|Instructor||Miriam I. Saldoriga RN MSN|
|Course content folder|
Please ensure that you have the correct text(s) for this learning system.
Pharmacology, 6th edition, Saunders
Phipps’ Medical-Surgical Nursing, 8th edition, Mosby
Wong’s Essentials of Pediatric Nursing, 8th or 9th edition, Mosby
Mosby’s Guide to Nursing Diagnosis, 3rd edition, Mosby
Foundations of Psychiatric Mental Health Nursing, 6th edition, Saunders
Health Differences Across the Life Span II Quick Reference Guide, Innovative Academic Solutions
Health Differences Across the Life Span II Workbook, Innovative Academic Solutions
This online learning system prepares learners to pass the Excelsior College examination for Health Differences Across the Life Span II. The learning system focuses on the nursing process and on nursing care of patients with experiences of health differences related to behavioral responses, cognitive assessments, regulatory mechanisms, and metabolic mechanisms.
The learning system includes common concepts of nursing care and nursing actions common to all patients throughout the life cycle. With focuses on patient needs and the nursing care actions associated with them, learners further develop their critical thinking skills and caring behaviors.
Since the learning system assumes the knowledge of anatomy and physiology, psychosocial and physical development, and microbiology generally expected of the associate degree nurse, students are encouraged to self evaluate their depth of knowledge in these areas prior to embarking into study.
Upon completion of this learning system, the nursing student will be able to:
- Compare the application of the nursing process to the care of patients across the life span that are experiencing health difficulties associated with behavioral response, cognitive assessments, regulatory mechanisms, and metabolic mechanisms.
- Continue to build an ability for the synthesis of the data collected in a nursing health history to derive a Nursing Diagnosis is accordance with the principles of the North American Nursing Diagnosis Association with an ability to adequately prioritize the list of Nursing Diagnoses with respect to professional Standards of Nursing Practice.
- Develop criteria for expected outcomes of care with a prioritization of Nursing Interventions with respect to professional Standards of Nursing Practice and the applicable Nurse Practice Act.
- Apply concepts from interpreted research into the evaluation process and associated evaluative tools to revise the Nursing Care Plan in accordance with the reassessment of data and variances in expected outcomes for the improvement of nursing care.
- Progress in the roles of the provider and manager of care as a professional health care team member with caring and cultural sensitivity.
- Convey abilities to use therapeutic and effective communication skills in the clinical and classroom setting.
To be most successful in this online learning system and on the standardized exam associated with the content, follow the Overall Learning Schedule found in the Start Here folder under the Content & Lessons Tab. Print the outline and follow it carefully as you progress through your coursework, ensuring that you complete all assignments and activities as indicated. After finishing your studies of the content, utilize the schedule and resources found in the Tips for Success on the Test folder provided to assist you with being as successful as possible on the standardized exam associated with this learning system.
This study system consists of the following graded activities:
|Assignment||% of Overall Grade Average||Purpose|
|Crossword Puzzles||15%||Provide additional practice with each module’s key terms.|
|Interactive Content Quizzes||15%||Provide additional practice with each module’s content.|
|Post Assessments||30%||Demonstrate how much you have learned and which areas, if any, require more attention.|
|Cumulative Final Exam||40%||Gauges your readiness for success on the standardized exam.|
This preparatory online course is about gaining proficiency in the subject matter, not about getting a grade. After each assignment, use the grading scale below as your guide to potential success on the standardized exam associated with this learning system.
|Grade||What this means:|
|100 – 90%||Outstanding work. Learner is well-prepared for standardized exam.|
|89 – 80%||Proficient work. More study would guarantee testing success.|
|79 – 70%||Meeting minimum expectations. More study is necessary prior to testing.|
|69 – 60%||Below minimum requirements. A significant amount of work is needed prior to testing.|
|59% or below||Unacceptable work. A significant amount of work is needed prior to testing.|
This online learning system includes a Cumulative Final Examination designed to exactly match the associated standardized exam in number of questions, format of the exam, and content percentage focus. If you do not score at least an 85% on the Final Exam, please dedicate more study time to the content prior to testing.
To get the most out of this online learning system, frequent attendance is necessary. Although there is not a requirement on the number of hours and days you must actively participate in this online learning system, it is recommended that you log in a minimum of three days each week. There is no time limit for how long you should be logged in; however, the more time you spend actively using the study materials, the better your chances for success on the standardized exam!
Academic dishonesty of any type, including cheating and plagiarism, is unacceptable in any learning course. Learners who are unclear as to what constitutes cheating and plagiarism should immediately contact the course provider for guidance.
Cheating is the use or attempted use of fraud, deception, or misrepresentation in any academic exercise. The following are examples of cheating, but not an exhaustive list:
- Use of unauthorized notes or material during an exam
- Exchanging information with another student during an exam
- Having another student take an exam for you
Plagiarism is the representation of another person’s work, words or ideas as your own. Some rules to follow in avoiding plagiarism:
- Place any direct phrase from a source in quotation marks and note it at the bottom of the page (a footnote) or at the end of the statement/phrase (an endnote).
- Use a footnote (or endnote) when paraphrasing a source’s idea or citing data and other facts which are not common knowledge.
- Take clear notes to keep your own thoughts apart from those you acquire during your reading so that you do not inadvertently submit the words or ideas of others as your own.
It is not acceptable to falsify the data upon which you base your ideas or to present the ideas of others as your own, intentionally or unintentionally. To avoid such problems, be sure to give credit to any information that comes from an outside source such as a book, an article, or a website. In the event that academic dishonesty does occur, it may result in penalties of admonition, warning, or expulsion from the online learning system.
Purdue University’s Online Writing Lab (OWL) has given us permission to include the link to their Online Writing Lab for tips on how to avoid plagiarism:http://owl.english.purdue.edu/owl/resource/589/03/ (Links to an external site.). The OWL is also a great resource for many topics related to college writing.
You may contact your Academic Advisor if you wish to discuss any personal issues which impact your ability to participate in the online learning system. If you need specific adaptation or accommodations because of a disability, or if you have medical information you wish to share, please contact Academic Services by email as soon as possible. We will accommodate all individuals who cannot participate in this course in the traditional manner due to a disability.