NU-221 Study & Test Taking Skills III

Course Description: 

This is an elective course for Level II nursing majors. Explores study and test-taking skills in nursing as applied to selected  nursing content from NU 225.

This course also meets PLO #(s): NA

Prerequisite Courses: Corequisite: NU 225

PROGRAM LEARNING OUTCOMES (PLOs): 

The student will be able to:

• Model personal and professional actions based on self-reflection, core nursing values, and lifelong growth integrating new knowledge, ethical principles, and legal standards for safe, quality nursing practice.
• Incorporate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the interprofessional health team.
• Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
• Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
• Practice relationship-centered communication and incorporate health technology as a member of the interprofessional team.
• Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
• Practice and contribute to the primary care and public health care systems in Micronesia to promote family and community wellness.

B.  STUDENT LEARNING OUTCOMES (SLOs)- GENERAL:
The student will be able to:

• Apply a personal philosophy and education plan for learning, study, and test-taking in first semester, Level II nursing courses.
• Utilize preferred learning tools for mastery of nursing concepts and competencies in NU 225.
• Utilize effective study-skill strategies for NU 225 nursing concepts.
• Apply effective test-taking strategies for NU 225 concepts.
• Seek and negotiate help appropriately for assistance with NU 225 concepts.
• Use stress prevention and reduction strategies to promote learning in NU 225.

SLO	PLO 1	PLO 2	PLO 3	PLO 4	PLO 5	PLO 6	PLO 7
1	ID
2	ID
3	ID
4	ID
5	ID
6	ID

I = Introduced
D = Demonstrated
M = Mastered

C.  STUDENT LEARNING OUTCOMES (SLOs)-SPECIFIC: 
The student will be able to:

General SLO 1. Apply a personal philosophy and education plan for learning, studying, and test-taking in first semester, Level II-RN/ASN nursing courses.

Student Learning Outcomes	Assessment Strategies
1.1. Reflect on past strategies for learning, studying, test-taking, time management, decision-making, help-seeking, and stress management.	Journal, self-assessment tools
1.2.  Implement one’s education plan for learning, studying, and test-taking in second semester, Level II RN/ASN nursing courses.	Written paper/poster (with rubric) Journal

General SLO 2. Utilize preferred learning tools for mastery of nursing concepts and competencies in NU 225.

Student Learning Outcomes	Assessment Strategies
2.1.  Identify a variety of tools that assist the learning process.	Written assignment (with rubric) Group assignments (with rubric) Study Journal
2.2.  Utilize preferred learning tools in studying for selected nursing concepts and competences.	Written/poster assignment (with rubric) Group assignments (with rubric) Study Journal

General SLO 3. Utilize effective study-skill strategies for NU 225 nursing concepts.

Student Learning Outcomes	Assessment Strategies
3.1. Identify the learning resources in textbooks, websites, and journals that facilitate learning of nursing concepts and competencies in second semester, Level I courses.	Written/poster assignment (with rubric) Group assignments (with rubric) Study Journal
3.2. Select, incorporate, and evaluate the most useful study-skill strategies in one’s education plan.	Study Journal

General SLO. 4. Apply effective test-taking strategies for NU 225 concepts.

Student Learning Outcomes	Assessment Strategies
4.1. Describe the use of nursing frameworks, nursing process, and client needs in nursing test questions.	Scenarios, group assignments (with rubrics) Practice exam assignments
4.2. Apply general principles of test-taking to selected nursing concepts in NU 225.	Scenarios, group assignments (with rubrics) Practice exam assignments

General SLO 5. Seek and negotiate help appropriately for assistance with NU 225 concepts.

Student Learning Outcomes	Assessment Strategies
5.1. Describe strategies to identify own learning needs.	Scenarios, group assignments (with rubrics) Study Journal
5.2. Practice negotiation strategies with the instructor’s assistance, tutors, and among students in study groups.	Scenarios, group assignments (with rubrics) Study Journal

General SLO 6. Use stress prevention and reduction strategies to promote learning in NU 225.

Student Learning Outcomes	Assessment Strategies
6.1.  Determine factors that can stimulate stress for the nursing student and family.	Scenarios, group assignments (with rubrics) Study Journal
6.2.  Incorporate practice of stress prevention and reduction strategies into one’s daily schedule and education plan.	Scenarios, group assignments (with rubrics) Study Journal

D.  COURSE CONTENT
1.   Application of test-taking/study skill strategies to enrollment in s COM-FSM Nursing Program.
2.   Critical thinking, priority setting, and decision-making
3.   Time management and scheduling
4.   Using print resources: nursing textbooks, references, and journals
5.   Learning tools
6.   Effective study skills for nursing applied to NU 225 concepts
7.   Test-taking strategies in nursing applied to NU 225 concepts
8.   Negotiation Skills
9.   Stress management
10.  Focus on study and test-taking for Level II, firstsemester nursing courses (NU 225)

E.  METHODS OF INSTRUCTION
1.  Mini-lecture and discussion
2.  Computer assisted learning activities
3.  Online activities.
4.  Interactive group activities.
5.  Independent learning activities.

F.  REQUIRED TEXT(S) AND COURSE MATERIALS
None

G.  REFERENCE MATERIALS
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.).  Washington, DC: Author. (or most recent edition)

Bucholz, S. (2012).  Henke’s med-math dosage calculation, preparation and Administration (7th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Carpenito-Moyet, L. (2009). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Jensen, S. (2011). Nursing health assessment: A best practice approach with DVD. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2011).  Focus on nursing pharmacology (5th ed.).  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Karch, A. (2012). 2012 Lippincott’s nursing drug guide. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Lippincott, Williams, and Wilkins. (2011).  Lippincott’s interactive tutorials and case studies. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Lippincott, Williams, and Wilkins. (2009).  Lippincott’s video guide to psychiatric mental health nursing assessment. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Maville, J., & Huerta, C.  (2008). Health promotion in pursing. (2nd ed).  NY: Thomson Delmar Learning. (or most recent edition)

Pilliteri, A., and others. (2009). Care of the childbearing and childrearing family (6th ed), text, study guide, and Lippincott’s clinical simulations: maternity/pediatric nursing course set.  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Porth, C. (2011). Essentials of pathophysiology: North American edition.  Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

Smeltzer, S., Bare, B., Hinkle, J., and Cheever, K. (2011).  Textbook of medical-surgical nursing. (12th ed.). Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2009). Lippincott's interactive case studies for Brunner & Suddarth's textbook of medical-surgical nursing. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Smeltzer, S. (2011).  Smeltzer, Brunner and Suddarth's Handbook for Laboratory and Diagnostic Tests. Philadelphia: Wolters Kluwer Health/Lippincott, Williams, & Wilkins. (or most recent edition)

Stedman, (2010) Stedman’s medical dictionary for the health professions. (6th ed.). Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P..  (2011).   Fundamentals of nursing: the art and science of nursing (7th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., and others.  (2011).   Skills checklists for fundamentals of nursing: the art and science of nursing (7th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Taylor, C., Lillis, C., LeMone, P., and Lynn, P.  (2011). Taylor’s video guide to clinical nursing skills. (2th ed).  Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Videback, S. (2010). Psychiatric mental health nursing. (5th ed.), Philadelphia: Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. (or most recent edition)

H.  INSTRUCTIONAL COSTS
None

I.   EVALUATION
None

J.   CREDIT BY EXAMINATION
None