Course Number & Title (Must Match the Catalog)

Course Number & Title (Must match the catalog): Course Credit (Must match the catalog) Course Description (Must match the catalog) Prerequisites (Must match the catalog) Co-requisites (Must match the catalog statement) Clinical Simulation Laboratory: (Practicum syllabi only)

Vision, Mission, Competencies, Program Outcomes: (Cut and paste)

Vision Mission Competencies Program Outcomes

We, the faculty at the School of The School of Nursing at Nursing at Platt Platt College prepares Nursing Process College, seek to employment-ready instill in each Nursing graduates for diverse nursing student a Informatics professional nursing foundation of practice while promoting Professional Provider of Care knowledge and skills personal and professional Standards necessary to meet Leader/Manager integrity and utilization of the ever changing Evidence-Based evidence to provide Member of the Profession societal healthcare Practice competent, safe, high needs by quality, effective care for encouraging life- Inter-professional individuals, families, long learning and a Communication & groups, communities, and passion for Collaboration populations professional nursing practice.

Student Learning Outcomes (Cut and paste the chart mapped according to program competencies/program outcomes/educational theory. Not modifiable by faculty without consultation with program Dean. May require page break.)

Program Competency Leveled Student Course Level Student Course Core Curriculum Outcome (Student Learning Learning Learning Assignments Content Outcome - SLO) Outcomes Outcomes/Objective mapped to mapped to one

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 1 headers and core curriculum areas. Statements (SLOS) s mapped to KSAs Leveled SLOS of these areas: and QSEN* s (2015 these areas are Critical Thinking, Communication , & Math)

Course Content Outline: (Items may not be removed from course outline without consultation with program Dean).

Course Type (Cut and paste sections below & select as applicable):

This course meets the following definition:

[ ] Online Learning Courses (eCourse)

Online Learning Courses are presented in weekly module units. The weekly attendance period begins Mondays at 12:00 am and ends on Sundays at 11:59 pm Mountain Standard Time (MST). Absences must be reported and submitted at the end of every module to the Registrar. Beginning with the first course module, faculty are required to keep complete and accurate records of student attendance for all classes taught. One module is equal to one week. Students are allowed absences totaling no more than 20% of the total contact hours for each course. Online courses will, at minimum, have weekly requirements for student participation.

Online attendance is defined as participating in an academic activity within the online (virtual) classroom, which usually includes but is not limited to, posting in a graded discussion forum, or submitting a written assignment. Faculty must include at least one weekly participation requirement per module per course in order to track and define attendance. Students should refer to individual course syllabi for specific attendance requirements. Students who do not officially withdraw after the add/drop period or who are not automatically dropped at the end of the first week of the course are responsible for full tuition of the course regardless of their participation in the course. Students who stop attending the course without appropriate notification to the College about withdrawing will receive a final grade of ‘WA’ for administrative withdraw for the course.

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 2 headers and core curriculum areas. [ ] Blended Learning Courses (eCombination)

Attendance is taken in every face-to-face class and the weekly attendance period for the online portion of the course begins Mondays at 12:00 am and ends on Sundays at 11:59 pm Mountain Standard Time (MST). Faculty are required to keep complete and accurate records of student attendance for all classes taught. One blended learning (hybrid) experience or module is equal to one week. Students are allowed absences totaling no more than 20% of the total contact hours for each course. Absences must be reported and submitted at the end of every face-to- face class or weekly online module session to the Registrar. Blended courses will, at minimum, have weekly requirements for student participation. Faculty must include at least one weekly participation requirement per module per course in order to track and define attendance within the different learning environments. Students should refer to individual course syllabi for specific attendance and tardiness requirements.

[ ] Face-to-face Web-Enhanced Courses (eCompanion) Attendance is taken in every web-enhanced (face-to-face) class session. Faculty are required to keep complete and accurate records of student attendance for all classes taught. Students are allowed absences totaling no more than 20% of the total contact hours for each course. In the event of an absence or tardy, the ability to make up missed work will be in accordance with faculty syllabi requirements. Minutes tardy and the amount of time missed for partial attendance will be recorded by faculty. Absences must be reported and submitted at the end of every class to the Registrar.

Effort Hours: (Cut and paste and individualize as appropriate)

The hours that a student is expected to spend outside of the classroom contact hours (i.e., homework, prep time, etc.) in order to achieve minimum mastery of the identified course Student Learning Outcomes. The effort hours are based on a clock hour conversion as follows:

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 3 headers and core curriculum areas. Course Type

The [x] indicates the type of course this is for the purposes of calculating clock hours and effort hours:

[ ] didactic [ ]lab [ ]practicum

Clock Hours Effort Hours Weighted Learning Activities by Effort Hours

The [x] indicates the clock hours for this The [x] indicates the expected effort Week 1: didactic, lab or practicum course: hours outside of class for this didactic course. This didactic in class course hours is equal Week 2: to: This didactic homework/outside class effort hours is equal to:

[ ] 2 hrs/week or total of 20 hrs/qtr Week 3: [ ] 1.0 credit=1 hours/wk or 10 hours/qtr [ ] 4 hrs/week or total of 40 hrs/qtr [ ] 2.0 credit=2 hours/wk or 20 hours/qtr [ ] 6 hrs/week or total of 60 hrs/qtr Week 4: [ ] 3.0 credit=3 hours/wk or 30 hours/qtr [ ] 8 hrs/week or total of 80 hrs/qtr [ ] 4.0 credit=4 hours/wk or 40 hours/qtr [ ] 9 hrs/week or total of 90 hrs/qtr Week 5: [ ] 4.5 credit=4.5 hours/wk or 45 hours/qtr Didactic= at least 2 hours of homework or other outside effort hours each week for every 1 hour of Week 6: class time*.

Week 7:)

[ ] Lab= at least 2.5 hours of Week 8: [ ] This is a lab course, see syllabus for in homework/effort hours of prep each

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 4 headers and core curriculum areas. class hours and learning expectations. week regardless of total in class lab hours. Week 9:

[ ] Practicum= at least 2.5 hours of Week 10- homework/effort hours of prep each [ ] This is a practicum course, see syllabus week regardless of total in class lab for clinical hours and learning expectations. hours.

* Out-of-class work/preparation includes, but is not limited to: individualized study, preparation for upcoming class room work, seeking out and reviewing additional resources in order to supplement information presented in class, etc.

* Out-of-class work/preparation is that which students engage in as a means to prepare for the didactic learning environment or supervised laboratory setting of instruction and must be articulated through a course syllabus. Platt College articulates this requirement within the homework category and/or other learning categories as outlined in the table above, within the assignments section of the course syllabus, and the course calendar.

Grading Scale (Cut and paste the appropriate grading scale).

For general education (foundational liberal arts), cognate (foundational sciences) classes, and graphic design classes, the course evaluation is based on the following grade scale: A 90-100 B 80-89 C 70-79 D 60-69 F 59 and below

Cognate courses at Platt College are defined as courses offered in the science discipline. The purpose of cognate courses is to provide a student with more diverse perspectives in interdisciplinary fields. Cognate classes at Platt College include: BIOL 112, 206, 223, 224, 300, 350 Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 5 headers and core curriculum areas. CHEM 121

For nursing classes (only classes with a NSG prefix), the course evaluation is based on the following grade scale: A 90-100 B 80-89 C 75-79 D 68-74 F 67 or below

For clinical practicum experiences, the course evaluation is based on the following grade scale: P Pass F Fail

A grade of 75 or above must be achieved in every nursing course in order to progress in the nursing program. Any course grade below 75 will not be rounded up. Letter grades of “D” or “F” in any nursing or cognate courses will constitute a course failure and the student will be required to repeat the course in its entirety (didactic, laboratory, and clinical) to achieve a passing grade at his/her own expense.

Evaluation Methods: (Faculty may place their individualized grading components and their respective percentage or weight of the total grade here).

Teaching and Learning Philosophy: (Cut and paste)

We believe our program serves adult learners who are internally motivated and self-directed, bring life experiences and knowledge to learning experiences, and are goal and relevancy oriented (Queensland Occupational Therapy Fieldwork Collaborative, 2007). We believe that adult learners can have a variety of learning styles which are dynamic by nature and influenced by past education, work, and context. As adult learners aspiring to join the profession of nursing, students must actively engage in learning that fosters critical thinking and the following “habits of the mind: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection” (Billings & Halstead, 2009, p. 239). These habits are essential for nursing practice which requires the “cognitive skills of analyzing, applying standards, discriminating, information seeking, logical reasoning, predicting, and transforming knowledge” (Billings & Halstead, 2009, p. 239). Faculty are facilitators of active learning (guides on the side) who strive to instill a passion for life-long Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 6 headers and core curriculum areas. learning, personal accountability, critical reflection, and mastery of student learning outcomes in a manner that transitions from simple to complex

Learning Activities: (Cut and paste)

Lecture, computer practice, small group discussion, guest speaker(s), literature search, examination, threaded discussion and participation.

Instructional Materials: (Cut and paste and select as appropriate)

An [X] indicates the following categories and their associated instructional aids that are utilized to augment the student learning process in this course:

Category- Instructional Aid(s)-

[ ] Printed & duplicated materials [ ] Books, Texts, Manuscripts, Copies

[ ] Non-Projected displays [ ] Chalk/Write-erase boards, Flip charts, Posters, Models, Realia

[ ] Still Projected displays [ ] Motion pictures, film, slides, transparencies, opaque projection

[ ] Audio materials [ ] Radio/mp3/iPod broadcasts, CD-ROM, open-reel, tape cassette

[ ] Linked audio & still materials [ ] Flash drive, Video embedded in PowerPoint presentations

[ ] Film and video materials [ ] TV broadcasts, cine film, videotape

[ ] Computer-mediated materials [ ] DVD, Virtual Simulation, Second-life, Avatar, interactive video

[ ] Other: SoftChalk

College Policies Statement: (Cut and paste)

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 7 headers and core curriculum areas. The College catalog reflects policies and procedures. In the event of a conflict between the current and/or new College catalog and the updated policies and procedures, the policies and procedures will prevail.

The School of Nursing Student Handbook has been revised in accordance with the policies and procedures of the college. In the event of a conflict between the School of Nursing Student Handbook and the policies and procedures, the policies and procedures will prevail.

In accordance with Policy 01:02:00 Policies and Procedures: Development, Revision, Communication, and Application, the President and the Vice Presidents are responsible for developing and revising College policies and procedures to reflect changes in College requirements, accreditation standards, and applicable federal, state, and authoritative sources. The President has ultimate authority for approving changes in College policies and procedures.

Academic Integrity Policy: (Cut and paste and select as appropriate)

Platt College policy 02:17:00 Academic Integrity notes the following information related to plagiarism:

“Participation in programs at Platt College carries with it the obligation of students and faculty to aspire to the highest standards of academic integrity and ethical behavior in all classrooms, labs, clinical (practicum), and other College activities.

Violations of this policy by students may occur whenever a student has, or has attempted to, gain unfair academic advantage. Such activities may include, but are not limited to, unauthorized use of notes or materials in exams, unauthorized possession of an exam; removing exams from a testing environment; copying the work of others or plagiarism; submitting the work of another for credit; forging or altering assignments; allowing others to copy or use work that is not their own; or providing answers to graded assignments to others.

There cannot be a list of all prohibited conduct, and in aspiring to the highest levels of honesty, it is important that students always act to avoid even the appearance of impropriety and not simply look to a specific list of rules that cannot be violated. For example, students are expected to clearly determine and understand the policies of faculty regarding collaboration on assignments, or the use of notes or materials during exams, and exam reviews, before making assumptions about what behaviors are expected.” Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 8 headers and core curriculum areas. All papers written at Platt College will be reviewed for conformity to established standards in order to ensure compliance with such requirements as APA, copyright, avoidance of plagiarism, etc. In order to assist students in the avoidance of plagiarism, Platt College uses a process whereby students are expected to submit their papers to the Turnitin plagiarism software check prior to submitting them to their faculty.

The instructions for how to use Turnitin may be found within the eCourse, eCombination and eCompanion course shells.

The rubric for how the plagiarism assessment is used in this course is as follows: Similarity Index up to and including 25% is allowed, with the following:

[ ]includes quotes [ ]does not include quotes

[ ]includes bibliography [ ]does not include bibliography

Similarity Index greater than 25% will result in the following penalty: Failure for the assignment

Students who need additional instructions for how to use Turn-It-In may view the tutorials within My Platt College or contact the librarian for additional resources.

ADA Statement: (Cut and paste)

Platt College recognizes and supports the standards set forth in Section 504 of the Rehabilitations Act of 1973 and the Americans with Disabilities Act of 1990, which are designed to prevent discrimination against qualified individuals with disabilities. In compliance with the American with Disabilities Act, students are encouraged to contact the Academic Support and Career Services Coordinator at the beginning of their program for possible assistance with accommodations. The student is responsible for voluntarily and confidentially providing appropriate documentation regarding the nature and extent of a disability. Platt College cannot make accommodations that are unduly burdensome or that fundamentally alter the nature of the College’s programs. Medical documentation of disabilities and requested accommodations must be presented in writing at the beginning of a student’s program.

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 9 headers and core curriculum areas. Emergency Evacuation Information: (Cut and paste)

In the event of an emergency, please note that evacuation procedures are posted, according to the type of emergency, in the classroom. A Student Course Guide accompanies the syllabus and contains the following information in the sequence noted:

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 10 headers and core curriculum areas. Student Course Guide (Course Name as in College Catalog HERE) XXXX Quarter 20XX

Faculty Name and Credentials:

Class Days, Dates, and Time:

Required Textbook(s) and/or Course Material(s):

Student Services Department (Smartthinking):

Students experience online tutoring that is simple, fast and always available. Students connect to live educators from any computer that has Internet access, with no special software installation or equipment required.

Online tutoring is available 24 hours a day, 7 days a week, enabling Platt students to get the help they need when they need it. You can be tutored in any subject from, writing, math, science, as well as your Platt nursing topics!

You access your Smarthinking account via MyPlattCollege. Log into MyPlattCollege and located in the lower left hand corner is where you can access your individual account. It is labeled with the Smarthinking logo.

If you have further questions about the various services and resources offered in these departments, do not hesitate to contact the department representatives via email.

Exam Procedures: (Cut and paste)

Exams are the property of Platt College and may not be removed from the testing environment by any means, for any reason, at any time.

Students with documented disabilities, according to the Americans with Disability Act (ADA), should contact the Academic Support and Career Placement Coordinator to facilitate accommodations.

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 11 headers and core curriculum areas. Exam Grades

According to the Confidentiality Policy of Student Records Policy, grades may not be forwarded to students via email, phone, nor by posting. In accordance with FERPA guidelines, grades must be kept in a secure location with the faculty member or other College official until collected personally by the student.

Exam Reviews

Exam reviews are held at the discretion of the faculty. Any student may elect to review an exam on an individual basis by contacting the faculty member for an appointment.

During an exam review, the desktop should be cleared of all personal items, books, and electronic devices including, but not limited to laptop computers, scanning pens, iPods, cell phones, PDAs, pocket PCs, earphones, etc.

Exams may not leave the testing environment by any fashion or means.

Penalties for Unauthorized Possession of Exams

Platt College takes the unauthorized possession of exams by any individual other than the faculty very seriously. The possible penalties for such possession range from receiving a zero for an exam, to temporary or permanent suspension, or expulsion from the College.

Exam Retakes: (Cut and paste and select as appropriate)

The following procedure will be followed concerning the allowance of exams to be retaken in this course (see box with [X]):

Option A [ ] no exam retakes are allowed in this course

Option B [ ] 1 exam retake (1 retake per exam) regardless of the excuse is allowed in this course

Option C [ ] 2 exam retakes (1 retake per exam) regardless of the excuse are allowed in this course

If Option B or C is selected for this course, the following procedures shall apply:

The student must take the retake exam within 1 week and prior to the start of the next class.

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 12 headers and core curriculum areas. The maximum score a retake exam can have is 75% for NSG and 70% Gen Ed.

This retake exam procedure is not applicable to the final exam in the course.

Missing an Exam: (Cut and paste and individualize as appropriate)

Late Exams

All efforts should be made to avoid missing a schedule exam.

Students should coordinate taking the make-up exam and/or in turn in any missing assignments with the faculty member within one week of returning back to class.

Consequences of Late Exams: (Cut and paste and select as appropriate)

If an exam is taken late there will be an automatic deduction of 10% off of the final score.

An exam taken late must be taken within 1 week and prior to the beginning of the next scheduled class date and time.

There are a maximum of two (2) exams in any class that can be taken late, regardless of the reason/excuse. This class allows the following as indicated by a [X]:

[ ] 1 exam to be taken late

[ ] 2 exams to be taken late

In the event that an exam is taken as a late exam and it is taken using an online exam process and there is a technology failure of any kind regardless of the reason or source and the student reports that she/he could not take or complete the exam, the student must make immediate arrangements to take the exam in student services. A different paper and pencil exam may be given and the exam must still be taken prior to the beginning of the next scheduled class date and time.

If you know you will miss an exam and want to take the exam before the scheduled date, submit a “Request to Reschedule an Exam” (available on the Platt College Web site) to the faculty. The faculty may approve or disapprove the request.

Late Assignments:

The exact same set of rules shall apply to late assignments as are used for late exams. See above information outlined in “Late Exams”.

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 13 headers and core curriculum areas. Student Expectations: (Individualize your expectations of students with regard to the following items as applicable for classroom management. Must be reflective of institutional policy where applicable:) Attendance: (Must remain consistent with college policy) Email: Homework assignments & class assignments: APA Format: Active participation expectations: Effective communication: Electronic devices: Breaks & leaving classroom: Participation: Communication: Rubric or assignment explanations: Confidentiality/HIPAA:

Revised 3/12/2015 Added Teaching & Learning Philosophy; updated Student Learning Outcomes Chart 14 headers and core curriculum areas. Course Calendar (Example) (Course Name as it appears in College Catalog HERE) XXXX Quarter 20XX

Week Date Content Readings Assignments for next week

I 04/01/2013

II 04/08/2013

III 04 /15/2013

IV 04/22/2013

V 04/29/2013

VI 05/06/2013

VII 05/13/2013

VIII 05/20/2013

IX 05/27/2013

X 06/03/2013

15 XI 06/10/2013

The daily course schedule serves as a guide to help you prepare for each class period. While it rarely happens, please note that occasionally the schedule may vary according to our class needs. Students will be notified in class of any changes.

Rubrics: (Insert rubrics or other evaluation guidelines here as appropriate)