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Jone Tiffany DNP RN CNE

NUR202 Health Assessment

NUR202 Health Assessment is part of the new curriculum in the CAS nursing dept. It was offered for the first time in Spring 2011.  NUR202 is a 2 credit lab course that meets for 6 hours each week. The course has 90 students and is team taught by 3 faculty members. I lecture to all 90 students (two sections of 45) and have a clinical subgroup of 15 students from each section. Hard-copy examples of the examination questions will be provided to the review committee.


NUR202 syllabus

8/25/2014 2:43:49 AM
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The Road of Life Devotion

This is the devotion I share with the student on the first day of class. It sets the stage that the students are beginning their first nursing course, and they will need to rely on God's wisdom and strength for the next five semesters. 

NeuroMuskuloskeletal Teaching Exemplars

I have provided the PPT lecture that introduced the NeuroMusculoskeletal Assessment Units. The second document is the plan for lab stations and includes instructions for the teaching team. The third and fourth documents are "Peer Check-Off" assignment - a commonly used activity in the nursing department. Peer check-offs are lab homework assignments for students who must perform certain activities for a peer who is then accountable for evaluation. These particular peer check-off activities required students to utilize a case study. 


Health History Assignments


The Health History assignment was created as an "unfolding" assignment that incorporates client interviewing, data collection and documentation. Each part of the assignment has a different focus. The students are prepared for this major assignment during lecture and practice in the lab. The Health History assignments total 20% of the total course grade. 

This section has the three parts of the HH assignment grading criteria and two examples of graded papers. The paper exemplars were written by the same student. Part II lacked depth and Part III was much improved. The student told me the feedback on Part II helped her to improve her writing for Part III

Final Performance Exam Rubric and sample grading

The final performance examination for NUR 202 is a skills performance exam conducted in the lab setting. Each student has 30 minutes to perform basic history taking skills and a head-to-toe physical examination on a lab partner. The grading rubric is rather complex, but typical for nursing programs. I was the primary designer of this assignment. To help students prepare for the performance examinations, My colleagues and I have created and posted videos of faculty and students role modeling the correct way to perform the exam. The students have commented about how helpful these videos are for their learning. 

I have also included two examples of student grading/feedback, one for the final performance exam and one for a different performance exam. 

NUR202 Health Assessment Course Progress Reports

After each exam, the teaching team reviews the exams, and the overall grades of the students in the course. If the total average of exams is 73% or below, a course progress report is sent to the student and their advisor. 

Course Evaluations

The nursing department uses Qualtrics surveys (rather than IDEA evaluations) when soliciting student evaluation of CAS nursing lab/practicum courses that are taught by teaching teams. I chose to have the students complete an IDEA evaluation for the NUR202 course for Spring 2014. Nursing students are given the opportunity to evaluate the course as a whole in addition to offering feedback to the individual clinical instructor. These IDEA forms are feedback for me only, not the whole course or the teaching team. 

Student feedback to me generally indicates that students like my enthusiasm and passion for nursing and teaching. They often remark that the stories I tell during class are helpful as they attempt to recall the information. In addition, several students have stated the way I lecture/work in lab helps them develop the thinking needed to become a nurse. 

When the course was first developed there were four faculty teaching/lecturing. The students found this very confusing as there was variety among the four faculty. Because this course is so formative in developing skills and thinking like a nurse, we now have only two faculty lecturing and one additional faculty working with students in the lab. I have provided hard copies of the IDEA forms. 



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