$6 to answer 3 questions

 Meeting Times
Class Length: 10 weeks

For every 1 hour in a theory class, it is expected that students complete 2–3 hours of study in preparation for class. For this course, it
is expected that a minimum of 10–15 hours of study outside of class is completed each week. Please check your Student Portal for
specific class meeting times, dates, and locations.

In some courses, there is a required online Blackboard Collaborate Virtual Class Session in week 10. Please see course specifics
below.

You are not required to complete any pre-work before Week 1, however, preparation for class is recommended.

 Contact Information

 Course Description
This course focuses on nursing concepts in the therapeutic care of women, mothers, infants, children, adolescents, and their families.
Concepts include major health promotion and disease prevention, nursing process, therapeutic communication, evidence-based
practice, teaching/learning principles, and role development in the care of women, infants and children, and families.

Total Course Credits:

2

Total Course Hours:

3

0

Lecture Hours In-Class:

30

Lab Hours:

0

Supervised Clinical/Practicum Hours:

0

Externship/Internship Hours:

0

Requisites
Course Prerequisites: NURS 120 and NURS 121L
Course Corequisites: NURS 316L

 Course Learning Outcomes
1. Interpret how the Healthy People 2020 Objectives and other major health promotion and disease prevention concepts will improve

the health and welfare of women, newborns, and families.
2. Discuss current issues regarding women’s health care as they transition through the life cycle.
3. Describe significant aspects of human sexuality and reproduction and apply this knowledge in planning nursing care and

comprehensive teaching plans for individuals and families throughout the life cycle.

WCU Miami · College of Nursing

NURS 306 Expanding Family and Community (OB)
202101SPI VR-D01
202101SPI 2021 Section 01/25/2021 to 04/04/2021 Modified 01/11/2021

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4. Analyze the physiologic and psychosocial aspects of uncomplicated and complicated pregnancy from conception to postpartum
and plan appropriate nursing interventions for actual and potential self-care demands for each stage.

5. Discuss and apply the nursing process to the obstetrical patient and neonates suffering from a variety of acute and chronic
disease states, assessing health deviations, developing expected outcomes, and identifying and validating the effectiveness of
nursing interventions.

6. Incorporate evidence-based nursing research from a variety of sources including pharmaceutical, biological, psychosocial, and
behavioral sciences in the nursing process when planning care for women, newborns, and families.

7. Evaluate the impact of cultural, ethical, legal, gender, and economic issues related to health care of women, newborns, and their
families.

8. Describe nutritional requirements for newborns and for women throughout the life cycle, with emphasis on pregnant,
breastfeeding, and post-menopausal women, and plan nursing interventions for actual and potential nutritional deficits for
selected patients.

9. Identify and explore the role of the nurse as provider, manager, and coordinator of therapeutic care for women, newborns, and
their families.

10. Identify community resources and referrals appropriate for childbearing women, newborns, and families; with particular attention
to families facing major health problems and special health care needs.

Week CLOs PLOs ILOs AACN Essentials

1 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

2 3, 4, 6, 7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

3 4-6, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

4 4-10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

5 4-7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

6 4, 5, 7, 8, 10, 11 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

7 4-7, 9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

8 4-7, 9, 10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

9 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX

10 1-10 1-9 1-7 I, II, III, IV, V, VI, VII, VIII, IX



Program Learning Outcomes

College of Nursing Mission Statement

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

College of Nursing Philosophy

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The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s
lifetime. Nurses are lifelong learners and critical thinkers.

Program Learning Outcomes

The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to
educate students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to
the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008).
(https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1)

1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.
2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using

evidence-based practice.
4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations.
5. Design healthcare education for individuals, families, and communities.
6. Comply with the professional standards of moral, ethical, and legal conduct in practice.
7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with

oversight and accountability for care delivery.
9. Use patient care technology and information systems when providing nursing care in a variety of settings.

 Course Materials
Visit the West Coast University bookstore (https://bncvirtual.com/westcoastuniversity) to purchase any required materials, including
publisher access codes, as needed.

Please be aware that used textbooks may not include access codes, study guides and/or DVDs containing additional course materials
that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However,
students will be held accountable for obtaining these materials in order to meet all course requirements.

Publication Manual of the American Psychological Association
Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th

Optional

Maternal-Newborn Nursing: The Critical Components of Nursing.
Author: Durham, R. F. & Chapman, L.
Publisher: F.A. Davis

Recommended Learning Resources:
National Health Objectives (http://www.healthypeople.gov)
United States Department of Health and Human Services (http://www.hhs.gov/)

Optional

ATI

Assessment Technologies Institute. (2019)

ATI product solutions (http://atitesting.com/)

ATI is required throughout the program.

Remind App
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Remind app will be used as a course communication tool. Initial communication will come from a telephone number
individualized for each student. Please feel free to save that number and use it either by text or telephone during “office hours”.

Alternatively, you can download the Remind app (https://www.remind.com/apps/) and communicate using in-app messaging. If
this is your first time using Remind, please login using your university email address and click on the Forgot Password link to set a
new password.

For support please contact support@remindhq.com from your university email address or visit https://help.remind.com/

 Evaluation

West Coast University Grading Scale
(Reflective of final course grade; see
associated policy in Catalog)

Grade Points WCU Grading Scale

A 4 93–100

A- 3.7 90–92

B+ 3.3 87–89

B 3.0 83–86

B- 2.7 80–82

C+ 2.3 76–79

C 2.0 73–75

C- 1.7 70–72

D+ 1.3 66–69

D 1.0 63–65

D- 0.7 60–62

F 0.0 59 or below

AU 0.0 Audit

CR 0.0 Credit

P 0.0 Pass

NP 0.0 Not Passed

I 0.0 Incomplete

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TC 0.0 Transfer Credit

W 0.0 Withdrawal

(Before Drop Deadline)

WF 0.0 Withdrawal

(After Drop Deadline)

Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point
Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and-
Procedures/Calculating-the-Cumulative-Grade-Point-Average)

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

Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)

Evaluation Criteria

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

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

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

Additional Information:

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

Criteria
*Critical Assignments (where applicable)

If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments
will be included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly

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clinical reports, must achieve a 76% average grade to pass.
If a student achieves less than 76% on the Critical Assignments, then the grades earned on the remaining course
assignments will not be included in the final course grade. A student’s final grade will be the percentage earned out of the
Critical Assignment points.

It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met
the minimum requirements for critical assignments. Some courses do not have critical assignments.

It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in
the course syllabus. Please see your instructor if you have questions about grading or assignment criteria.

Each student must complete and turn in ALL course assignments, as instructed, in order to pass the course. Even assignments
that will be late after 3 days and receive a zero score must be submitted.

All tests are cumulative. They confirm a cognitive level based on the NCLEX test plan structure.

Time to test: Each assessment is limited to a specific time per question. All ATI Proctored tests are 1 minute per question. For all
faculty-created tests, students are allowed 1.5 minutes per question for 100-level courses and 1 minute per question for 200 and
higher-level courses (e.g. 300, 400).

Assignment

Weight
/
Points

Week
Due Details

Formative

ATI Real Life RN
Case Studies

130 4, 5,
6, 7

ATI Real Life RN Case Studies

32.5 points each

Week 4: Teaching Prenatal and Newborn Care
Week 5: Preterm Labor
Week 6: Preeclampsia
Week 7: Postpartum Hemorrhage

Scoring Key For Real Life RN Scenarios

Strong 32.5 points

Satisfactory 0 points

Needs Improvement 0 points

ATI Practice
Assessment

0 6 RN Maternal newborn online practice 2019 B

Focused Review
Hours

60 7, 9 Focused Review Hours

30 points each

Week 7: After ATI practice assessment
Week 9: After ATI proctored exam

Minimum 1 hour focus review and minimum of 4 templates.

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*Assessments 450 2, 3,
4, 5,
6, 7

75 points each

Week 2:

Assessment 1

Week 3:

Assessment 2

Week 4:

Assessment 3

Week 5:

Assessment 4

Week 6:

Assessment 5

Week 7: Assessment 6

Nursing
Evolution

10 9 This is a portfolio assignment that must be completed at the end of the course.The student will not be allowed to
sit for the final without having completed the evolution for this course.

Active Learning
Engagement

30 9

Blackboard
Collaborate
Virtual Class
Session
Summary

25 10 Attend the online Blackboard Collaborate session. Participation is required. Your instructor will post details
regarding the session in the announcements. There is no in-class meeting during week 10. Directions for using
Collaborate are located in your Blackboard Course. After attending the Collaborate session, submit a 1 paragraph
(4-5 sentence) summary to Blackboard for grading. Details of the summary requirements will be presented during
the Collaborate session.

Summative

*ATI Proctored
Exam

120 8

RN maternal newborn

*Comprehensive
Final Exam

175 9

Total 1,000
points
total

*Total Critical

Assignments

Points

745

Assignment
Weight
/
Points
Week
Due Details

 Course and Program Specific Policies

ATI Policy
Tutorials (where applicable)

Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to
spend a minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for
tutorial assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post-
tests). You will submit evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the
course grade.

Practice Assessments and Focused Reviews (where applicable)

Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice
assessment the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored
exam. This will result in a focused review plan that accurately reflects learning needs and helps the students to prepare for
proctored exams.

Proctored Exams and Focused Reviews (where applicable)

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Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a
Level 2 on each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area.A focused review is
always required after proctored exams.

Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading
parameters.

Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.

All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and
completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as
instructed, in order to pass the course.

Nursing Program or Accreditation Requirements
Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or
unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the
program.

NURS 493: See details in course criteria.
NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not
be dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will
result in dismissal from the university.

A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student
who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a
course being repeated before successfully completing the course, the student will receive a grade of “F” in the course.

Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for more information under Course
Withdraw and Dismissal Policies.

Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)for
more information.

All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course, and
completed and submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as
instructed, in order to pass the course.

Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam.The student will
not be allowed to sit for the final without having completed the evaluation for this course.

AACN Essentials of Baccalaureate Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides an important framework for designing and
assessing baccalaureate education programs for professional nursing practice. You may access the full publication here: AACN
Essentials (http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08 )

Late and Make Up Work
Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):

Students may be allowed to make up assignments and work missed as a result of absences with penalty. Assignments
submitted after the established due date will be penalized at 10% per day. Late assignments will not be accepted more than 3
days after the due date unless preapproval from the instructor has been obtained in writing. Be sure to contact the instructor
if you believe you must submit an assignment after the due date. Approvals outside the 3 days are generally provided for
extenuating circumstances only.

Quizzes and Tests*

It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test
and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students

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may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not
contact the faculty within 48 hours of the original examination date will earn a zero.

Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*

Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**,
the student must complete and submit the Examination Date Change Request form with the required supporting documentation
for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of
the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director,
or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the
decision based on the original request is final.

Extenuating Circumstances

An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason
or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time
of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate
form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of
healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile
accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to
100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.

The make-up examination must be taken within five (5) business days of the initial examination administration or before the
date of the next class.
The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment.
If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance,
the maximum score that the student may earn on the examination is 76%.
Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48
hours of missing the examination will receive a zero score for the examination.
One form is required for each request. Any future make-up requests require a new form.
Receiving the maximum amount of points on a make-up examination will be considered only for students who provide
documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is
supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to
student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion
of the Academic Dean, Director, or designee.

*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to
review each syllabus for assignment criteria.

** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required
travel.

No work is accepted after the last scheduled class (on ground) or the last day of class
(online).

Minimum Passing Grade
The minimum passing grade in the core nursing program is a C+.

“P” or “NP” are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and
NURS 493).

SafeAssign Plagiarism Check
Each course has an open SafeAssign dropbox. Students can use this dropbox to submit drafts of assignments. SafeAssign will
generate a report that checks for plagiarism and academic integrity. It is the student’s responsibility to review the report and make
any changes to the assignment before the final submission. It is the student’s responsibility to ensure that the final submission

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aligns to West Coast University’s academic integrity policy, located in the syllabus and the University Catalog.

When the final assignment is checked and complete you must submit to its respective assignment dropbox for grading. The
SafeAssign draft area is for checking your assignment only and will NOT be graded.

Sigma Theta Tau Nurse Manager Certificate
Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your
courses. You must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of
completion and the grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS
497 portfolio.

The Nurse Manager Certificate is a requirement for the program.

 Course Outline

The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This
schedule is subject to change in the event of extenuating circumstances.

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

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

Week Topic Objectives Activities & Assignments

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1 Menstruation and Conception 1. Identify critical components of conception, embryonic
development, and fetal development

2. Discuss the relevance of genetics within the context of
the care of the childbearing family.

3. Describe methods for diagnosis of pregnancy and
determination of estimated date of delivery.

4. Describe the anatomical and physiological changes
during pregnancy.

5. Link the anatomical and physiological changes of
pregnancy to signs, symptoms, and common
discomforts of pregnancy.

6. Describe appropriate interventions to relieve common
discomforts of pregnancy in the antepartum setting.

7. Identify the critical elements of assessment and
nursing care during initial and subsequent prenatal
visits.

8. Describe the elements of patient education and
anticipatory guidance in the antepartum setting.

Reading

Durham & Chapman
Ch. 3 – 5

Content Outline

Menstrual cycle conception, embryo and fetal
development placenta, membranes, amniotic
fluid, and umbilical cord
Genetic diseases and teratogens
Preconception healthcare; PE and screening
Anticipatory guidance and education in
preconceptual and prenatal periods;
assessment of risk factors by trimester
Diagnosis of pregnancy
Physiological changes in pregnancy
Self-care/relief measures for physical
changes and common discomforts of
pregnancy
Prenatal care assessment, education, and
timing of routine care during first, second, and
third trimester
Maternal, paternal, and family adaptations to
pregnancy

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content

Watch ATI video

Danger signs of paregnancy
Measuring fundal height
Leopolds maneuvers

Need to know prenatal assessment
terminology

G/P
Gravida
Para
GTPAL nulligravida
Primigravida
Multigravida
Critical components
Intimate partner buse
Danger signs of the first trimester,
second and third trimesters
medications
Prenatal vitamin and iron
supplementation
folic acid

ATI

ATI review module
Ch. 3 – 6

2 Pregnancy and Labor 1. Identify the five P’s of labor
2. Describe the four stages of labor and the related

nursing and medical care.
3. Describe the mechanism of spontaneous vaginal

delivery and related nursing care.
4. Identify supportive care modalities for women during

Reading

Durham & Chapman
Ch. 6
Ch. 8 – 9

ATI Review Module (View media supplement:

Week Topic Objectives Activities & Assignments

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labor and childbirth.
5. Identify the modes of fetal monitoring, auscultation,

and EFM.
6. Articulate the physiology of FHR accelerations and

decelerations.
7. Identify normal and abnormal FHR patterns and

correct nursing actions based on monitor strip
interpretations.

8. Define terms used in antenatal tests.
9. Describe the purpose, procedure, interpretation,

advantages, and risks of antenatal tests.
10. Articulate the nursing responsibilities and teachings

related to antenatal tests.
11. Explain Standards of Practice in maternity nursing.

Early, Late & Variable decelerations)
Ch. 11 – 14

Content Outline

Process of labor
Factors affecting labor
Onset of labor
Stages of labor and childbirth
Cardinal movements
Episiotomy and lacerations
Newborn transition and Apgar scoring
Management of discomforts labor
Pharmacologic and nonpharmacologic

Auscultation fetal heart rate and palpation of
contractions
External & internal electronic fetal and uterine
monitoring Influences on fetal heart rate

Utero-placental
Autonomic nervous system
Central nervous system
Chemoreceptors
Hormonal regulation
Fetal reserves

Fetal Monitoring
NICHD criteria for interpretation of FHR
patterns
Category system: 1, 2, 3
Intrauterine resuscitation interventions
Amnioinfusion
Biophysical assessments (US);
biochemical assessments
(amniocentesis, CVS); maternal assays
(AFP, multiple marker screen)
Tests of fetal status and well-being: FKC,
NST, VAS, CST, AFI, BPP

Maternal Assays (AFP, multiple
marker screen)

Tests of fetal status and well-being- FKC,
NST, VAS, CST, AFI, BPP

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content
Need to know FHR assessment terminology

Baseline FHR
Baseline variability
Accelerations
Decelerations: variable, early, late
Tachycardia
Bradycardia
Normal FHR
Abnormal FHR

Medications
Terbutaline
Procardia
Oxytocin
Methergine
Hemabate

ATI

Watch ATI video

Week Topic Objectives Activities & Assignments

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Stages of labor
Epidural placement
Skills module

ATI accepted practice
Non-pharmacological pain management

Assignments
Assessment 1

3 Postpartum; New Parenting 1. Describe the physiological and psychological changes
that occur during the postpartum period.

2. Identify the critical elements of assessment and
nursing care during the postpartum period. Plan
nursing interventions to prevent postpartum
complications.

3. Plan nursing interventiosn to prevent postpartum
complications.

4. Describe critical elements of discharge teaching.
5. Describe the stages and processes of human milk

production.
6. Develop a teaching plan to promote optimal

breastfeeding or formula feeding outcomes.
7. Incorporate principles of teaching and learning when

providing newborn care information to parents.
8. Identify factors that influence women, men, and

siblings in their role transitions to mother, father,
brother, or sister.

9. Describe bonding and attachment.
10. Describe nursing actions that support couples during

their transition to parenthood.
11. Discuss the different methods of contraception

available.

Reading

Durham & Chapman
Ch. 12–13
Ch. 16

ATI Review Module
Ch. 1
Ch. 17–19

Content Outline

Changes during postpartum and
corresponding nursing assessment and care
needed

Reproductive system: uterus,
endometrium, vagina, perineum, breasts
Cardiovascular system respiratory
system
Immune system
Urinary system
Endocrine system
Muscular and nervous systems
Gastrointestinal systems

Breastfeeding and discharge teaching healthy
people goal: breastfeeding initiation and
maintenance of breastfeeding

Breastfeeding teaching
Bottle feeding
Preparing formula
Transition to parenthood
Maternal phases
Paternal phases
Sibling rivalry

Parent-Infant bonding
Postpartum blues vs depression
Natural family-planning methods
Barrier methods
Hormonal methods
Long acting reversible sterilization

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content
Critical components

Excessive bleeding
Mastitis
Rubella immunization
Preventing Rh isoimmunization
Breastfeeding initiation
Methods of contraception

Medications
Oxytocin (Pitocin)
Ibuprofen (Motrin)
Docusate (Colace)

Week Topic Objectives Activities & Assignments

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Depo-Provera
Rubella vaccine
Hemabate

ATI

Skills module ATI: View ATI image
Fundal height
ATI video: Maternal newborn discharge
teaching

Assignments

Assessment 2

4 Extrauterine Life; Neonate;
Therapeutic and Surgical
Procedures; Pain Assessment

1. Identify the changes that occur during the transition
from intrauterine to extrauterine life and the related
nursing actions.

2. Describe the critical elements of neonatal assessment.
3. Describe the critical elements of neonatal gestational

age assessments.
4. Discuss methods used in neonatal pain management.
5. Describe the nursing care and common laboratory and

diagnostic tests for neonates during the first week of
life.

6. Discuss the nursing actions that support parents in the
care of their newborn.

7. Describe the most common therapeutic and surgical
procedures for neonates and related nursing care.

8. Incorporate principles of teaching and learning when
providing newborn care information to parents.

9. Develop a teaching plan for breastfeeding.
10. Develop a teaching plan for formula feeding

Reading

Durham & Chapman
Ch. 15–16

Content Outline

Transition to extrauterine life andrelated
nursing care

Respiratory system
Circulatory system
Thermoregulatory system
Metabolic system
Hepatic system
Gastrointestinal system
Immune system

Neonatal assessment
Common newborn characteristics newborn
reflexes
Gestational age assessment
Pain assessment
Nursing care of the neonate

Routine medications
Promoting parent-infant bonding
Danger signs
Skin care

Laboratory & diagnostic tests
Newborn screening tests
Newborn hearing screening
Cardiac screening

Therapeutic and surgical procedures
Immunizations
Circumcision
Initiation and maintenance
of breastfeeding
Breastfeeding teaching
Bottle feeding
Preparing formula

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content
Accepted practice

Newborn care
Nutritional needs of the newborn

Breastfeeding support
La Leche League

Week Topic Objectives Activities & Assignments

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International OC mommies
World Health Organization
CDC guide to breastfeeding & report card
March of Dimes
Breastfeeding goals for 2020

Medications
Erythromycin
Vitamin K
Hepatitis B vaccine
HBig

ATI

View ATI Image
Caput succedaneum
Cephalohamatoma

ATI Skills Module
Step by step viewing
Gestational age assessment
Apgar scoring
Umbilical cord care

ATI Review Module
Ch. 23–26

Assignments

ATI Real Life RN Case Study
Teaching Prenatal and Newborn Care

Assessment 3
Week Topic Objectives Activities & Assignments

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5 Complications in Pregnancy 1. Describe the primary complications of pregnancy and
the related nursing and medical care.

2. Identify potential antenatal complications for the
woman, the fetus, and the newborn.

3. Identify the key aspects of discharge teaching for
women with antenatal complications.

4. Demonstrate an understanding of knowledge related to
preexisting medical complications of pregnancy and
related management.

5. Define key terms.

Reading

Durham & Chapman
Ch. 7

Content Outline

High Risk Antepartum nursing care, discharge
planning, and teaching

Preterm labor and birth
Preterm premature rupture of
membranes and chorioamnionitis
Incompetent cervix
Multiple gestation
Hyperemesis gravidarum
Diabetes mellitus
Hypertensive disorders of pregnancy
Placental abnormalities
Ectopic pregnancy
Hydatidiform mole
Infections and STIs
Trauma
Cardiovascular disorders
Pulmonary disorders/asthma
Substance abuse

Antenatal testing review

Specific Course Activities
Discuss 5 or more NCLEX-style test questions
related to class content
ATI

ATI Review Module
Ch. 9–10
Ch. 12–13
Ch. 15–16

Assignments

ATI Real Life RN Case Study
Preterm labor

Assessment 4

6 Labor Complications and
Obstetrical Emergencies

1. Describe the various methods of therapeutic procedures
to assist with labor and delivery.
2. Describe the key obstetrical emergencies and the related
medical and nursing care.
3. Describe the primary causes of dystocia and the related
nursing and medical care
4. Demonstrate and understanding of knowledge related to
induction of labor and augmentation of labor.
5. Identify key components of childbirth preparation for
expectant families.
6. Explain Standards of Practice in maternity nursing.
7. Describe legal issues in maternity nursing.

Reading

Durham & Chapman
Ch. 10–11

Content Outline

Therapeutic procedures
External cephalic version
Bishop score
Cervical ripening
Induction of labor
Augmentation of labor
Amniotomy
Amnioinfusion
Vacuum-assisted delivery
Forceps-assisted birth
Episiotomy

Week Topic Objectives Activities & Assignments

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VBAC

Labor complications and obstetrical
emergencies

Pelvic & fetal dystocia
Hypertonic & hypotonic uterine
dysfunction
Precipitous labor
Umbilical cord prolapse
Rupture of the uterus
Shoulder dystocia
Ruptured vasa previa
Augmentation of labor
Amniotomy,
Amnioinfusion
Vacuum-assisted delivery
Forceps- assisted birth
Episiotomy
VBAC

Labor complications and obstetrical
emergencies

Pelvic and fetal dystocia
Hypertonic and hypotonic uterine
dysfunction
labor
Umbilical cord prolapse
Rupture of the uterus
Shoulder dystocia
Ruptured vasa previa

ACOG/AWHONN standards of
practice professional organization

Alternative birthing practices

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content
View ATI step by step viewing

Cesarean section
Post-operative care

Critical components
Administering oxytocin in labor
Respiratory depression related to
intrathecal morphine

Medications
Prepedil PGE2
Cervidil
Misoprostol PGE1
Oxytocin (Pitocin)

ATI

ATI Review Module
Ch. 15–16

Assignments

ATI Practice Assessment
RN maternal newborn online practice
2016B

ATI Real Life RN Case Study
Preeclampsia

Assessment 5

7 Intrapartum and Postpartum 1. Discuss the preoperative, intraoperative, and Reading

Week Topic Objectives Activities & Assignments

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care postoperative nursing care and medical anesthesia
management for caesarean births.

2. Identify potential intraoperative and postoperative
complications related to caesarean birth and nursing
actions to reduce risk.

3. Describe the primary causes of postpartum
hemorrhage and the related nursing actions and
medical care.

4. Describe the primary postpartum infections and the
related nursing actions and medical care.

5. Describe the primary postpartum psychological
complications and the related nursing actions and
medical care.

6. Describe the physiology and pathophysiology
associated with selected complications of the neonatal
period.

7. Identify critical elements of assessments and nursing
care of the high-risk neonate.

8. Develop a discharge plan for high-risk neonates.

Durham & Chapman
Ch. 11
Ch. 14
Ch. 17

Content Outline

Intrapartum and postpartum care
Caesarean birth families: Indications and
classifications for caesarean birth

Risks & nursing care related to C/S
preoperative care
intraoperative care
postoperative care

High Risk postpartum care
Hemorrhage from uterine atony,
lacerations, hematomas,
subinvolution, and retained placental
tissue
Coagulation disorder from DIC, amniotic
fluid embolism, and thrombosis
Infections related to endometritis,
cystitis, mastitis, and wound infection
Psychosocial complications related to
postpartum depression and postpartum
psychosis

High-risk neonatal nursing care
Preterm neonates
Respiratory distress syndrome
Bronchopulmonary dysplasia
Patent ductus arteriosus
Postmature neonates
Meconium aspiration syndrome
Small for gestational age/IUGR
Macrosomia/LGA
Hyperbilirubinemia
Neonatal infection: GBS
Substance abuse exposure

Specific Course Activities

Discuss 5 or more NCLEX-style test questions
related to class content
American Red Cross video: Just a Little Heart
Attack
Critical components

Administering oxytocin in labor
Clinical pathway for scheduled
caesarean birth
Time-out prior to procedures and
surgical incisions
Prevention of maternal respiratory
depression related to intrathecal
morphine
Medications

Bicetra
Cefazolin

Critical components
Risk factors for PPH
Management for uterine atony
Gavage feeding procedure
Signs of neonatal withdrawal (neonatal
abstinence scoring tool)
Medications

Week Topic Objectives Activities & Assignments

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Methylergonovine (Methergine)
Carboprost (Hemabate)
Misoprostol (Cytotec)

ATI

ATI Review Module
Ch. 16
Ch. 20–22
Ch. 27

Assignments

Assessment 6
ATI Real Life RN Case Study

Postpartum hemorrhage
Focused Review Hours

After practice assessment

8 Women’s Health 1. Describe common alterations in women’s
health/potential complications including medical
management and nursing actions.

2. Describe potential complications/disorders related to
traumatic childbirth trauma, including medical
management and nursing actions.

3. Discuss various causes of menstrual disorders.
4. Describe diagnostic procedures commonly used in

women’s health care.
5. Identify factors that place a woman at risk for adverse

health conditions.
6. Discuss preventive screenings for women across life

span.
7. Discuss the physical and emotional changes related to

perimenopause and menopause and related medical
management and nursing care.

8. Discuss current trends and issues in the management
of women’s and newborn’s health.

9. Discuss the current trends and issues in maternal and
infant health outcomes.

10. Identify the primary maternal and infant goals stated in
Healthy People 2020.

11. Examine concepts in evidence based practice.
12. Describe the most common methods used in assisted

fertility.
13. Describe the common coases and diagnostic tests

used for infertility.

Reading

Durham & Chapman
Ch. 1–2
Ch. 18–19

Healthy People Website
(http://www.healthypeople.gov)

Why is maternal and infant health
important?
What are the preconception and prenatal
counseling goals for 2020?

Content Outline

Hysterectomies
Menstrual disorders
Polycystic ovary disorder endometriosis
Infections
Sexually transmitted infections ovarian cysts
Cervical cancer
Breast cancer
Fibrocystic changes
Top three leading causes of death in women
Recommended screenings and immunizations
for women
Osteoporosis lesbian health
Common diagnostic procedures in women’s
health
Common physiological and anatomical
changes in women during the perimenopausal
and menopausal years
Past and present trends

Family-centered maternity
Nursing trends
Preterm births
Maternal deaths and mortality rates
Infant mortality rates
Birth rates for teenagers

Tobacco use
Substance abuse
Obesity
Health disparities
Maternal and Child Health goals
Healthy People 2020

Week Topic Objectives Activities & Assignments

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Infertility: ART, medications
Parents with sensory or physical impairments

Specific Course Activities
Discuss 5 or more NCLEX-style test questions
related to class content
American Red Cross video: Just a Little Heart
Attack
Critical components

Heart attack and stroke warning signs
HPV vaccine
Obesity in women
Medications

Clomid
Metformin
Bisphosphonates
Nafarelin

ATI

ATI Review Module
Ch. 21–22

Assignments

Active Learning Engagement
ATI Proctored Exam

RN maternal newborn

9 Course Evaluation Assignments

Focused Review Hours
After ATI proctored exam

Nursing Evolution
Comprehensive Final Exam

10 Blackboard Collaborate
Virtual Class Session

Participate in the online class session via
Collaborate. There is no in-class session this
week.

Assignment

Submit 1 paragraph (4-5 sentence) summary
of Collaborate session to Blackboard.

Week Topic Objectives Activities & Assignments

 Institutional Policies

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

Institutional Learning Outcomes
Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and
student services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated

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programmatic learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University,
students will be able to:

1. Implement intellectual and practical problem-solving skills through information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with one’s chosen career field.
6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality

in one’s discipline.
7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.

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

Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the
University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)

Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the
appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog
(http://westcoastuniversity.edu/admissions/catalog.html) and the Student Handbook. (http://westcoastuniversity.edu/student-
affairs/student-services.html)

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

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

WCU Quiz, Test, and Exam Policies

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

Late and Make-Up Work Policy

All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course
syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order
to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late
work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her

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or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies.
Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Blackboard
outages, or third-party content providers.

Missed Quizzes, Tests, and Exams

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

Final Week of Term/Semester/Trimester

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

Technology

West Coast University utilizes the Blackboard Learning Management System. Technical support for Blackboard is offered 24 hours per
day, 7 days per week. There are minimum system requirements to access not only Blackboard but also any resources that may be
posted in Blackboard or utilized in a course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student-
affairs/student-services.html) for minimum technical requirements. For tech support options, please click on the Support tab located
at the top of your Blackboard home page. Blackboard can be accessed here: www.learn.westcoastuniversity.edu
(https://learn.westcoastuniversity.edu)

Library Information
You can access the library through the Library tab at the top of your Blackboard home page or here:
https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-
resources.html)

Course Related Policies
West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully
completed, add/drop and withdrawal. Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for
course related policies.

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Rubric Detail

A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

Content

Name:

 

Nursing Evolution Rubric

• Grid View
• List View

 

Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus

Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.

Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.

Meets Expectations	Approaches Expectations	Does Not Meet Expectations
Points: 3.3 (33.00%) 1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course. Feedback:	Points: 2.508 (25.08%) 1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course. Feedback:	Points: 1.65 (16.50%) 1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course. Feedback:
Points: 3.4 (34.00%) 1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.) Feedback:	Points: 2.584 (25.84%) 1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement Feedback:	Points: 1.7 (17.00%) 1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement Feedback:
Points: 3.3 (33.00%) 1. Describe an event that demonstrates: • application of leadership concepts, skills and decision making in the provision of high quality nursing care, • healthcare team coordination • the oversight and accountability for care delivery 2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Feedback:	Points: 2.508 (25.08%) 1. Describes limited 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 2. Limited description of an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Feedback:	Points: 1.65 (16.50%) 1. Gives no examples of 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. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team Feedback:

Show Descriptions

Show Feedback

Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus–

Levels of Achievement:

Meets Expectations
3.3 (33.00%) points

1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term.
2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience.
3. Uses skills of inquiry and analysis to address practice issues
4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.

Approaches Expectations
2.508 (25.08%) points

1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term.
2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience
3. Use limited skills of inquiry and analysis to address practice issues
4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.

Does Not Meet Expectations
1.65 (16.50%) points

1.No reflection on current theory class and clinical and how courses support each other
2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience
3. Does not use skills of inquiry and analysis to address practice issues
4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.

Feedback:

Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.–

Levels of Achievement:

Meets Expectations
3.4 (34.00%) points

1. Reflects on providing holistic patient care to populations encountered in this course.
2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation—describe their role/ contribution.)

Approaches Expectations
2.584 (25.84%) points

1. A limited reflection on providing holistic patient care to populations encountered in this course.
2. Describes limited inter-collaborative involvement

Does Not Meet Expectations
1.7 (17.00%) points

1. No reflection on providing holistic patient care to populations encountered in this course.
2. Does not describes inter-collaborative involvement

Feedback:

Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.–

Levels of Achievement:

Meets Expectations
3.3 (33.00%) points

1. Describe an event that demonstrates:
• application of leadership concepts, skills and decision making in the provision of high quality nursing care,
• healthcare team coordination
• the oversight and accountability for care delivery
2. Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

Approaches Expectations
2.508 (25.08%) points

1. Describes limited 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
2. Limited description of an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

Does Not Meet Expectations
1.65 (16.50%) points

1. Gives no examples of 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. Does not describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team

Feedback:

Name:Nursing Evolution Rubric