NU-131 Study & Test-Taking Skills II

GENERAL INFORMATION:

Course title: NU 131 Study and Test-Taking Skills II
Campus: National Campus	Initiator: Rudelyn Dacanay	Date: October 22, 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 135.

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: Corequisites: NU 133, 134, 135

CAC Chair signatures:_________ Date recommended:__________

VPIA signature:___________ Date approved:___________

1. INSTITUTIONAL STUDENT LEARNING OUTCOMES

[ ]	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.
[ ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ ]	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.
[ ]	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. Implement a personal philosophy and education plan for learning, study, and test-taking in second semester, Level I nursing courses.
2. Utilize preferred learning tools for mastery of nursing concepts and competencies in NU 133, 134, 135.
3. Utilize effective study-skill strategies for NU 133, 134, and 135 nursing concepts.
4. Apply effective test-taking strategies for NU 133, 134, and 135 concepts.
5. Seek and negotiate help appropriately for assistance with NU 133, 134, and 135 concepts.
6. Use stress prevention and reduction strategies to promote learning in NU 133, 134, 135.

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

CSLO (General) 1: Implement a personal philosophy and education plan for learning, study, and test-taking in second semester, Level I 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	Journal, self-assessment tools. Graded with rubric
1.2 Implement one’s education plan for learning, study, and test-taking in second semester, Level I nursing courses.	7	1	Reflective Journal. Graded with rubric
CSLO (General) 2: Utilize preferred learning tools for mastery of nursing concepts and competencies in NU 133, 134, 135.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Identify a variety of tools that assist the learning process.	4	1	Written assignment (with rubric) Case scenarios (with rubric) Study journal
2.2 Utilize preferred learning tools in studying for selected nursing concepts and competences.	4	1	Written assignment, graded with rubric Case scenarios graded with rubric Study Journal graded with rubric
CSLO (General) 3: Utilize effective study-skill strategies for NU 133, 134, and 135 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 in second semester, Level I courses.	6	4	Written assignment by which the student researches and makes a list of references found online and in the library on nursing concepts and competencies, graded with rubric
3.2 Select, incorporate, and evaluate the most useful study-skill strategies in one’s education plan.	6	4	Study journal, graded with rubric
CSLO (General) 4: Apply effective test-taking strategies for NU 133, 134, and 135 concepts.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Describe the use of nursing frameworks, nursing process, and client needs in nursing test questions.	*3	2	Problem based learning, graded with rubric. Nursing care plan, graded with rubric Practice exam assignments
4.2 Apply general principles of test-taking to selected nursing concepts in NU 133, 134, and 135.	3	2	Scenarios, group assignments Assessed with rubrics. Practice exam assignments
CSLO (General) 5: Seek and negotiate help appropriately for assistance with NU 133, 134, and 135 concepts.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
5.1 Describe strategies to identify own learning needs.	3	5	Scenarios, group assignments (with rubrics) Study Journal graded with rubric
5.2 Practice negotiation strategies for instructor assistance, tutors, and study groups.	3	5	Simulation on effective oral communication & actual interaction graded with rubric
CSLO (General) 6: Use stress prevention and reduction strategies to promote learning in NU 133, 134, 135.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
6.1 Determine factors that can stimulate stress for the nursing student and family.	5	6	Scenarios, group assignments graded with rubric Reflective Journal graded by rubric
6.2 Demonstrate practice of stress prevention and reduction strategies into one’s daily schedule and education plan.	5	6	Reflective Journal, graded 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, second semester nursing courses (NU 133, 134, 135)

6. METHODS OF INSTRUCTION

[X] Lecture [X] Cooperative learning groups

[] Laboratory [X] In-class exercises

[] Audio visual [] Demonstration

[] Other

7. REQURIED TEXT(S) AND COURSE MATERIALS
None

8. REFERENCE MATERIALS (previously purchased references available in the Health Sciences division)

American Psychological Association. (2020).Publication manual of the American Psychological Association (7h 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). 2012Lippincott’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)

9.INSTRUCTIONAL COSTS:
None

10. EVALUATION:
Student must earn a grade of “C” or better in order to pass this course.

11. CREDIT BY EXAMINATION
None

NU 131 Study and Test-Taking Skills II	Endorsed by CC: 05/04/22
	Approved by VPIA: 05/05/22