demonstrate appropriate teambuilding and collaborative
strategies
when working with interprofessional teams.
(q) Advocate for high quality and safe patient care as a member
of
the interprofessional team.” (AACN, 2008, pp.14,22).
Conclusion 4 4 An effective conclusion identifies the main
ideas and major conclusions
from the body of your essay. Minor details are left out.
Summarize the
benefits of the pertinent BSN Essential and sub-competencies
(AACN,
2008) pertaining to scholarship for evidence-based practice.

Clarity of
writing
6 6 Use of standard English grammar and sentence structure. No
spelling
errors or typographical errors. Organized around the required
components
using appropriate headers. Writing should demonstrate original
thought
without an over-reliance on the works of others.
APA format 2 2 All information taken from another source,
even if summarized, must be
appropriately cited in the manuscript and listed in the references
using
APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the
above requirements.
NUR3178
08/21/19 4

GRADING RUBRIC
Assignment
Criteria
Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction –
see note under
requirement #4
above)
(8 pts)
Short introduction of
selected BSN sub-
competencies (AACN,
2008) pertinent to
scholarship for evidence-
based practice. Rationale
is well presented, and
purpose fully developed.
7 – 8 points
Basic understanding
and/or limited use of
original explanation and/or
inappropriate emphasis on
an area.

5 – 6 points
Little or very general
introduction of selected
BSN sub-competencies
(AACN, 2008). Little to no
original explanation;
an area.
0 – 4 points
You Decide
Reflection
(80 pts)
Excellent self-assessment
of skills, knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy.
Reflection on pertinent

(AACN, 2008) supported
with examples.
70 – 80 points
Basic self-assessment of
skills, knowledge, and
(AACN, 2008) not
supported with examples.
59 – 69 points
Little or very general self-
assessment of skills,
knowledge, and
policy and advocacy. Little
or no reflection on
pertinent BSN sub-
competencies (AACN,
2008) or reflection not
0 – 58 points

Conclusion
(4 pts)
Excellent understanding of
pertinent BSN sub-
competencies (AACN,
2008). Conclusions are
well evidenced and fully
developed.
3 – 4 points
Basic understanding
an area.
2 points
Little understanding of
pertinent BSN sub-
competencies (AACN,
2008). Little to no original
explanation; inappropriate
emphasis on an area.
0 – 1 point
Clarity of writing

(6 pts)
Excellent use of standard
English showing original
thought with minimal
reliance on the works of
others. No spelling or
grammar errors. Well
organized with proper flow
of meaning.
5 – 6 points
Some evidence of own
expression and competent
use of language. No more
than three spelling or
organized thoughts and
concepts.
3 – 4 points
Language needs
development or there is
an over-reliance on the
works of others. Four or

more spelling and/or
grammar errors. Poorly
concepts.
0 – 2 points
APA format
(2 pts)
APA format correct with
no more than 1-2 minor
errors.
2 points
3-5 errors in APA format
and/or 1-2 citations are
missing.
1 point
APA formatting contains
multiple errors and/or
several citations are
missing.
0 points

NUR3178
08/21/19 5
Total Points Possible = 100 points
NUR4286
08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an
opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to
meet the following course outcomes:

- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human
response to the aging process.
- The student will be able to manage and care older adults and
their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by
Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be
graded on quality of self-
assessment, use of citations, use of Standard English grammar,
sentence structure, and overall
organization based on the required components as summarized
in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any
questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages
excluding title page and
reference pages.

4. APA format is required with both a title page and reference
page. Use the required components
of the review as Level 1 headers (upper and lower case,
centered):
Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American
Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course
readings, discussion threads, and applications
you have completed across this course and write a reflective
essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral,
psychological, spiritual,
socioeconomic, and environmental assessments of health and
illness parameters in patients,
2. Recognize the relationship of genetics and genomics to
health, prevention, screening, diagnostics,

prognostics, selection of treatment, and monitoring of treatment
effectiveness,
using a constructed pedigree from collected family history
information as well as standardized symbols
and terminology.
NUR4286
08/21/19 2
3. Implement holistic, patient centered care that reflects an
understanding of human growth
and development, pathophysiology, pharmacology, medical
management,
and nursing management across the health illness continuum,
across the lifespan, and in all
healthcare settings.
4. Communicate effectively with all members of the healthcare
team, including the patient and the patient’s
support network.
5. Deliver compassionate, patient centered, evidence-based care
that respects patient and family

preferences.
6. Implement patient and family care around resolution of end
of life and palliative care issues, such as
symptom management, support of rituals, and respect for patient
and family preferences.
7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient
preferences, and health literacy considerations to foster patient
engagement in their care.
8. Implement evidence-based nursing interventions as
appropriate for
managing the acute and chronic care of patients and promoting
health across the lifespan.
9. Monitor client outcomes to evaluate the effectiveness of
psychobiological interventions.
10. Facilitate patient centered transitions of care, including
discharge planning and ensuring the caregiver’s
knowledge of care requirements to promote safe care.
11. Provide nursing care based on evidence that contributes to
safe and high-quality patient outcomes within
healthcare microsystems.
12. Create a safe care environment that results in high quality
patient outcomes.

13. Revise the plan of care based on an ongoing evaluation of
patient outcomes.
14. Demonstrate clinical judgment and accountability for
patient outcomes
when delegating to and supervising other members of the
healthcare team.
15. Manage care to maximize health, independence, and quality
of life for a group of individuals that
approximates a beginning practitioner’s workload
16. Demonstrate the application of psychomotor skills for the
efficient, safe, and compassionate delivery of
patient care.
17. Develop a beginning understanding of complementary and
alternative modalities and their role in health
care.
18. Develop an awareness of patients as well as healthcare
professionals’ spiritual beliefs and values
and how those beliefs and values impact health care.
19. Manage the interaction of multiple functional problems
affecting patients across the lifespan,
including common geriatric syndromes.
20. Understand one’s role and participation in emergency
preparedness and disaster response with an

awareness of environmental factors and the risks they pose to
self and patients
21. Engage in caring and healing techniques that promote a
therapeutic nurse patient relationship.
22. Demonstrate tolerance for the ambiguity and
unpredictability of the world and its effect on
the healthcare system as related to nursing practice.” (pp. 31-
32).
Reference:
American Association of Colleges of Nursing [AACN]. (2008).
The essentials of baccalaureate education
for professional nursing practice. Washington, DC: Author.
DIRECTIONS AND GRADING CRITERIA
Category Points % Description
(Introduction
– see note
under
requirement
#4 above)
8 8 Introduces the purpose of the reflection and addresses BSN
Essentials
(AACN, 2008) pertinent to healthcare policy and advocacy.

NUR4286
08/21/19 3
You Decide
Reflection
80 80 Include a self-assessment regarding learning that you
believe
represents your skills, knowledge, and integrative abilities to
meet the
pertinent BSN Essential and sub-competencies (AACN, 2008) as
a
result of active learning throughout this course. Be sure to use
examples from selected readings, threaded discussions, and/or
applications to support your assertions to address each of the
following
sub-competencies:
(a) “Conduct comprehensive and focused physical, behavioral,
psychological, spiritual, socioeconomic, and environmental
assessments of health and illness parameters in patients,
(b) Recognize the relationship of genetics and genomics to
health,
prevention, screening, diagnostics, prognostics, selection of

treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history
information as well as standardized symbols and terminology.
(c) Implement holistic, patient centered care that reflects an
understanding of human growth and development,
pathophysiology, pharmacology, medical management,
and nursing management across the health illness continuum,
across the lifespan, and in all healthcare settings.
(d) Communicate effectively with all members of
the healthcare team, including the patient and the patient’s
support network.
(e) Deliver compassionate, patient centered, evidence-
based care that respects patient and family preferences.
(f) Implement patient and family care around resolution of end
of
life and palliative care issues, such as symptom management,
support of rituals, and respect for patient and family
preferences.
(g) Provide appropriate patient teaching that reflects

developmental stage, age, culture, spirituality, patient
preferences, and health literacy considerations to foster patient
engagement in their care.
(h) Implement evidence-based nursing interventions as
appropriate for managing the acute and chronic care of
patients and promoting health across the lifespan.
(i) Monitor client outcomes to evaluate the effectiveness of
psychobiological interventions.
(j) Facilitate patient centered transitions of
care, including discharge planning and ensuring the caregiver’s
knowledge of care requirements to promote safe care.
(k) Provide nursing care based on evidence that contributes
to safe and high-quality patient outcomes within
healthcare microsystems.
(l) Create a safe care environment that results in high quality
patient outcomes.
(m) Revise the plan of care based on an ongoing evaluation of
patient outcomes.

NUR4286
08/21/19 4
(n) Demonstrate clinical judgment and accountability for patient
outcomes when delegating to and supervising other members
of the healthcare team.
(o) Develop a beginning understanding of complementary
and alternative modalities and their role in health care.
(p) Develop an awareness of patients as well as
healthcare professionals’ spiritual beliefs and values
and how those beliefs and values impact health care.
(q) Manage the interaction of multiple functional problems
affecting patients across the lifespan, including common
geriatric syndromes.
(r) Understand one’s role and participation in emergency
preparedness and disaster response with an awareness of

environmental factors and the risks they pose to self
and patients
(s) Engage in caring and healing techniques that promote a
therapeutic nurse patient relationship.
(t) Demonstrate tolerance for the ambiguity and unpredictability
of
the world and its effect on the healthcare system as related to
nursing practice.” (pp. 31-32).
Conclusion 4 4 An effective conclusion identifies the main
ideas and major conclusions
from the body of your essay. Minor details are left out.
Summarize the
benefits of the pertinent BSN Essential and sub-competencies
(AACN,
2008) pertaining to scholarship for evidence-based practice.
Clarity of
writing
6 6 Use of standard English grammar and sentence structure. No
spelling
errors or typographical errors. Organized around the required
components using appropriate headers. Writing should
demonstrate
original thought without an over-reliance on the works of
others.
APA format 2 2 All information taken from another source,
even if summarized, must

be appropriately cited in the manuscript and listed in the
references
using APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the
above requirements.
GRADING RUBRIC
Assignment
Criteria
Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction –
see note under
requirement #4
above)
Short introduction of
selected BSN sub-
competencies (AACN,
2008) pertinent to
scholarship for evidence-
based practice. Rationale

Basic understanding
an area.
Little or very general
introduction of selected
(AACN, 2008). Little to no
original explanation;
NUR4286
08/21/19 5
(8 pts)
is well presented, and
purpose fully developed.
7 – 8 points
5 – 6 points

an area.
0 – 4 points
You Decide
Reflection
(80 pts)
Excellent self-assessment
of skills, knowledge, and
(AACN, 2008) supported
with examples.
70 – 80 points
Basic self-assessment of

skills, knowledge, and
(AACN, 2008) not
59 – 69 points
Little or very general self-
assessment of skills,
knowledge, and
policy and advocacy. Little
or no reflection on
pertinent BSN sub-
competencies (AACN,
2008) or reflection not
0 – 58 points
Conclusion
(4 pts)

Excellent understanding of
pertinent BSN sub-
competencies (AACN,
2008). Conclusions are
well evidenced and fully
developed.
3 – 4 points
Basic understanding
an area.
2 points
Little understanding of
pertinent BSN sub-
competencies (AACN,
2008). Little to no original
explanation; inappropriate
emphasis on an area.
0 – 1 point
Clarity of writing
(6 pts)

Excellent use of standard
English showing original
thought with minimal
reliance on the works of
others. No spelling or
organized with proper flow
of meaning.
5 – 6 points
Some evidence of own
expression and competent
use of language. No more
than three spelling or
concepts.
3 – 4 points
Language needs
development or there is
an over-reliance on the
works of others. Four or
more spelling and/or
grammar errors. Poorly
concepts.
0 – 2 points
APA format

(2 pts)
APA format correct with
no more than 1-2 minor
errors.
2 points
3-5 errors in APA format
and/or 1-2 citations are
missing.
1 point
APA formatting contains
multiple errors and/or
several citations are
missing.
0 points
Total Points Possible = 100 points

1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD

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