NR-222: Health and Wellness Course Assignments & Discussions Study Guide

NR-222: Health and Wellness Course Assignments & Discussions Study Guide

NR-222: Health and Wellness Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

This course introduces students to health promotion and preventive care activities throughout the life span. These activities are explored through biological, psychological, spiritual, environmental and sexual domains. A variety of theories emphasizing health and well-being are explored throughout the course. Healthy People objectives are examined. Health promotion assumptions basic to nursing practice are emphasized.

Prerequisites: BIOS-252, MATH-105N or MATH-114N, PSYC-110N

Corequisites: BIOS-255, NR-103

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NR-222: Health and Wellness Course Syllabus & Assignments Summary

NR 222 Unit 1

Discussion Question, Healthy People 2020

Study Questions, Chapter 10, 15, 17, 18, 19, 20, 21, 22, 22

NR222 Unit 2

Assignment, ATI Nurse’s Touch: Wellness & Self-Care: Wellness Health & Disease Prevention

Content Study Questions

Discussion Question, Scope & Standards of Nursing Practice

Discussion Question, Personal Values and Beliefs

NR-222 Unit 3

Exam 1, Fifty(50) Questions and Answers

Exam 1, Practice Questions Chapter 1, 6, 16, 22, 09, 10

Blueprint Exam 1, Chapters 1, 3, 6, 7, 10

Exam 1, Review of Knowledge

Content Study Questions

NR222 Unit 4

Content Study Questions

Reading, Chapter 10 Health Education, Pages 214-218

NR-222 Unit 5

Assignment, ATI Nurse’s Touch: Wellness & Self Care: Self Care & Physical Activity

Content Study Questions

Discussion Question, Person-centered Communication

Discussion Question, Barriers to Communication

RU Assignment, Health Promotion Project – Health Promotion for Homeless People

RU Assignment, Health Promotion Project – Leading Health Promotions & Healthy People

RU-Assignment, Health Promotion Project – Mental Health Depression and Suicides

RU Assignment, Health Promotion Project – Suicide Among the LGBTQ Community

NR222 Unit 6

Assignment, ATI Nurse’s Touch: Wellness & Self Care: Rest & Sleep Content Study Questions

Discussion Question, Life Span Nursing Considerations

Exam 2, 50 Questions & Answers

Test Bank, Chapter 4, 15, 21 – 24

Test Bank, Chapter 12 Conception Through Adolescence, pp. 141-158

NR-222 Unit 7

Assignment, ATI Wellness & Self Care Module – Stress: Cause, Effects and Management

Health Promotion Strategies: The Benefits of Robotic Surgeries in Gynecology

NR222 Unit 8

Discussion Question, Wrap-up

Final Exam: Key Concepts

Final Exam

You can also read another study guide on nursing assignments for students from another post on NR-110: Pathway to Professional Nursing for Military Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR222
Course Title:	Health and Wellness
Credit Hours:	3 credits
Theory Hours:	3
Laboratory Hours:	0
Clinical Hours:	0
Place in Curriculum	Year 1, Semester 3
Prerequisite:	BIOS252, MATH114, PSYC110
Corequisite:	BIOS255, NR101 or NR103

Course Description

This course introduces students to health promotion and preventive care activities throughout the life span. These activities are explored through biological, psychological, spiritual, environmental, and sexual domains. A variety of theories emphasizing health and well-being will be explored throughout the course. Healthy People 2020 objectives are examined. Health-promotion assumptions basic to nursing practice are emphasized.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby.

 

Access E-Book

Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier.

 

Access E-Book

Potter, P., Perry, A., Stockert, P., & Hall, A. (2017). Study guide and skills performance checklists for Potter/Perry fundamentals of nursing (9th ed.). St. Louis, MO: Mosby Elsevier.

 

American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author.

 

American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

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Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. Enter email address and password. Bookshelf Online will open.

Step 3: Access the Desktop and Mobile Versions

You must complete Step 2 prior to using the desktop or mobile versions.

Already Registered?   3 Ways to Access Your eBooks

Online

Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.

Desktop

Download your eBooks and use them whether you’re connected to the Internet or not.

Mobile

Download the app and get your eBooks on your iPhone, iPad, or Android device.

Program Outcomes

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. Unit outcomes provide further detail to support learner achievement of specific COs and are listed within each unit under the introduction. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

1. Discuss the professional nurse’s role in health-promotion activities. (POs 1 and 2)
2. Examine theories and concepts related to health-promotion behaviors. (POs 1 and 2)
3. Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (POs 1 and 2)
4. Discuss the influences of moral, ethical, and legal principles on professional nursing practice. (PO 6)
5. Identify effective communication with clients and other healthcare providers. (PO 3)
6. Discuss attitudes and actions that influence personal, educational, and professional development. (PO 5)
7. Identify health-promotion strategies throughout the life span. (POs 1 and 2)

Key Concepts

1. Nursing and Health Promotion: History and Theories

• • Nurses Promoting Health: Influences From Our Past
  • Chamberlain Care and Health Promotion
  • Definitions and Models of Health
  • Levels of Prevention
  • Cost of Health and Illness
  • Healthy People 2020

2. Nursing as a Healthcare Profession

• • The Ethics of Healthcare
  • The Nursing Process
  • The Practice of Nursing
  • Behaviors That Influence Health and Wellness

3. Culturally Competent Care

• • Health Variables of Individuals and Groups
  • Influence of Family on Health Choices
  • Chamberlain Care and Cultural Competence

4. Teaching and Learning

• • Health Education
  • The Nursing Process Versus the Learning Process
  • Barriers to Teaching in the Healthcare Setting
  • Barriers to Learning in the Healthcare Setting

5. Therapeutic Communication: Linking Nurses to Those in Their Care

• • Types of Communication
  • Mechanisms of Communication Strategies
  • Therapeutic Communication
  • Communication, Attitudes, and Values
  • Interprofessional Collaboration

6. Nursing and Wellness Across the Life Span

• • Theories of Development
  • Health Promotion Needs and Risks Across the Life Span
  • Nursing and Caring for all Ages

7. Health Promotion Strategies and Interventions

• • Defining Community Health and Wellness
  • Threats to the Health of Individuals Within Communities
  • Nursing’s Role in Community, Family, and Individual Health Promotion

Learning Plan

Download and review the NR222 Health and Wellness Learning Plan. This learning plan provides a list of unit outcomes and detailed key topics covered in the course.

Required Uniform Assignments (RUAs)

Required Uniform Assignments (RUAs) are essential elements of assessment that are consistent across the curriculum at Chamberlain College of Nursing. These assessments help measure and track students’ progress in meeting the BSN Program Outcomes. Each RUA is course-specific and required in both online and campus courses. Download the Health Promotion Project guidelines and grading rubric to begin planning for the successful completion of this assignment.

If you have any questions about the assignment please speak to your instructor.

Course Schedule

Unit, COs, and Topics	Readings	Assignments
Unit 1 COs 1, 2, and 3 Nursing and Health Promotion: History and Theories	Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 1: Health Defined: Objectives for Promotion and Prevention pp. 4–8 (Wellness-Illness Continuum through Healthy People 2020) pp. 10–15 (Levels of Prevention) Chapter 3: Health Policy and the Delivery System pp. 65–67 (Costs) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 1: Nursing Today (All) Chapter 6: Health and Wellness pp. 65–73 Chapter 33: Complementary and Alternative Therapies pp. 688-691 (Complementary, Alternative, and Integrative Approaches to Health)	Study questions Graded discussion topics Exam affirmation
Unit 2 COs 1, 2, 3, and 4Nursing as a Healthcare Profession	American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Chapter 1: Scope of Nursing Practice, pp. 1–15 American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author. Foreword: pp. iii-xiii (Contents, Preface, and Introduction) Provision 1: p. 1-4 Edelman, C. L., Kudzma, E. C., & Mandle C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 5: Ethical Issues Related to Health Promotion, pp. 109–125 Chapter 6: Health Promotion and the Individual, pp. 128–129 (Nursing Process) Chapter 9: Screening, p. 209, Box 9-9 (Pender’s Health Promotion Model) Chapter 10: Health Education, pp. 219–220 (Health Behavior Change) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 16: Nursing Assessment, pp. 209–2011 (The Nursing Process) Chapter 22: Ethics and Values, pp. 292–293 (Basic terms, Nursing code, Values)	Alternate Style Exam Questions Tutorial Study questions Graded discussion topics Content questions
Exam 1 (Units 1 and 2)
Unit 3 COs 1, 2, 3, 6, and 7Cultural Competence	American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author. Chapter 1: Scope of Nursing Practice, pp. 30–33 (beginning with the last paragraph on p. 30 through Societal, Cultural, & Ethical Dimensions) and p. 69-70 (Standard 8: Culturally Congruent Practice) American Nurses Association. (2015). Code of ethics for nurses with interpretative statements. Washington, DC: Author. Provision 8.3: Obligations: p. 32 Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 9: Culture and Ethnicity, pp. 101–105 (through Cultural Competency) Chapter 10: Caring for Families, pp. 117–122 (through Attributes of Healthy Families) Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Mosby. Chapter 2: Emerging Populations and Health, pp. 22–34 (through “Selected Health-Related Aspects”) Chapter 7: Health Promotion and the Family, pp. 149–153 (Through “The Family From A Risk-Factor Perspective”) Chapter 10: Health Education, p. 221 (Diversity and Health Teaching)	Study questions Graded discussion topics
Unit 4 COs 1, 2, 3, 4 6, and 7Teaching and Learning	American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Standard 5B: Health Teaching and Health Promotion, p. 65. Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Mosby. Chapter 10: Health Education, pp. 214–218 (Through “The Family From A Risk-Factor Perspective”) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 25: Patient Education, pp. 336-355 U.S. Department of Health and Human Services. (2016). Educational and community-based programs. Healthy People 2020 website. Retrieved from http://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs	Study questions Graded discussion topics
Exam 2 (Units 3 and 4)
Unit 5 CO 1, 2, 3, 5, 6, and 7Therapeutic Communication	American Nurses Association. (2015). Nursing: Scope and standards of practice. (3rd ed.). Silver Spring, MD: Author. Standard 5B: Health Teaching and Health Promotion, p. 65 Standard 5: Implementation, pp. 61–62 Standard 9: Communication, pp. 71–72 Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 4: The Therapeutic Relationship, pp. 88–102 (from Types of Communication) Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 24: Communication Pope, B., Rodzen, L., Spross, G. (2008). Raising the SBAR: How better communication improves patient outcomes. Nursing, 38(3), 41–43. doi:10.1097/01.NURSE.0000312625.74434.e8	Health Promotion Project (RUA) Study questions Graded discussion topics
Unit 6 CO 2, 3, and 7Nursing and Wellness Across the Life Span	Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 11: Developmental Theories, pp. 132-140 Chapter 12: Conception Through Adolescence, pp. 141–158 Chapter 13: Young and Middle Adults, pp. 159–172 Chapter 14: Older Adults, pp. 173–194 Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 15: Overview of Growth and Development Framework (all) Chapter 17: Infant, pp. 389-393 (through “Cognitive Development”), 409-418 (From “Environmental Processes” through “Cancer”) Chapter 18: Toddler, pp. 442-444 (From “Environmental Processes” through “Poisoning” Chapter 19: Preschool Child, pp. 467-469 (From “Environmental Processes” through “Mechanical Forces” Chapter 20: School-Age Child, pp. 484-485 (“Nutritional-Metabolic Pattern”), 498-501 (From “Environmental Processes” through “Mechanical Forces” , 506-508 (From “Health Services/Delivery System” through “Nursing Application”) Chapter 21: Adolescent, pp. 524-530 (From “Sexual-Reproductive Pattern” through “Cancer”) Chapter 22: Young Adult, pp. 536-537 (Through “Biology and Genetics” including Box 22-1 & Box 22-2); pp. 558-559 (“Nursing Application”) Chapter 23: Middle-Age Adult, pp. 562 (Introduction), 564-570 (“Life Expectancy” through “Alcohol Abuse), & 584-586 (“Nursing Application”) Chapter 24: Older Adult, pp. 592-593 (Through “Healthy People 2020”) & 607-612 (“Environmental Processes” through “Tobacco Use”)	Study questions Graded discussion topics
Exam 3 (Units 5 and 6)
Unit 7 COs 1, 3, and 7Health Promotion Strategies and Interventions	U.S. Department of Health and Human Services. (2016). 2020 LHI topics. Healthy People 2020 website. Retrieved from https://www.healthypeople.gov/2020/leading-health-indicators/2020-LHI-Topics 2020 LHI Topics Who’s Leading the Leading Health Indicators Healthy People 2020 Leading Health Indicators: Progress Update Potter, P. A., Perry, A. G., Stockert, P., & Hall, A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Elsevier. Chapter 45: Nutrition, pp. 1058-1061 (“Nursing Knowledge Base”), 1070-1072 (“Health Promotion”) Supplemental reading: Chapter 33: Complementary and Alternative Therapies Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span. (8th ed.). St. Louis, MO: Mosby. Chapter 10: Health Education: pp. 219-220 (“Health Behavior Change” through “Transtheoretical Model”) Chapter 11: Nutrition Counseling for Health Promotion: pp. 231-234 (“Healthy People 2020: Nutrition Objectives” through “Nutrition Objectives”), 238-239 (“Food Guidance System”), 242-247 (“Food Safety through “Food & Nutrition Programs for Older Adults”), & 254-256 (“Obesity”) Chapter 13: Stress Management Chapter 14: Complementary and Alternative Strategies	Study questions Graded discussion topics
Unit 8 COs 1, 2, and 7Moving From Health Promotion to Health Maintenance	Review all readings, as needed.	Final Exam Graded discussion topics

Attendance Policy

Regular attendance and consistent participation within the classroom, lab, and clinical experiences facilitate the achievement of course outcomes set forth in the course syllabi. Students must arrive on time and stay for the duration of the class meeting, lab, and/or clinical experience. Late arrival may result in denied access to the class.  Absences and/or tardiness from lecture, pre-clinical, clinical (including pre- and post-conferences), and/or lab experiences (including pre- and debriefing) may prohibit students from completing all components of the nursing course, resulting in course failure.

Attendance is tracked for all eight weeks of the session on a course-by-course basis and is recorded daily based on academic events. An academic event for onsite courses is defined by attending scheduled class meetings. An academic event for online courses is defined by submitting a class assignment, participating in threaded discussions, or completing quizzes and exams. An academic event for blended courses is defined by attendance in the onsite component or by submitting a class assignment, participating in threaded discussions or completing quizzes and exams in the online component.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All completed assignments are to be submitted to the Dropbox on or before Friday by 5:00 p.m. Mountain Time (MT) or as specified by your faculty.
• All quizzes and exams, if applicable in your course, are offered at specific times.
  • Campus Courses: Campus faculty will share the date, time, and location with students at the beginning of each session.
  • Online Courses: Online faculty will share online exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Note: In Unit 8 the assignments will be due by Wednesday at 11:59 p.m. MT.

If you are taking this course on campus, a course calendar includes detailed information related to activities and due dates may be available for downloading from Doc Sharing. Please check with your instructor for more information.

If you are taking this course online, Please be advised that you may be required to take your tests on the campus in a proctored environment. Your campus will post the date, time and location of exams. If testing will take place online, the online faculty will share the exam schedule with students during preview week in a course announcement. Students should refer to the posted announcement for the specific dates and times for their exam schedule.

Assignment Values and Letter Grades

All course assignments and examinations must be completed in order to pass the course.

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Assignment			Points	Weighting
Examinations*
Exam 1			125	12.5%
Exam 2			125	12.5%
Exam 3			125	12.5%
Final Exam			150	15%
*Must achieve an average of 76% or higher to pass the course.
Assignments
Health Promotion Project (RUA)			100	10%
Discussion Units 1–7, two topics, 25 points each; Unit 8, 1 topic, 25 points			375	37.5%
Total Points			1,000	100%
Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

Teaching/Learning Methods

Examples include, but are not limited to

• assignments;
• case studies;
• discussion;
• experiential learning
• group assignments;
• lectures; and
• Multimedia presentations.

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