NUR 1025 Fundamentals of Nursing II

NUR 1025 Fundamentals of Nursing II Instructor K. Amy McNeill-Day, RN, MSN Name: Course Section: NUR 1025 Office Hours: As posted Credit Hours: 4.0 Prerequisites NUR 1020 and NUR 1140 NUR 1025L Corequisites: Campus Phone: Other Telephone: Email Address: Theory Hours: Clinical Hours: Everest College- Henderson, NV. 702 567-1920 Ext 186 Kday1@cci.edu 40 hours 60 hours Grades and understanding course content are dependent upon consistent study and attendance. Students are expected to designate an average of 108+ hours for out-of-class study and assignments for this course. Last Date Reviewed: December, 2012 Course Description: This course is a continuation of the theory and concepts learned in Fundamentals of Nursing I and continues with the information that introduces concepts basic to beginning nursing practice. Emphasis is placed on the application of the nursing process to provide and manage care as a member of the discipline of nursing. Upon completion, students should be able to demonstrate beginning competence in caring for individuals with common alterations of health. Students also learn about legal implications of nursing practice, safety and definition and reporting sentinel events. Theory and procedures related to basic human 1

needs are taught, demonstrated and practiced in class, nursing skills laboratory and in area health care facilities Course Objectives: Upon successful completion of this course, the student will be able to: A. Nursing Process 1. Differentiate the components and characteristics of each step of the nursing process. 2. Utilize the nursing process as a framework for formulating a nursing care plan. 3. Define basic therapeutic nursing interventions in providing holistic care to culturally diverse clientele. B. Critical Thinking 1. Incorporate knowledge from natural sciences, technology and humanities as a foundation for decision-making for providing basic nursing care to clients. 2. Identify critical thinking techniques and decision-making processes. C. Communication 1. Identify the technical and legal aspects of documentation and how communication is used in the nurse-client relationship. 2. Define communication and collaboration methods used between members of the health care team. 3. Select basic, effective communication skills and apply to social and classroom interactions. D. Health Promotion 1. Examine social, cultural, ethnic, spiritual and economic factors that impact health care beliefs of adult/geriatric clients and their families. 2. Discuss activities that will promote health for clients and families throughout the lifespan. E. Professional Role 1. Explain the role of a nurse from the historical aspect. 2. Define the scope of professional nursing care provided in various health care settings. 3. Discuss legal and ethical aspects of nursing, including the role of the student nurse. 4. Exhibit actions and interactions congruent with the ANA Nursing Code of Ethics and the Nevada Nurse Practice Act. 5. Describe how the nurse exhibits the knowledge, skills and attitude in the utilization of the Quality and Safety Education for Nurses (QSEN) and National Patient Safety Goals. 2

Policies: Refer to the Nursing Student Handbook Texts: Carpenito-Moyet, L. (2010). Handbook of Nursing Diagnoses. (13 th ed). Philadelphia, PA: Wolters Kluwer. Carpenito-Moyet, L. (2010). Nursing Diagnoses Application to Clinical Practice. (13 th ed). Philadelphia, PA: Wolters Kluwer. Taylor, C., & Lillis, C. (2010). Fundamentals of Nursing Text and Study Guide. (7 th ed). Philadelphia: Lippincott Williams & Wilkins. Taylor, C., & Lillis, C. (2010). Study Guide to Accompany Fundamentals of Nursing. 7 th ed. Philadelphia: Lippincott Williams & Wilkins. Weber. J., & Kelley. (2010). Health Assessment in Nursing. (4 th ed). Philadelphia, PA: Wolters Kluwer. Weber. J., & Kelley. (2010). Lab Manual to Accompany Health Assessment in Nursing. (4 th ed). Philadelphia, PA: Wolters Kluwer Wilson, P., Shannon, S. & Stang, M. (2008). Prentice Hall Nurse s Drug Guide. (4 th ed). Philadelphia, PA: Prentice Hall. Recommended Texts: Andrews, M. & Boyle, J. (2007). Transcultural concepts in nursing. (5 th ed.) Philadelphia: Lippincott, Williams & Wilkins. Eliopoulos, C. (2010). Gerontological Nursing. (7 th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Hosley, J. & Molle-Matthews, E. (2006). Practical guide to therapeutic communication for health professionals. St. Louis. Missouri: Saunders Elsevier. Required Software: included with text Instructional Methods: This course will combine lecture, clinicals, case studies, group exercises, discussion and problem solving. 3

Evaluation of Student s Progress: Student s academic progress will be evaluated by the above with at least 76% for the final grade in order to progress. A score of 76% or greater must be achieved on the final examinations and overall course grade in order to progress in the program. HESI Fundamentals Final Comprehensive Exam will be given on week 11 th. Worth 20% of grade, Students are required to complete the HESI Evolve Reach online programs and other assignments for this course by the assigned dates and times announced in class. Attendance for Class: Students are expected to attend all designated class meetings. It is highly recommended that each student attend SSP since test content and chapters will be covered. All students are expected to be in their seat and ready to start class at 8AM Date of Last Review: DECEMBER 2012 Evolve Learning System Students will be evaluated throughout the program using Evolve Learning System Online. This program allows students to master nursing exams in a simulated NLCEX question and answer environment and also sharpens reading comprehension and critical thinking skills. Website: https://evolve.elsevier.com Technical Support: 1-800-401-9962 APA Style Paper (due week 9) Late APA papers will be graded according to what is stated in the student Handbook Papers that you write in your program of study must follow the guidelines set by the American Psychological Association (APA) 6 th edition. Using the following format: 1 inch margins Title page References page In-text citations Correct reference page citations: (No websites) Evidence-based Journal Articles only 4

CASE STUDIES (FUNDAMENTALS) Found on EVOLVE 1. Altered Nutrition 2. Constipation 3. Mobility 4. Pain 5. Sensory Function 6. Skin Integrity *****Case studies are to be completed individually. Independent work is required to receive full credit. Case studies are DUE week six (6) February 18, 2013 @ 8am. For late case studies please refer to the student handbook. Case studies need to receive 100% ***** Homework: all students are expected to answer the Developing Critical Thinking Skills at the end of each chapter, complete study guide chapter questions and review Practicing for the NCLEX questions at the end of each chapter. The end-of- Chapter Developing Critical Thinking Skills study questions will be handed in at 8am during theory class. For late homework please refer to the student handbook. PROFESSIONALISM: Professionalism is evaluated each class, lab, and clinical period at the instructor s discretion. Factors taken into consideration for this portion of the grade include consistent good attendance and on-time class arrival, appropriate attire, courteous and respectful participation, collaboration in team assignments, demonstration of positive group dynamics, etc. The instructor may add components based on the needs of the class. 5

Teaching Strategy This course is divided into two components, classroom didactic and clinical. The teaching strategy is developed from a curriculum designed to use various teaching methods, and support different student learning styles. The curriculum presents activities that support the course description, the course outcomes, and the course higher reasoning skills. These include critical and analytical thinking, communication, and problem solving. The curriculum approach takes advantage of various instructional materials, tools, and applications to be used in an interactive and engaging learning environment. This course will combine lecture with power points presentations, laboratory, case studies, group exercises, group presentations, discussion and problem solving. SMART boards are used to enhance teaching and learning by utilizing technology resources and multimedia applications in the classroom. Course Evaluation and Grading Grading Scale Letter Point Grade Scale Interpretation A 92-100 Superior B 84- Above average; 91 good C 76- Average; 83 standard D 68-75 Below standard F 67 or below Failing A score of 76% or greater must be achieved on the final examination and overall course grade in order to progress in the program. Grade Categories Weight Total Points Didactic Components Mid- term Exam 25% 300 Drug Calculation Quiz 5% 50 HESI Final Comprehensive Exam 20% 200 Homework Assignments /APA 10% 100 Paper/Professionalism Weekly Quizzes 10% 50 Final Exam 25% 300 Clinical Components Clinical participation, required paperwork, attendance, Pass/ Fail Pass/ Fail 6

professionalism/skills check-off HESI Fund. Practice Quizzes and Exams Version A&B Pass Pass Case Studies (6) 5% 50 Total: 100% 1000 Attendance for Class: Students are expected to attend all designated class meetings. Refer to the Student Handbook for the policies. This syllabus is a representation of the course content, organization and evaluation processes. The Campus Nursing Director and faculty teaching this course reserve the right to reasonably alter the sequences of activities, evaluation and assignment dates. Every effort will be made to inform class members in advance of such changes. Students are responsible for following the syllabus and any changes instituted by the faculty. Date of Last Review: January 2013 Academic Dishonesty within the Nursing Department: Everest College Nursing Department expects every student to engage in all scholastic pursuits in a manner that is beyond reproach. Students are required to maintain complete honesty and integrity in the classroom and/or laboratory. Any student found guilty of dishonesty in scholastic work is subject to disciplinary action. A. Academic dishonesty includes, but is not limited to, cheating on scholastic work, plagiarism and collusion. B. Cheating on scholastic work includes: Copying from another student s test paper or other scholastic work. 7

Using, during a test, materials or equipment not authorized by the person administering the test. Collaborating, without authority, with another student during an examination or in the preparation of scholastic work. Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part, the contents of an un-administered test. Soliciting, bribing or coercing an instructor or student grader to alter the score or grade achieved on a test or other scholastic work. Substituting for another student, or permitting another student to substitute for oneself, to take a test or prepare other academic work or laboratory assignments/experiments. Soliciting, bribing or coercing another person to obtain an un-administered test/examination or information about an un-administered test/examination. Using thoughts, words, or expressions of other s works, including web-based information, as one s own (plagiarism). All student conduct will support academic honesty. Any student who violates any of the criteria under A or B above will receive an F or zero grade for that specific occurrence. Academic Dishonesty constitutes unprofessional conduct and lack of good professional character. Any student participating in any form of academic dishonesty will be scheduled to see the Campus Nursing Director and may be dismissed from the program. The department goal is that each student completes his or her own work in order to master the skills needed to deliver safe, competent nursing care Any student who scores below 76% on their final examination will receive one opportunity to retake the exam. The course lead instructor will provide the date of the retake examination, and the retake must be completed before the end of the Quarter. The maximum score for the retake examination will be 76%. 8

Course Outline and Assignments WEEK ONE (January 14-20, 2013) Instructional In Class-Learning Out of Class Total Assessment Objectives Hours Upon completion of this unit the Overview Syllabi and Reading: Reading/ student will be able to: Course, Beginning introduction to Taylor s Chapter 18, 19, 20 homework Weekly Quiz 1. Discuss physiologic and functional changes that occur with aging. 2. Describe nursing interventions to promote health for older adults. Patient Centered Care and QSEN, EBP, Quality Improvement, Teamwork, Safety Weber s Chapter 32 Homework: Taylor s : 6+ hours 3. Identify the healthcare needs of older and Informatics, to Developing Critical adults in terms of chronic illnesses, accidental injuries and acute care be used throughout the clinical setting. Thinking Skills (each chapter) needs 4. Identify the modifications needed to Aging Adult, Assessing Frail Elderly Study tools: Taylor & Weber Study 9

conduct a health history or assessment on a frail elderly client 5. Describe the various assessment tools to be used on the frail elderly client. 6. Determine common nursing diagnosis and interventions for the elderly client. 7. Discuss Patient Centered Care, EBP, QSEN, QI, Teamwork, Safety, and Informatics as it applies in the nursing process. 8. Discuss developmental concepts across the life span. (A1, A2, B1, B2, C1, C2, C3, D1, D2, E1, E2, E3, E4)* * Reflects course objectives. clients. Introduction to Nursing Fundamentals II; Nursing assessment and interventions of clients in the LTAC facilities. Guide questions and (Taylor) end-ofchapter NCLEX questions WEEK TWO (January 21-27, 2013) 10

Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the Fluid and Electrolyte This is a holiday so Reading/h Weekly quiz student will be able to: and Acid-Base the material will be omework will be given Chapter 21 Balance, Nursing covered next week in a 6+ hours next week 1. Describe the communication process, Process. 2-hour class list the eight (80 ways people communicate nonverbally and use Bring an effective Taylor s effective communication techniques communicator Chapter 21, 22, 40 Chapter 22 1. Describe the teaching-learning process Nurses as teachers Homework: including domains, developmental and counselors Taylor s : concerns, and specific concerns Developing Critical 2. Discuss factor that should be Thinking Skills (each discussed in the learning process chapter) 3. Describe factors that influence patients compliance, how to create and Study tools: implement a culturally competent age specific teaching plan Taylor Study Guide 11

4. Discuss the nurse s role as a counselor, summarize how the nursing process can help patients resolve problems and describe how the counseling role can help motivate patients towards health-promotion Chapter 40 1 Describe the location and functions of body fluids, including factors that affect variations in fluid compartments. 2. Describe the functions, regulation, sources and losses of the main electrolytes of the body. 3. Explain the principles of osmosis, diffusion, active transport and filtration. 4. Describe how thirst and the organs of homeostasis function to maintain fluid homeostasis. 5. Describe the role of the buffer systems and respiratory and renal mechanisms in achieving and maintaining questions and end-ofchapter NCLEX questions 12

acid-base balance. 6. Identify the etiologies, defining characteristics and treatment modalities for common fluid, electrolyte and acidbase imbalances. (A1, A2, B1,B2,C1, C2, C3, D1, D2, E1, E2, E3, E4)* *Reflects Course Objectives WEEK THREE (January 28-Fwbuary 3, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the 2-hour class to make Reading/ Weekly student nurse will be able to: Theory of Research up for holiday last homework Quiz will Chapter 5 and EBP week. Content from 6+ hours cover week 1. Compare and contrast the different Historical influences, week 2 and week 3 2 & 3 types of nursing knowledge. Nursing Theory. to be covered 13

2. Describe the four concepts common to all nursing theories. 3. Discuss the significant, importance and evolution of nursing research. 4. Explain the differences between quantitative and qualitative research methods. 5. Define informed consent as it applies to research. 6. Describe evidence-based practice in nursing, integrating the relevance of nursing theory and nursing research Chapter 8 1. Explain managed care, case management, and primary healthcare. 2. Describe the members of the interdisciplinary healthcare team. 3. Discuss trends and issues affecting healthcare today. 4. Describe the role of nursing in meeting the challenges in health care Understanding the healthcare delivery system Nursing and continuity of care Taylor s Chapter 5, 8, 9 Homework: Taylor s : Developing Critical Thinking Skills (each chapter) Study tools: Taylor Study Guide questions and endof-chapter NCLEX questions 14

today. Chapter 9 1. Describe the role of nursing in ensuring continuity of care, discuss the importance of establishing an effective nurse to patient relationship upon admission to a health care facility and the concepts of discharge planning.. WEEK FOUR (February4-10, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the Skin integrity and Taylor s Reading/ Weekly Quiz student nurse will be able to: wound care Chapter 32, 34 homework Chapter 32 Identifying risks, 5+ hours 1. Discuss the processes involved in nursing intervention. Homework: wound healing. Maintain skin Taylor s : 2. Identify factors that affect wound integrity through Developing Critical 15

healing. 3. Identify clients at risk for pressure ulcer development. 4. Describe the four states of pressure ulcers. 5. Accurately assess and document the condition of wounds. 6. Discuss how to prevent or minimize pressure ulcers. 7. Outline the steps to changing a dressing. 8. Discuss the principle of heat and cold application. Chapter 34 1. Describe the function and physiology of sleep, identify variables that influence rest and sleep, and describe nursing implications that address age related differences in sleep cycles. 2. Preform a sleep assessment, use appropriate interview questions, prevention and intervention. Wound classification, pressure ulcers staging and hot and cold therapy. Understanding sleep and rest using scientific rational and age related differences Thinking Skills (each chapter) Study tools: Taylor Study Guide questions and end-ofchapter NCLEX questions 16

recognize if a sleep diary is needed and perform a physical exam. 3. Develop a nursing diagnosis the correctly identifies sleep problems, describe nursing strategies to promote rest and sleep based on scientific rationale 4. Plan, implement and evaluate nursing care related to selected diagnoses involving sleep. WEEK FIVE (February 11-17, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the Nurse leader and Taylor s Reading/ Weekly Quiz student nurse will be able to: manager Chapter 23, 27, 30 homework Chapter 23 6+ hours 1. Identify the qualities, four skills, and Asepsis and infection Homework: 17

different styles of leaders control Taylor s : Studying 2. List the four managerial functions Developing Critical for mid- 3. Discuss the difference between Perioperative nursing Thinking Skills (each term leadership and management chapter) 6+ 4. Summarize the steps in the process of change Study tools: 5. Identify areas where new nurses can Taylor Study Guide develop leadership qualities, recognize the questions and end-of- responsibility of delegation and describe chapter NCLEX the role of a mentor. questions Chapter 27 1. Explain the infection cycle, describe the nursing intervention to break the cycle of infection and list the stages of infection 2. Identify patients at risk for infection, identify situations where hand washing is indicated, and List nursing diagnoses for patients with infections. 4. Describe strategies to implement the 18

CDC guidelines for standard and transmission-based precautions 5. Implement recommended techniques for medical and surgical asepsis. Chapter 30 1. Describe the surgical experience, types of surgery and classifications, inform consent, and advance directives, power of attorney. 2. Identify patient psychological issues during history and assessment phase. 3. Explain nursing interventions pre and post-surgery. 4. Plan a care plan for the surgical patient pre and post op. WEEK SIX (February 18-24, 2013) Instructional In Class Topic and Out of Class Total Assessmen 19

Objectives Learning Hours t Upon completion of this unit the Values, Ethics, and This is a holiday so the Reading/ student will be able to: Advocacy, Code of material will be covered homework Ethics. next week in a 2-hour 3+ hours 1. Compare and contrast the principle- class based and care-based approaches to Studying ethics. for Mid- 2. Describe nursing practice that is Taylor s Term: consistent with the code of ethics for nursing 3. Describe the purpose of the Bill of Rights for Nurses. 4. Recognize ethical issues as they arise Chapters 6, (content will be on final) Homework: Taylor s : REVIEW QUIZZES, CHAPTER OUTLINES, CRITICAL THINKING in nursing practice. 5. Describe typical concerns of the nurse advocate. Developing Critical Thinking Skills (each chapter) SKILLS, STUDY GUIDE QUESTIONS STUDENTS NEED TO PASS MID-TERM Study tools: AND NCLEX QUESTIONS EXAM WITH 76% Taylor Study Guide 20

questions and end-ofchapter NCLEX questions WEEK SEVEN (February 25-March 3, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the Self-Concept, 2-hour class to make Reading student will be able to: Sensory Stimulation; up for holiday last 5+ hours MID- Chapter 41 1. Identify the dimensions of selfconcept: self-knowledge, expectation and Arousal Mechanism, RAS, Sensory Deprivation, Sensory week. Content from week 6 and week 7 to be covered TERM EXAM evaluation. Overload, Sensory 2. Identify variable that influence selfconcept. Deficits, Factors Affecting and Nursing Taylor s CASE 3. Describe nursing strategies that are effective in resolving self-concept problems. process. Nursing and human Chapters 41, 45 Weber s STUDIES DUE 21

Chapter 45 1. Identify factors that affect an individual s sexuality. 2. Preform a sexual assessment using appropriate interview questions and appropriate physical assessment. 3. Describe the types of sexual dysfunctions and assessments priorities for each, 4. Develop nursing diagnoses identifying a problem with sexuality. 5. Plan, implement, and evaluate nursing care related to select nursing diagnoses involving problems with sexuality. 6. Be able to assess your own personal beliefs and values about sexuality and how it may affect your ability to deliver competent, compassionate, and respectful care to patients with sexual problems. sexuality Eye and Ear Assessment and Nsg. Interventions Chapters 15 & 16 Homework: Taylor s : Developing Critical Thinking Skills (each chapter) Study tools: Taylor & Weber Study Guide questions and (Taylor) end-ofchapter NCLEX questions 22

7. Describe effective responses to sexual harassment by patients or colleagues WEEK EIGHT (March 4-10, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours 23

Upon completion of this unit the Stress and Taylor s Reading/ Weekly quiz student will be able to: Adaptation, Chapters 42 & 46 Homework Maintaining Weber s 5+ Hours 1. Explain the interdependent nature of Homeostasis, Nursing Chapter 10 & 11 stressors, stress and adaptation. process. Spirituality 2. Describe the physical and emotional assessing and Homework: responses to stress. Religious Practices Taylor s : 3. Discuss the effects of short-term and Developing Critical long-term stress on basic human needs, Thinking Skills (each health and illness and the family. chapter) 4. Describe the influences of spirituality on everyday living, health and illness. Study tools: 5. Identify the factors that influence Taylor & Weber spirituality. Study Guide questions 6. Describe nursing strategies to and (Taylor) end-of- promote spiritual health. chapter NCLEX 7. Describe the key components of a questions spiritual assessment. 8. List common spiritual assessment tools 24

WEEK NINE (March 11-17, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours 25

Upon completion of this unit the Legal Implications of Taylor s Reading/ Weekly student will be able to: Nursing, Legal Chapters 7, homework Quiz Regulation, Torts, 3+ hours 1. Describe the professional and legal Safeguards, Laws Homework: regulation of nursing practice. Affecting Nsg. Taylor s : 2. Identify the purpose of credentialing, Practice. Developing Critical using as examples accreditation, licensure of registration and certification. 3. Identify grounds for suspending or revoking a licensure or registration. Thinking Skills (each chapter) Study tools: APA Paper Due 4. Differentiate intentional torts from Taylor Study Guide unintentional torts. questions and 5. Discuss appropriate legal safeguard in (Taylor) end-of- nursing practice. chapter NCLEX 6. Explain the purpose of incident questions reports. 7. Describe the laws affecting nursing practice. 26

WEEK TEN (March 18-24, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours Upon completion of this unit the Loss, Grief and Taylor s Reading/ Weekly Quiz student will be able to: Dying, Chapters 28, 43 homework Complementary and 5+ hours 1. Describe the type of loss. Alternative Homework: 2. Describe the grief process and the Therapies. Taylor s : stages of grief. Developing Critical 3. List the impending signs of death. Thinking Skills (each 4. Identify the legal and ethical issues chapter) concerning end-of-life care. 27

5. Identify factors that affect loss, grief and dying. 6. Outline the nursing responsibilities after death. 7. Describe ways in which nurses can use knowledge of complementary and alternative modalities to proving client care. 8. Describe ways in which nurses can use selected complementary and alternative modalities for self-care and health promotion. Study tools: Taylor Study Guide questions and (Taylor) end-ofchapter NCLEX questions WEEK ELEVEN (March 25-31, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours 28

Students need to pass final Exam with a Final Exam HESI: Practice passing grade of 76% (NOT Quizzes and Exams for Version A & B Study for final Exam COMPREHENSIVE) should be completed 6-8 hours before taking HESI (84% and above) Studying for Final: REVIEW QUIZZES, CHAPTER OUTLINES, CRITICAL THINKING SKILLS, STUDY GUIDE QUESTIONS AND NCLEX QUESTIONS WEEK TWELVE (April 1-7, 2013) Instructional In Class Topic and Out of Class Total Assessment Objectives Learning Hours 29

Students will complete the HESI Fundamental Comprehensive HESI: Fundamentals Comprehensive Exam Review for HESI EXAM EVEREST COLLEGE SCHOOL OF NURSING ACKNOWLEDGEMENT OF RECEIPT OF NUR 1022 FUNDAMENTALS OF NURSING I SYLLABUS 30

I have received the 1022 Fundamentals of Nursing I syllabus which includes the grading policy, weekly readings, assignments, quiz, test schedule, etc. The grading policy was reviewed and I was given the opportunity to ask questions regarding the grading policy, and other items in the syllabus. I have received the Clinical Expectations List and have reviewed its content and understand what is expected in the clinical setting. I will conduct myself in a professional manner when attending clinicals and classes. My signature below acknowledges that I understand the syllabus, expected requirements, clinical expectations, and the Student Success Program (SSP) Policy. Student Name (Print) Date Student Signature This form will be maintained in the student s file throughout the nursing program. 31