Home

NU-121 Study/Test taking

GENERAL INFORMATION:

Course title: NU 121 Study and Test-Taking Skills in Nursing I

Campus: National Campus

Initiator:Rudelyn Dacanay

Date: May 2021

Course description:
This is an elective course for Level I nursing majors. Explores study and test-taking skills in nursing as applied to selected nursing content from NU 125.

COURSE HOURS/CREDITS:

   

Hours per Week

 

No. of Weeks

 

Total Hours

 

Semester Credits

Lecture

  

2

x

16

x

32

=

2

Laboratory

  

 

x

 

x

 

=

 

Workshop

    

x

  

x

  

=

  
         

Total Semester

Credits

  

2

PURPOSE OF COURSE:

[ ] Degree requirement

[X] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES:
AC 320 Intermediate Accounting I
Corequisite: NU 125 Health Promotion in Nursing

CAC Chair signatures:_________ Date recommended:__________

VPIA signature::__________ Date approved:____________

1. INSTITUTIONAL STUDENT LEARNING OUTCOMES(Check all that apply)

[X] 1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[ ] 2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X] 3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X] 4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[X] 5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X] 6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X] 7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ] 8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2. PROGRAM STUDENT LEARNING OUTCOMES (PSLOs):
The student will be able to:

  1. 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.
  2. Demonstrate nursing knowledge to assess, plan, deliver, and evaluate care within the context of the interprofessional health team.
  3. Make evidence-based nursing judgments in the delivery of safe, holistic nursing care.
  4. Demonstrate a spirit of inquiry to manage and improve the quality of care and outcomes for individuals, families, and communities.
  5. Practice relationship-centered communication and incorporate health technology as a member of the inter-professional team.
  6. Advocate for a caring, culturally safe, and flourishing environment that reflects the values and needs of Micronesian families and communities.
  7. Practice and contribute to the primary care and public health care systems in Micronesia to promote family and community wellness.

3. COURSE STUDENT LEARNING OUTCOMES (CSLOs) - (General):
The student will be able to:

  1. Develop a personal philosophy and education plan for learning, study, and test-taking in nursing courses.
  2. Identify preferred learning tools for mastery of nursing concepts and competencies.
  3. Utilize effective study-skill strategies for NU 125 nursing concepts.
  4. Apply effective test-taking strategies for NU 125 nursing concepts.
  5. Seek and negotiate help appropriately.
  6. Identify stress prevention and reduction strategies to promote learning.

4. COURSE STUDENT LEARNING OUTCOMESCSLOs)- (Specific): The student will be able to:

CSLO (General) 1: Develop a personal philosophy and education plan for learning, study, and test-taking in nursing courses.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
1.1 Reflect on past strategies for learning, study, test-taking, time management, decision-making, help-seeking, and stress management. 7* 1

In a journal or self-assessment tool, the student will write own reflections on past strategies for learning, study, test-taking, time management, decision-making, help-seeking, and stress management

Assessed with a rubric
1.2 Compose a personal philosophy and education plan for learning, study, and test-taking in nursing courses. 7 1

In a reflective journal, the student will compose a personal philosophy and education plan for learning, study, and test-taking in nursing courses.

Assessed with a rubric.
CSLO (General) 2: Identify preferred learning tools for mastery of nursing concepts and competencies.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
2.1 Select a variety of tools that assist the learning process. 4 1 In a written assignment, the student will select a variety of tools that assist the learning process. Assessed with a rubric.
2.2 Utilize preferred learning tools in studying for selected nursing concepts and competences. 4 1 By a case scenario and reflected in a study journal, the student will utilize preferred learning tools in studying for selected nursing concepts and competences. Assessed with a rubric.
CSLO (General) 3: Utilize effective study-skill strategies for NU 125 nursing concepts.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
3.1 Identify the learning resources in textbooks, websites, and journals that facilitate learning of nursing concepts and competencies. 6 4

By a variety of case scenarios and reflected in a study journal, the student will identify the learning resources in textbooks, websites, and journals that facilitate learning of nursing concepts and competencies.

Assessed with a rubric.
3.2 Incorporate and evaluate the most useful study-skill strategies in one’s education plan. 6 4

In a reflective journal, the student will incorporate and evaluate the most useful study-skill strategies in one’s education plan.

Assessed with a rubric.
CSLO (General) 4: Apply effective test-taking strategies for NU 125 nursing concepts.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
4.1 Describe the use of nursing frameworks, nursing processes, and client needs in nursing test questions.. 3 2

Through scenarios, group assignments, and practice exams, the student will describe the use of nursing frameworks, nursing processes, and client needs in nursing test questions.

Assessed with rubrics.
4.2 Apply general principles of test-taking to selected nursing concepts. 3 2

Scenarios, group assignments Assessed with rubrics.

Practice exam assignments
CSLO (General) 5: Seek and negotiate help appropriately.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
5.1 Describe strategies to identify own learning needs. 1 1

Simulation on effective oral communication & actual interaction where the student describes strategies for identifying own learning needs.

Assessed with rubrics.
5.2 Practice negotiation strategies for instructor assistance, tutors, and study groups. 1 5

Simulation on effective oral communication & actual interaction where the student describes strategies for identifying own learning needs.

Assessed with rubrics.
CSLO (General) 6: Identify stress prevention and reduction strategies to promote learning..
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
6.1 Determine factors that can stimulate stress for the nursing student and family. 5 6

Through scenarios, group assignments, and a reflective journal, the student will determine factors that can stimulate stress for the nursing student and family.

Assessed with rubrics.
6.2 Incorporate practice of stress prevention and reduction strategies into one’s daily schedule and education plan. 5 6

Through scenarios, group assignments, and a reflective journal, the student will incorporate stress prevention and reduction strategies into one’s daily schedule and education plan.

Assessed with rubrics.

5. COURSE CONTENTS

  1. Introduction to the expectations of a professional 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
  7. Test-taking strategies in nursing
  8. Seeking and negotiating help
  9. Stress management
  10. Focus on study and test-taking for Level I, first semester nursing courses (NU 125)

6. METHODS OF INSTRUCTION

  1. Mini-lecture and discussion
  2. Computer assisted learning activities
  3. Online activities
  4. Interactive group activities; case scenarios, problem-focused activities.
  5. Independent learning activities.

7. REQURIED TEXT(S) AND COURSE MATERIALS
None

8. REFERENCE MATERIALS (previously purchased references)

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)

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

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

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)

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

Stedman.Stedman’s medical dictionary for health professionals. Philadelphia: Lippincott, & Wilson, & Williams. (or most recent edition)

Laboratory Diagnosis reference of choice.

9.INSTRUCTIONAL COSTS:
None

10. EVALUATION:
Summative evaluation will be based on the reflective and study journals

11. CREDIT BY EXAMINATION
None

NU 121 Study and Test-Taking Skills in Nursing I

 Endorsed by CC: 05/04/22
  Approved by VPIA: 05/05/22

This website and all COM-FSM Internet based services are best viewed with Firefox 3.0 or better.
© Copyright 2020 College of Micronesia-FSM | Site Disclaimer
P. O. Box 159, Kolonia, Pohnpei, 96941 - (691) 320-2480
College of Micronesia-FSM is accredited by the Accrediting Commission for Community and Junior Colleges,
Western Association of Schools and Colleges, 428 J Street., Suite 400 Sacramento, CA 95814, (415) 506-0234,
an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education.
Additional information about accreditation, including the filing of complaints against member institutions, can be found at: www.accjc.org