1NSD NUR620 Fall 2021

Charles R.
Drew University of Medicine and Science

Mervyn M. Dymally School of Nursing
NUR620: Advanced Physical Assessment and Clinical Diagnosis
Course Syllabus Summer 2021
August 28 – November 21, 2021
Faculty Information:
________________________________________________________________________________
Faculty: Nancy Sablon-Diago, MSN, APRN, FNP-C

Office: N 205
Email: nancydiago1@cdrewu.edu
Telephone: 323-568-3608
For Emergency: 323-568-3608 and leave a message
Office Hours: Wednesdays, 8:00 AM 12:00 NN (by appointment)
Faculty: Emilyn Lao, MSN, APRN, FNP-C

Office N 204
Email: emilynlao1@cdrewu.edu
Telephone: 323 - 568- 3321
For Emergency: 310-499 - 3075
Office Hours: Monday - Friday (by appointment)
_________________________________________________________________________________________
Placement in Curriculum: Semester One, Year One

Pre-Requisites: N/A
Co-Requisites: NUR 616, NUR 610
Course Credit Hours:
4 credit units:
- 3 credits lecture (3x15 = 45 hours/semester)
- 1 credit skills, SIM and OSCE
Meeting Dates & Times: 8/28/2021 Saturday (lecture: 0800 -1400; skills: 1500 -2100)
8/29/2021 Sunday (lecture: 0800 -1400; skills: 1500 -2100)
9/18/2021 Saturday (lecture: 0800 -1400; skills: 1500 -2100)
Full Time Faculty Skills:
Faculty: Mariles Rosario, DNP, FNP-C, MSN, RN

Assistant Professor
Assistant Director FNP Program
Office: S110
Email: marilesrosario1@cdrewu.edu
Telephone: 323.568.3340
For Emergency: 323.568.3608 and leave a message
Office Hours: Monday- Friday 8:00am - 5:00 pm
NUR620 Fall 2021 Term 1

August 22, 2021/nsd
Charles R. Drew University of Medicine and Science
Adjunct Faculty Skills – Saturday and Sunday
Faculty: Obiageli Obah, MSN, FNP, Assistant Professor

Office: LSRNE N111
Email: obiageliobah@cdrewu.edu
Telephone:
Faculty: Angela Burrell, MSN, FNP-C
Office: C 203
Email: angelaburrell@cdrewu.edu
Telephone: 323.568.3301
Faculty: Danilo Bernal, DNP, NP-C, MSN, RN, (Saturday only)

E-mail: danilobernal@cdrewu.edu
Telephone:
Faculty: Somaya Bhimaya, MSN, NP-C
Email: somayabhimaya@cdrewu.edu
Telephone:
Faculty: Joseph Francisco, DNP, MSN, NP-C
E-mail: joephfanciscol@cdrewu.edu
Telephone:
________________________________________________________________________________
Course Description:
Concepts and principles underlying assessment of the health status of individuals across the life span
are presented with emphasis placed on interviewing skills, health histories, and the physical and
psychosocial findings in the well person. Advanced communication and assessment skills are
developed. Students obtain health histories, perform advanced physical and psychosocial
assessments, establish a database, and formulate initial treatment plans using the nursing process.
In addition, faculty will facilitate the students’ acquisition of advanced skills in the collection of
subjective and objective data.
Students interpret data acquired through the assessment and the results of laboratory and diagnostic
tests.
________________________________________________________________________________
Course Objectives:
Upon completion of the course, the student will be able to:
1. Analyze knowledge from nursing science, basic science, social science, and the humanities as a
basis for the collection of subjective and objective data.
2. Identify principles of history taking in the assessment process of individuals.
3. Conduct a health history, including environmental exposure and a family history that recognizes
genetic risks, to identify current and future health problems.
4. Demonstrate advanced physical examination skills including focused physical, behavioral,
psychological, socioeconomic, and environmental assessments of health and illness parameters
in patients, using developmentally and culturally appropriate approaches and according to
established criteria.
5. Distinguish alterations in normal health patterning across the lifespan.

August 22, 2021/nsd
6. Interpret data acquired through assessments and the results of laboratory and diagnostic tests.
7. Examine professional values, ethical principles, and legal constraints in the collection of data.
8. Explain the principles of teaching/learning when conducting health assessments.
9. Formulate the differential diagnoses derived from the acquired clinical data.
10. Apply research findings related to health assessment.
11. Demonstrate responsibility for independent learning.
________________________________________________________________________________
Required Textbooks and Online Learning Materials:
1. Jarvis, C. (2020). Physical examination and health assessment. (8th edition). Elsevier Health
Sciences e-Book ISBN: 9780323550048 or Hard Cover ISBN: 9780323510806
2. Study Guide & Laboratory Manual for Physical Examination & Health Assessment Elsevier
E-Book on VitalSource (2020) 8th Edition
3. APEA (Advanced Practice Educational Associates) My Q Bank – school-paid subscription
http://apeaqbank.com/Login.aspx
PRINT ISBN: 9781433832154, 14338; e-Text ISBN: 978433832185, 1433832186
4.. American Psychological Association, (2020). Publication Manual of the American
Psychological Association, (Seventh Edition). Washington, DC: APA.
5. Reteguiz (2013) 3rd edition Mastering the USMLE step 2CS ISBN-13: 978-0071443340
Supplemental Materials:
1. Bickley, L. (2012). Bates’ guide to physical examination and history taking, (11th ed.).
Lippincott Williams and Wilkins. ISBN-10: 1609137620
2. Dains, Baumann & Scheibel (2016) Advanced Health Assessment & Clinical Diagnosis:
In Primary Care, 6th Edition ISBN: 978032363625
3. Alastair Innes, J. (2019) Macleod’s Clinical Examination International Edition, 14th Edition
Print ISBN: 9780702069932, 0702069930; e-Text ISBN: 9780702069918, 0702069914
__________________________________________________________________________
Schedule of Topics and Assignments
Session Date Session/Topic Activities, Readings & Assignments
0800-1400 *Power Point Presentation Course Outline

*Orientation to course *APEA QBANK Testing #1
Student Test Score is equivalent to 5% of the
*Election of two (2) Cohort Student total grade if at minimum of 80%
Representatives
Due: 09/25/2021 11:59 PM
Students will select:
*APEA Student Account log in a. Random option

August 22, 2021/nsd
IA 8/28/21 Credentials b. in exam mode

*APEA reading, assignments & c. 30 items questions
testing d. 3 knowledge areas:
*Students will access assignments * CVS (10 items);
using website below: * Hematology (10 items);
http://apeaqbank.com/Login.aspx * Respiratory (10 items)
*Readings on Study Guide & Laboratory

1500-2100
Manual for Physical Examination &
*Skills General Orientation/Workshop Health Assessment Book
(Faculty) *Bates’ Visual Guide to Physical Examination
*Head to Toe Skills Competency Check List
*Individual Assignment#1
0800-1400
- see assigned 5 OSCE Case Scenarios per
Lecture Series: week posted in Blackboard to be graded by
assigned skills faculty
1. Evidence-Based Assessment
*Utilize Reteguiz (2013) 3rd edition Mastering the
2. Cultural Competence
1B 08/29/21 USMLE step 2CS as reading resource
3. The Interview
4. The Complete Health
*Grade is 5% of the total grade
History
*Deadline of Submission:
*Jarvis, C. (2020). Physical 09/15/21 11:59 pm
examination and health assessment. *Submission link in Assignment tab of BB
(8th edition OSCE case study assignment
*Readings on Study Guide & Laboratory

1500-2100
Manual for Physical Examination &
*Head to Toe Assessment Health Assessment Book
Skills Competency Drills/Workshop *Bates’ Visual Guide to Physical Examination
(Faculty) *Head to Toe Skills Competency Check List
*Individual Assignment#2
0800-1400
- see assigned 5 OSCE Case Scenarios per
Lecture series: week posted in Blackboard to be graded by
▪ Mental Status Assessment
▪ Techniques and Safety in the *Utilize Reteguiz (2013) 3rd edition Mastering the
Clinical Setting USMLE step 2CS as reading resource
09/18/21 General Survey,
2A ▪
Measurements, Vital Signs *Grade is 5% of the total grade
▪ Pain Assessment: The Fifth
Vital Sign *Deadline of Submission:

August 22, 2021/nsd
▪ Breast & Regional lymphatics 09/30/2021 11:59 pm

*Submission link in Assignment tab of BB
*Jarvis, C. (2020). Physical OSCE case study assignment
examination and health assessment.
(8th edition
1500-2100 *Readings on Study Guide & Laboratory

Manual for Physical Examination & Health
*Head to Toe Assessment Skills
Assessment Book
Competency Drills/ Workshop
* Bates’ Visual Guide to Physical Examination
(Faculty)
0800-1400
*APEA QBANK Testing#2
Lecture series: Student Test Score is equivalent to 5% of the
total grade if at minimum of 80%
*Skin, Hair & Nails
Due: 10/23/2021 11:59 pm
*The female reproductive system Students will select:
a. Random option
* Male Reproductive System
b. in Exam mode
*Jarvis, C. (2020). Physical c. 30 items questions
d. 3knowledge areas:
2B 09/19/21 * HEENT (10 items)
(8th edition).
* Neuro (10 items)
APEA reading, assignments & testing * Dermatology (10 items)
Student Test Score is equivalent to
5% of the total grade if at a
minimum of 80%
1500-2100 *Readings on Study Guide & Laboratory

Manual for Physical Examination & Health
*Head to Toe Assessment Skills
Assessment Book
Competency Drills/ Workshop
* Bates’ Visual Guide to Physical Examination
(Faculty)

August 22, 2021/nsd
0800- 1400 (First Batch of students) Onsite Invasive OSCE workshop (HEA)
Invasive OSCE workshop *PASS or FAIL grade
* Onsite Learning Instruction *See specific guidelines in Outline of activities in
*See specific guidelines in Syllabus
Outline of activities in Syllabus
*APEA QBANK testing#3

3A 10/16/21
Student Test Score is equivalent to 5% of the
total grade if at a minimum of 80%
Due: 11/13/2021 11:59 pm
Students will select:
Lecture series: a. Random option
1500 – 2100 b. in Exam mode
c. 30 items questions
*The Cardiovascular System d. 3 knowledge areas:
*The Respiratory System *Gastrointestinal (10 items)
*Urology & Men’s Health (10 items)
*Eyes *Women’s Health (10 items)
Jarvis, C. (2020). Physical examination Individual Assignment#3

and health assessment. (8th edition). - see assigned 5 OSCE Case Scenarios per
week posted in Blackboard
*Grade is 5% of the total grade to be graded by
10/15/2021 1159 pm
*Submission link in Assignment tab of BB
OSCE case study assignment
0800- 1400 (Second Batch of students) Onsite Invasive OSCE workshop (HEA)
*PASS or FAIL grade

Invasive OSCE workshop
* Onsite Learning Instruction
*See specific guidelines in Outline of activities in
*See specific guidelines in
3B Syllabus
Outline of activities in Syllabus
10/17/21
1500-2100
Individual Assignment#4
Lecture series: - see assigned 5 OSCE Case Scenarios per
week posted in Blackboard

August 22, 2021/nsd
*Grade is 5% of the total grade to be graded by

*The ear, nose, mouth and throat
*Gastrointestinal System
*Musculoskeletal System
10/30/2021 11:59 pm
*Neurologic System *Submission link in Assignment tab of BB
OSCE case study assignment
*Jarvis, C. (2020). Physical
(8th edition
0800 -1400
(First Batch of students) *Individually assigned face to face clinical
*Noninvasive OSCE (Objective examination sessions
Structured Clinical Examination)
• Students will perform face- • Student test score is equivalent to 20%
to face clinical encounter of the total grade
with Standardized patient
• See specific guidelines in
Outline of Activities in * See specific guidelines in Outline of Activities
Syllabus
4A 11/20/21
* Onsite/face to face skills competency check

1500 – 2100
off
* Onsite/face to face skills
competency check off *Head to Toe Skills Competency Check List
*Head to Toe Skills Competency * Skills Faculty

Check List
*Student’s test score is equivalent to 20% of
* Skills Faculty the total grade (1st 50% of the class)
*Student’s test score is equivalent to

20% of the total grade

August 22, 2021/nsd
0800 -1400
(Second Batch of students)
*Noninvasive OSCE (Objective *Individually assigned face to face clinical
Structured Clinical Examination) examination sessions
• Students will perform face-
to face clinical encounter • Student test score is equivalent to 20%
with Standardized patient of the total grade
• See specific guidelines in
Outline of Activities in
Syllabus * See specific guidelines in Outline of Activities
4B 11/21/21
1500 – 2100
1. Course and Faculty Survey 1. Course and Faculty Survey
*Use the survey link emailed to students
*Use the survey link emailed to
Students
2. Final Exam
2. Final Exam * Proctorio
Computer-based Comprehensive * 75 items exam
Final Examination * 120 minutes exam duration
*Exam score/grade is equivalent to 20%
of the total grade
1500 -1800
APEA 3 P’s Comprehensive Exam *APEA Online Testing
APEA *Student Test Score is equivalent to Students will take:
5% of the total grade a. Exam mode option
3P’s 11/23/21
* See specific guidelines about 3P’s b. 75 questions
Exam Exam in outline of activities of the * See specific guidelines about 3P’s
syllabus. Exam in outline of activities of the
syllabus

August 22, 2021/nsd
Evaluation:
Grading
Basis of Grading Scale Due Date
OSCE Case Studies -Individual work 20% See schedule in OSCE CS assignment
guidelines
APEA individual reading assignments & testing
(3 @ 5% each; = 15% total) 15% See schedule in APEA QBANKS exam
guidelines
Invasive OSCE Male & Female Reproductive Examination
Workshop – Onsite/Face to Face Instruction Delivery Pass or 10/16 /2021and 10/17//2021
Fail 0800- 1400
Noninvasive OSCE – Onsite/ Face to face examination 20% 11/20/2021 & 11/21/2021
0800 - 1400
Head -to Toe Skills Competency Check off 20% 11/20/2021 & 11/21/2021
Onsite/ Face to face examination 1500 - 2100
Computer-based Final Comprehensive Exam 20% 11/21/2021

1500 - 1700
APEA 3P’s Computer-based Comprehensive Exam - 5% 11/23/2021

1500 -1800
Total 100% N/A
I. APEA (Advanced Practitioner Education Associates) Exams
• Evaluate student knowledge of physical assessment, which is one of the indicators of clinical
readiness.
• Four (4) exams are scheduled for this course (3 subject matter exams and1Comprehensive
3Ps Exam). See the course schedule for the date, time and content of each exam.
• The following links are provided for students to have full access of the various APEA
programs:
• Online Testing Center: www.apeaotc.com gives students access to the exam results
• MyQBank: www.apeaqbank.com gives students access to the study question banks for
Assessment, Prescribing, and Management

August 22, 2021/nsd
• When students have logged into the different programs, they can click on the FAQ or HELP
tabs for step-by-step instructions for navigating the pages, reviewing results, and submitting
assignments.
*APEA QBANK Assignments and 3P’s Comprehensive exam instructions and schedule
.
Deadline Date of Knowledge areas/topics Exam mode & #of items % Total
Exam option grade
9/25/2021 * CVS (10 items) Random option 30 5%

o Exam mode questions
11:59 PM * Hematology (10 items)
* Respiratory (10 items)
* EENT (10 items)
10/23/2021 * Neuro (10 items) Random option 30 5%
11:59 pm * Dermatology (10 items) Exam mode questions
11/13/2021 * Gastrointestinal (10 items) o

11:59 pm *Urology & Men’s Health (10 items) o Random option 30 5%
*Women’s Health (10 items) o Exam mode questions
11/23/2021 3 P’s
1500 -1800 Comprehensive Exam 75 5%
exam mode/APEA questions
*Guidelines and grading mechanics of APEA QBANKS examination

(15% of the course grade).
a. All three (3) assigned QBANK exams will be composed of pre-assigned topics with specific
timelines and deadlines as reflected in the course schedule of the syllabus.
b. Students must take and complete the examinations on or before the given deadlines AND
must obtain a grade of 80% or higher in order to receive corresponding points for each and
all exams.
c. Students will take the examination in one (1) attempt and a grade of 80% must be obtained
on or before the deadline and submit a copy of the test result in pdf format to assignment
submission links in the Blackboard in order to receive corresponding points assigned for
each and all exams.
d. Failure to complete the exam on or before the deadline as well as not obtaining a grade of
80% or better in each assigned examination will result to a zero (0) grade.

August 22, 2021/nsd
* Guidelines and grading mechanics of APEA 3P’s examination.

(5% of the course grade).
a. The APEA 3P’s computer-based examination will cover the 3P’s courses including Advanced
Physical Assessment, Advanced Pharmacology and Advanced Pathophysiology.
b. The date and time of the examination will be administered during the last day of
Pathophysiology course (every last Tuesday of the term).
c. The 3P’s exam is equivalent to 5% of the total grade with a passing benchmark of 67%.
d. Students who failed to reach the benchmark of 67% will result to a grade of zero (0) for the
3P’s examination.
II. Computer-based Comprehensive Final Examination

• Computer-based, proctored exam using Proctorio.
• The exam will be composed of all topics covered during the entire semester.
• Exam date is 11/21/2021, 1500- 1700
• Adherence to Examination Policy will be strictly observed.
• Examination grade is equivalent to twenty (20%) of the course final grade.
III. OSCE CASE SCENARIOS Individual Assignment (20 % of the course grade).
A. GUIDELINES FOR INDIVIDUALLY- ASSIGNED OSCE CASE STUDIES:
1. Student will develop and complete My Checklist and Patient Notes of assigned 5 case
scenarios per week using the templates for My Checklist and Patient Note which will be
submitted in the Blackboard under Assignment Tab with heading OSCE case studies.
2. The completed My checklist and Patient Notes for all weekly-assigned case scenarios will
be submitted on or before the given deadline.
3. All assigned case scenarios can be retrieved from Mastering the USMLE Step 2 CS
Clinical Examination; Reteguiz (2013) 3rd edition, ISBN-13: 978-0071443340, the
course supplemental reference material.
4. The grading for My checklist and Patient note of weekly-assigned assigned case
scenarios will be equivalent to twenty (20) % of the total grade.
5. See rubric for grading of assignments and late assignments will follow late assignment
submission policy.
B. Assigned Case Scenarios and Deadline of Submission:

9/15/2021 11:59 pm 5 case scenarios (5 pts)
1. 46-year-old woman complaining of fatigue and weight gain
2. 20-year-old woman complaining of a cough for 4 days
3. 25-year-old man complaining of a sore throat
4. 68-year-old man requesting pain medications
5. A 48-year-old man with chest pain

1. 73-year-old woman with arm and leg weakness
2. 25-year-old female with a rash
3. 65-year-old man with difficulty swallowing

August 22, 2021/nsd
4. 18-year-old man with a headache

5. 18-year-old woman with burning on urination
1. 40-year-old man with abdominal pain

2. 31-year-old woman with a wrist injury after a fall
3. 50-year-old woman with hand tingling
4. 33-year-old man with back pain
5. 19-year-old with urethral discharge

1. 50-year-old woman with hot flashes
2. 22-year-old woman with abdominal pain
3. 30-year-old woman with worsened menstrual cramps
4. 42. 45-year-old man despondent since the death of his wife
5. 35-year-old man with left-sided back pain
I. Data Gathering (DG) /MY CHECKLIST: (10 points X .5% = 0.5 point
A. Subjective: (4 points)
Chief Complaint:
History of Present Illness. The Examinee:
1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________
Past Medical History:
6.___________________________________________________________________________
7. __________________________________________________________________________
Family History:
8. __________________________________________________________________________
9. __________________________________________________________________________
Social History:
10. ________________________________________________________________________
11. ________________________________________________________________________
Review of Systems:
12. _______________________________________________________________________
13. _______________________________________________________________________

August 22, 2021/nsd
Physical Examination. The Examinee: (4 points)

14.__________________________________________________________________________
15.__________________________________________________________________________
16.__________________________________________________________________________
17.__________________________________________________________________________
18.__________________________________________________________________________
Communication Skills. The Examinee: (2 points)

19.__________________________________________________________________________
20._________________________________________________________________________
21.__________________________________________________________________________
II. Required elements/grading rubric of the Patient Note (10 points X 0.5 % = 0.5 point
1.Subjective (4 points)
State the patient’s chief complaint, reason for visit and/or the problem for which the patient
sought consultation.
a. History of Present Illness: All symptoms related to the problem are described using the
following cue descriptive categories:
1) Precipitating/alleviating factors (including prescribed and/or self-remedies
and their effect on the problem).
2) Associated symptoms
3) Quality of all reported symptoms including the effect on the patient’s lifestyle
4) Temporal factors (date of onset, frequency, duration, sequence of events)
5) Location (localized or generalized? does it radiate?)
6) Sequelae (complications, impact on patient and/or significant others
7) Severity of the symptoms
b. Past Medical History including immunizations, allergies, accidents, illnesses,

operations, hospitalizations.
c. Family History includes family members’ health history.
d. Social history to include habits, residence, financial situation, outside assistance,
family inter-relationships.
e. Review of Systems relevant to the chief complaint/presenting problem is included.
Include pertinent positives and negatives.
2. Objective (2points)
a. Using problem-focused examination re: inspection, palpation, percussion, and
auscultation, the examiner evaluates pertinent systems associated with the
subjective complaint including applicable systems which may be causing the

August 22, 2021/nsd
problem, or which will manifest or may potentially manifest complications and records
positive and pertinent negative findings
b. Performs appropriate diagnostic studies if equipment is available
c. Records results of pertinent, previously obtained diagnostic studies.
d. Use Handout Guidelines to Physical Examination.
3. Assessment (2 points)
a. Diagnosis/es with pathophysiology is (are) derived from the subjective and objective
data
b. Differential diagnoses with pathophysiology are prioritized – (minimum of 2)
c. Diagnosis/es come(s) from the medical domain
d. Assessment includes health risks/needs assessment
4. Plan (2 points)
a. Appropriate diagnostic studies with rationale
b. Therapeutic treatment plan with rationale
c. Was this patient appropriate for a nurse practitioner as a provider? Is consultation or
collaboration with another health care provider required?
d. Health promotion/disease prevention carried out or planned: education, discussion,
handouts given, evidence of patient’s understanding.
e. What community resources are available in the provision of care for this client?
f. Referrals initiated (including to whom the patient is referred to and the purpose)
g. Target dates for re-evaluating the results of the plan and follow up.
Recapitulation of OSCE Case studies Assignments:

Form Points
My Checklist form per case 0.5
Patient Encounter Documentation
per case 0.5
Total points possible 1.0
Number of Cases to complete per
weekly assignment 5 X 1.0 = 5 points
IV. Onsite Invasive OSCE Workshop: Face-to-face instruction delivery

*10/17/2021 0800 – 1400 – (First Batch of students)
*10/18/2021 0800 – 1400 – (Second Batch of students)
* PASS/FAIL grade
a. This integrated female–male teaching program utilizes Health Education Associates (HEA)
as simulated patients in a supervised clinical teaching environment in order to develop and
promote nurse practitioner students’ skills and levels of confidence in genital examinations.
Social distancing measures will be strictly observed.

August 22, 2021/nsd
b. The objective of this program is to ensure that every student will have an opportunity to
undertake both a first-time female breast, pelvic, bimanual examination as well as male
penile, testicular and rectal examination in a safe and learner-supportive environment.
c. The students are given introductory lessons by lecture and video tutorials in didactic session.
d. During skills session, students are divided into smaller groups of 6-8 members. They are
instructed to proceed to an appropriately equipped clinical examination room with a trained
TA (Teaching Associate acting as Standardized Patient (SP).
e. Each student undertakes the examination, talking appropriately and guided throughout by
the TA/SP.
f. During the female examination, the student is expected to perform clinical breast
examination (CBE) correctly and to demonstrate the use of a speculum to visualize the
cervix and undertake a bimanual examination.
g. During the male examination, students undertake examination of the genital area, including
testicular, prostate and rectal examination.
h. Feedback, and testing for sexually transmitted infections is discussed but swabs are not
taken.
i. Constructive feedback is given and discussed by the TA/SP.
V. Noninvasive OSCE:
1. Exam date is scheduled on 11/20/2021 0800 - 1400 & 11/21/2021 0800 -1400
2. This is equivalent to 20% of the course grade.
3. The Objective Structured Clinical Examination (OSCE) is an assessment tool used to evaluate
students’ clinical competency in completing skills requirements for NUR 620 course.
4. The OSCE utilizes standardized patients (SPs) to assess students’ clinical skills and
competencies, the test mirroring a health care provider in the clinic, office, emergency room, or a
hospital setting.
5. Each student will have patient interaction with the Standardized Patient (SP) who is trained
to accurately portray a real-life patient and is physically present in a simulated examination
room.
6. During patient encounter, student must ask the SP appropriate questions to demonstrate
proficiency in a timed session ranging from 20 to 30 minutes to obtain the chief complaint (CC),
right history of present illness and then perform the accurate and focused physical
examination.
7. In the conduct of physical examination, the student is expected to verbalize physical
examination steps and maneuvers, appropriate and accurate expected findings applicable to
the case i.e., the student will need to specifically tell the SP that he/she is performing each
physical portion of the exam that he/she will be engaging in.
Example verbiages are as follows: I will now be listening to your lungs in 4 places using my
stethoscope on your back, please breathe in, now breathe out.
8. Throughout the history and performance of physical examination, student is being graded
his/her interpersonal skills and proficiency in communication and demonstrating
professionalism which are considered data-gathering (DG) ability and are evaluated by the
SP using the standardized checklist specific for the case.
9. Competencies to be assessed include history taking, knowledge of physical examination
maneuvers, problem solving, decision making and counselling.
10. After the interaction with the SP, the student will be given ten (10)-minutes time duration
(post-encounter) to compose an accurate, organized, and legible written record of the
encounter, called the Patient Note using prescribed Patient Encounter Documentation form.

August 22, 2021/nsd
11. The skills faculty rates the Patient Note based on legibility, organization, and interpretation
of the data (pertinent positives and negatives, differential diagnosis, and workup) using the
assigned grading rubric.
12. The student is required to submit the completed Patient Encounter Documentation form in
the assignment link in the Blackboard Learn for grading as Patient Note Score by the
assigned faculty.
13. The DG score of ten (10) percent and Patient Note Score of ten (10) % are combined to
form the noninvasive OSCE GRADE of 20% which will be added to the course FINAL grade.
14. The entire session will be recorded for documentation purposes and will remain the property
of MMDSON.
OSCE Competencies: Mandatory Critical Elements
OSCE Competencies: Mandatory Critical Elements

Planning Phase: Two (2) minutes.
1. Examinee will report to assigned examination room.

2. Examinee will be provided a case scenario to be pasted in the examination room door.
3. Examinee reviews the patient’s name, chief complaint and vital signs.
4. Examinee formulates plan for the interview.
5. Examinee considers questions to ask related to the history of the present illness.
6. Examinee considers questions to ask related to the past medical history.
7. Examinee considers plan for patient education.
8. Examinee considers preventive measures to discuss.
Implementation Phase: Twenty (20) to thirty (30) minutes.
1. Examinee knocks on the door and enter
2. Examinee introduces self to the patient.
3. Examinee addresses the patient by his/her first and last name.
4. Examinee checks patient’s identification band using 2-patient identifier.
5. Examinee obtains focused history of the present illness.
6. Examinee obtains past medical history, pertinent family and social histories, allergies and ROS
7. Examinee performs focused physical examination.
8. Examinee discusses/establishes Differential Diagnoses of the case (at least 3 medical conditions); discuss
treatment plan, diagnostic work up, patient education and preventive measures.

August 22, 2021/nsd
9. Examinee utilizes therapeutic communication techniques throughout the interview and examination
Documentation Phase (Examinee's tasks): Twenty (20) minutes.
1. Examinee will proceed to the documentation room as directed by the exam proctor.
2. Complete a typewritten patient note to include: Focused History- CC: HPI: PMH: SH; FH; Allergies & ROS.
3. Document PE – vital signs and focused physical examination findings.
4.Establish the Differential Diagnoses; (at least 3 medical conditions) with brief rationale.
5.List treatment plan re: diagnostic workup and therapeutics with brief rationale; patient education; preventive
measures.
6. Student will submit completed work in the Blackboard using Noninvasive OSCE link.
I. Data Gathering (DG) Student Checklist Form:

Patient Checklist Documentation Form
Data Gathering (DG) SP Checklist Form
Student’s Name: __________________________________ Date: ______________ Score: ______ / 10
MY CHECKLIST
Chief Complaint:
History of Present Illness. The Examinee: (4 points)
1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________
Past Medical History:
6.___________________________________________________________________________
7. __________________________________________________________________________
Family History:
8. __________________________________________________________________________
9. __________________________________________________________________________
Social History:
10. ________________________________________________________________________
11. ________________________________________________________________________

August 22, 2021/nsd
Review of Systems:
12. _______________________________________________________________________
13. _______________________________________________________________________
Physical Examination. The Examinee: (4 points)
14.__________________________________________________________________________
15.__________________________________________________________________________
16.__________________________________________________________________________
17.__________________________________________________________________________
18.__________________________________________________________________________
Communication Skills. The Examinee:
16.__________________________________________________________________________
17.__________________________________________________________________________
18.__________________________________________________________________________
Reteguiz, Jo-Ann. Mastering the USMLE Step 2 CS, Third Edition: Clinical Skills (p. 261). McGraw-Hill Education.
Kindle Edition.
II. Patient Note/ Patient Encounter Documentation Form

Patient Encounter Documentation Form
Student’s Name: ____________________________________ Date: ___________ Score: ______ / 10
Subjective/History: Include ONLY significant positives & negatives from HPI, PMH, SH,
FH & Review of Systems involved:
Subjective: (4 total points)
Chief Complaint (1 point)
History of Present Illness. The Examinee: (1 point)
1.___________________________________________________________________________
2.___________________________________________________________________________
3.___________________________________________________________________________
4.___________________________________________________________________________
5.___________________________________________________________________________
Past Medical History: (0.5 point)

August 22, 2021/nsd
6.___________________________________________________________________________
7. __________________________________________________________________________
Family History: (0.5 point)
8. __________________________________________________________________________
9. __________________________________________________________________________
Social History: (0.5 point)
10. ________________________________________________________________________
11. ________________________________________________________________________
Review of Systems: (0.5 point)
12. ________________________________________________________________________
13. ________________________________________________________________________
14. _________________________________________________________________________
Objective: (2 points)
PE Findings: Indicate ONLY the pertinent positive & negative findings related
to the patient’s chief complaint:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
Assessment /Differential Diagnosis: (2 points)
- Provide at least 2 disease conditions as differential diagnoses
- Briefly support each Assessment based from S & O:
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________
Plan (2 points)
A. Diagnostic & Therapeutic Work-up (1 point)
B. Follow up/referral (0.5 point)
C. Patient education/Health Promotion (0.5 point)
Briefly support
each.________________________________________________________________________________
_____________________________________________________________________________________

August 22, 2021/nsd
_____________________________________________________________________________________
______________________
Required Elements/Grading Rubric of the Patient Encounter Documentation

(10 points total)
1. Subjective (4 points)
State the patient’s chief complaint (CC), reason for visit and/or the problem for which the
patient sought consultation.
a. History of Present Illness (HPI): All symptoms related to the problem are described
using the following cue descriptive categories:
1) Precipitating/alleviating factors (including prescribed and/or self-remedies and their
effect on the problem).
2) Associated symptoms
3) Quality of all reported symptoms including the effect on the patient’s lifestyle
4) Temporal factors (date of onset, frequency, duration, sequence of events)
5) Location (localized or generalized? does it radiate?)
6) Sequelae (complications, impact on patient and/or significant others
7) Severity of the symptoms
b. Past Medical History including immunizations, allergies, accidents, illnesses, operations,
hospitalizations.
c. Family History includes family members’ health history.
d. Social history to include habits, residence, financial situation, outside assistance, family
inter-relationships.
e. Review of Systems relevant to the chief complaint/presenting problem is included.
Include pertinent positives and negatives.
2. Objective (2 points)
a. Using problem-focused examination re: inspection, palpation, percussion, and
auscultation, the examiner evaluates pertinent systems associated with the subjective
complaint including applicable systems which may be causing the problem, or which will
manifest or may potentially manifest complications and records positive and pertinent
negative findings
b. Performs appropriate diagnostic studies if equipment is available
c. Records results of pertinent, previously obtained diagnostic studies.
d. Use Handout Guidelines to Physical Examination.
3. Assessment (2 points)
a. Diagnosis/es with pathophysiology is (are) derived from the subjective and objective data
b. Differential diagnoses with pathophysiology are prioritized – (minimum of 2)
c. Diagnosis/es come(s) from the medical domain
d. Assessment includes health risks/needs assessment

August 22, 2021/nsd
4. Plan (2 points)
a. Appropriate diagnostic studies with rationale
b. Therapeutic treatment plan with rationale
c. Was this patient appropriate for a nurse practitioner as a provider? Is consultation or
collaboration with another health care provider required?
d. Health promotion/disease prevention carried out or planned: education, discussion,
handouts given, evidence of patient’s understanding.
e. What community resources are available in the provision of care for this client?
f. Referrals initiated (including to whom the patient is referred to and the purpose)
g. Target dates for re-evaluating the results of the plan and follow up
Sample Case Scenario:
Please evaluate Mrs. Doe, a 70-year-old retired schoolteacher. She is visiting her daughter, who is
your longtime patient. Mrs. Doe’s daughter feels that her mother has become forgetful over the last
2 years and she wants you to evaluate her.
Vital Signs: Temperature 98.6°F Blood pressure 129/81 mmHg Heart rate 86 beats per minute
Respiratory rate 14 breaths per minute
Examinee’s Tasks
1. Obtain a focused and relevant history.
2. Perform a focused and relevant physical examination.
3. Perform a functional status examination
4. Discuss your initial diagnostic impressions with the patient.
5. Discuss follow-up tests with the patient. 6. After seeing the patient, complete paperwork
relevant to the
case.
SAMPLE SP CHECKLIST FOR MRS. DOE:
History of Present Illness. The Examinee:
___ 1. started with an open-ended question, i.e., “What brings you in today?” (“My daughter
insisted I come in, but I’ve never felt better.”)
____ 2. asked about past medical history, i.e., high blood pressure, heart attack, stroke, irregular
heartbeat (“No.”)
___ 3. asked about any use of medications (“None.”)
___ 4. asked about alcohol use (“None.”)
___ 5. asked about changes in weight (“No.”)
___ 6. asked about any history of falls or head trauma (“None.”)
___ 7. asked if I was having trouble remembering things (“No.”)
___ 8. asked about neurologic symptoms, i.e., weakness, dizziness, gait problems, incontinence

August 22, 2021/nsd
(“No.”)
___ 9. asked about home living arrangements (“I live with two cats.”)
___10. asked about loneliness or sadness (“My husband died 10 years ago; I play bingo at the
church every Tuesday; I teach reading at the community center; I visit the sick at the hospital
after church on Sundays; I play bridge with my friends; I think my life is rich and full.”)
___11. asked about support systems (“My daughter is always there for me and I have supportive
girlfriends.”)
___12. asked about at least three instrumental activities of daily living, i.e., shopping, cooking,
money
management, housework, telephone use, and travel outside the home (“I did take the wrong
bus a few times, my house is a mess, I let my neighbor shop for me, my phone was
disconnected because I did not pay the bill, I stopped cooking when the stove caught fire and I
did forget to pay my rent 3 months in a row, but that’s normal for people my age, isn’t it?”)
Physical Examination. The Examinee:
___13. checked my orientation to person, place and time (orientation normal)
___14. felt over my thyroid gland (gland is normal in size and consistency)
___15. listened to both sides of my neck with stethoscope (no carotid bruits heard).
___16. tested my strength in both arms and legs (normal strength in arms and legs).
___17. tested my sensation in arms and legs, i.e., touch, vibration or moving my big toe up or
down (normal sensation)
___18. tested reflexes in arms and legs (normal reflexes).
___19. conducted parts of the Mini-Mental State Examination (MMSE), i.e., checked for at least
three of the following: spell “world” backwards, serial sevens, three-object recall, follow three-
stage command, copy design (patient could not calculate, spell backwards, recall objects, copy
design, or follow three-stage command).
___20. asked me to walk across the room to check my gait (normal gait).
Communications Skills. The Examinee:
___21. greeted me warmly.
___22. had an organized approach to gathering information.
___23. discussed the diagnostic possibilities with me (i.e., Alzheimer’s disease, multi-infarct
dementia, hypothyroidism).

August 22, 2021/nsd
___24. inquired about my understanding of the problem.

___25. gave a follow-up plan [blood work, computed tomography (CT) scan of the head].
___26. asked for permission to speak with my daughter to discuss the problem.
___27. offered partnership and ongoing support throughout my illness.
If you performed 19 of these 27 tasks, you passed the test.
Source: Reteguiz, Jo-Ann. Mastering the USMLE Step 2 CS, Third Edition: Clinical Skills (p. 56). McGraw-Hill Education. Kindle
A SATISFACTORY PATIENT NOTE

HISTORY:
Include significant positives and negatives from the history of present illness, past medical history,
review of systems, and social and family history.
The patient is a 70-year-old former schoolteacher with no significant past medical history who is
referred by her daughter for a 2-year history of “forgetfulness.” Mrs. Doe, however, has no
complaints and feels that she is not becoming forgetful. She denies weight change, dizziness,
weakness, incontinence, or gait problems. She takes no medications and does not smoke
cigarettes or drink alcohol. She denies recent falls or head trauma. Since her husband’s death 10
years ago, Mrs. Doe lives alone with her two cats. She has several girlfriends and spends her days
volunteering in various church and community center activities. Although the patient is able to
adequately perform her activities of daily living, she does have difficulty with her instrumental
activities of daily living, namely, transportation, food preparation, and accounting.
PHYSICAL EXAMINATION:
Indicate only the pertinent positive and negative findings related to the patient’s chief complaint.
Vital signs are normal.
The patient is pleasant, cooperative and in NAD. Grooming and hygiene are adequate.
HEENT: No evidence of head trauma, PERLA, EOMI. Fundi benign. Thyroid gland is normal in
size and consistency; no carotid bruits.
Heart: Normal S1 and S2; no murmurs, rubs, or gallops.
Lungs: Clear to auscultation and percussion.
Abdomen: Positive BS, no tenderness or masses.
Musculoskeletal: Normal gait.
Neuro: Alert, oriented to person, place, and time. CN: II–XII intact Motor: Normal tone and
strength
Sensory: Normal position sense and vibration Cerebellar: Normal heel-shin, and finger-nose-
finger DTR: 2+ diffusely MMSE: Unable to recall three objects and could not perform
serial sevens or spell “world” backwards.
DIFFERENTIAL DIAGNOSES:
In order of likelihood, write no more than five differential diagnoses for this patient’s current
problems. 1. Alzheimer’s disease

August 22, 2021/nsd
2. multi-infarct dementia
3. hypothyroidism
4. vitamin B12 deficiency
5. depression
DIAGNOSTIC WORKUP: Immediate plans for no more than five diagnostic studies.
1. CT scan of the head
2. TSH level
3. vitamin B12 level
4. electrolytes
5. CBC
LEARNING OBJECTIVE FOR MRS. DOE:

THE ASSESSMENT OF COGNITIVE IMPAIRMENT IN AN ELDERLY PATIENT
This 70-year-old woman has had a gradual worsening of cognitive function involving memory and
judgment over the last several years. She is no longer independent in her instrumental activities of
daily living and performed poorly on the MMSE.
Mrs. Doe uses no medications or alcohol that might explain her cognitive impairment. A subdural
hematoma without a history of head trauma or fall is unlikely. There is no weight gain, bradycardia,
or depressive symptoms to suggest hypothyroidism. Lack of depressive symptoms makes the
diagnosis of pseudodementia unlikely as well.
Normal pressure hydrocephalus is often accompanied by gait apraxia and urinary incontinence, but
the patient denied having these symptoms. The normal cardiac, carotid artery, and neurologic
examinations and the absence of vascular risk factors such as hypertension, heart disease, and a
previous history of stroke make Alzheimer’s disease the most likely etiology of dementia in this
patient.
A physician should investigate the home situation and existing support system for every patient
with dementia and offer interdisciplinary assistance from medical and community resources when
necessary.
History-Taking Pearl: Know the Katz activities of daily living or ADLs (DEATH = Dressing, Eating,
Ambulating, Toileting, Hygiene) and the instrumental activities of daily living or IADLs (SHAFT =
Shopping, Housekeeping, Accounting, Food preparation, Transportation).
Reteguiz, Jo-Ann. Mastering the USMLE Step 2 CS, Third Edition: Clinical Skills (p. 59). McGraw-Hill Education.
Kindle Edition.

August 22, 2021/nsd
VI. Advanced Physical Assessment Skills Competency Workshops:

Students will practice skills with faculty supervision acting as facilitator during scheduled skills
workshops. These workshop series will be conducted live and remotely done using Blackboard
Collaborate platform. Attendance will be strictly enforced to monitor and document students’
practice times.
Skills Workshop and Final Competency Checkoff Schedule:
Time Platform
Date
1500 -
Blackboard Collaborate Breakout groups
08/28/21 & 08/29/21 2100
1500 -
09/11/21 & 09/12/21 Blackboard Collaborate Breakout groups
2100
0800 -
11/20/21 & 11/21/21 1400 Face to Face: Virtual Noninvasive OSCE
1500 - Onsite/face to face interaction Final Head-to Toe skills competency checkoff
11/20/2021 2100 (1st half of students)
1500 - Onsite/face to face interaction Final Head-to Toe skills competency checkoff
11/21/2021
2100 (2nd half of students)
VII. Head to Toe Skills Competency Check-off: Onsite/face to face interaction @ MMDSON
campus
11/20/2021 1500 -2100
* Exam score is equivalent to 20% of the course grade.
a. A skills competency check- off will be administered during the course of the semester.
See the skills performance evaluation checklist for the systems covered. In order to pass
the course, the student must obtain a grade of 75% (41.25/55) on check-off,
demonstrating competency in the performance of the exam.
b. The student is responsible for selecting a student partner to act as standardized patient
(SP) to participate in the student’s skills competency check- offs completing a well visit.
* Remediation:
1. In the event that the competency check-off is failed (that is, an overall score of <75% is
earned) remediation will be prescribed to improve the student’s skills in areas which were
not competently performed or documented. Additionally, the student will obtain a Success
Contract with his/her advisor or faculty to identify problem areas and develop a strategy to
achieve academic/course requirements. Please see Appendix B for “Success contract
Form”.
2. After remediation, the full check-off will be repeated, with 75% being the highest earned
grade possible.
3. Remediation of a failed skills competency check-off must be completed before the last day
of class.
4. Remediation may be undertaken ONLY if a skills competency check-off is failed, NOT to
improve a passing check-off grade.

August 22, 2021/nsd
Head-to-Toe Assessment Skills Competency Checklist
Student: _______________________________________ Score: ____ /55
Faculty Signature: __________________________

Faculty Comment: ____________________________________________________________
____________________________________________________________
____________________________________________________________
Student Signature: __________________________
____1. Examiner knocks on the door, confirm you are in the right room w/ the right patient,
washes hands (at beginning & at end of physical exam), introduce self to the patient;
confirm patient’s identity.
____ 2. Start w/ the interview: CC, HPI, PMHx, SHx, FHx, & ROS; explain the PE procedure
planned to do; making sure patient is comfortable, privacy is provided. Vital signs noted
as within normal limits.
Positioning: patient sitting facing examiner, make patient comfortable, privacy provided.
General Survey
Head
____3. Note level of consciousness, orientation, inspect & palpate scalp & hair, face symmetry.
Eyes
____4. Inspect external eye (conjunctiva, eyelids, & sclera).
____5. Perform ophthalmoscopy exam: dim lights, positions patient correctly,
Holds ophthalmoscope w/ correct hand (i.e. right for right eye) & index Finger to switch
lenses.
Ears
____6. Inspect external ear: position & alignment, skin condition. Move auricle & push tragus
for tenderness.
____7. Using an otoscope bilaterally, inspect the canal & then the tympanic membrane for
color, position, landmarks & integrity.
Nose/Mouth/Sinuses
____8. Inspect the external nose: symmetry, lesions.
____9. Inspect nasal septum & for mucosal color, swelling w/ otoscope & test patency of
the nostrils.
____10. Palpate frontal & maxillary sinuses.
____11. Using a penlight, inspect lips, mouth w/ tongue blade: teeth, gums, tongue - its sides &
under surface, floor of the mouth, palate & pharynx.
Neck/Shoulder/Back
____12. Inspect the neck: symmetry, lumps, & pulsations.
____13. Palpate the trachea in midline.

August 22, 2021/nsd
____14. Inspect & palpate the carotid pulse, one side at a time.
If indicated, listen for carotid bruits.
(Positioning: examiner may move behind the patient)
____15. Palpate lymph nodes in head & neck region (verbalize 10 node groups).
____16. Palpate thyroid lobes & isthmus. Ask patient to swallow.
____17. Step behind the patient & inspect & palpate spine.
Chest, Posterior & Lateral

____18. Inspect the posterior chest: configuration & symmetry of the thoracic cage w/deep
inspiration note the skin characteristics.
____19. Palpate for tactile fremitus, lumps, or tenderness.
____20. Percuss over all lung fields, noting diaphragmatic excursion.
____21. Percuss costovertebral angles w/ fist.
____22. Auscultate breath sounds & note adventitious sounds. Instruct patient to breathe
through open mouth & auscultate posteriorly laterally.
Anterior Chest (Breasts examination deferred)
____23. Inspect symmetry of chest expansion on respiration & skin characteristics & chest
muscles.
____24. Palpate for tactile fremitus, lumps
____25. Auscultate anterior breath sounds.
Cardiovascular
____26. Inspect precordium for pulsations
____27. Palpate & auscultate to note the location of the apical impulse/PMI
____28. Ask the patient to lean forward slightly: auscultate w/ the diaphragm of the stethoscope
to study heart sounds: its rate & rhythm, inching from the apex up to the base, or vice
versa; auscultate for any murmurs.
____29. Auscultate each of the four valve areas.
____30. Inspect neck veins w/ patient at 30-degree angle.
Abdomen
The person should be supine, with the bed or table flat; arrange drapes to expose the abdomen
from the chest to the pubis.
____31. Inspect for contour symmetry, skin characteristics, scars, umbilicus & pulsations.
____32. Auscultate for bowel & vascular sounds (over the aorta & renal arteries)
____33. Percuss liver & spleen dullness
____34. Palpate four quadrants superficially & then deeply
____35. Palpate liver edge in inspiration using proper hand position.
____36. Palpate spleen in deep inspiration using proper hand position.
____37. Palpate each groin for the femoral pulse & the inguinal node.
Upper & Lower Extremities
____38. Test Range of Motion and muscle strength of hands, arms, & shoulders.
____39. Inspect for symmetry, skin characteristic, varicose veins, edema
____40. Palpate pulses: Popliteal, Posterior Tibial, Dorsalis Pedis
____41. Test the range of motion & muscle strength of hips, knees, ankles & feet
____42. As patient sits up, note joints: deep knee bend & spine as patient touches toes
Neurologic (may be done earlier while on the corresponding area)

Cranial Nerves (CN I may be deferred)

August 22, 2021/nsd
____43. CN II
____44. CN III, IV & VI
____45. CN V
____46. CN VII
____47. CN VIII
____48. CN IX & X
____49. CN XI
____50. CN XII
Sensory
____51. Test sensation to pinprick in extremities
____52. Stereognosis / Graphesthesia
Motor
____53. Perform reflexes – Biceps, Triceps, Brachioradialis, Knee, & Ankle.
Cerebellar function
____54. Test heel-to-shin or rapid alternating hand movements or finger-to-nose or
toe-to-heel walking or perform Romberg’s test.
____55. Tell the person you are finished w/ the examination & that you will leave the room as
he/she gets dressed. Return to discuss the examination & further plans & answer any
question. Thank the patient for his/her time.
MMDSON/University Specific Procedures

Attendance
Students must comply with the attendance policy of the University outlined in the CDU Catalog and
also provided in each course syllabus. Attendance in all nursing courses is conducive to the
learning experience of each student. The learning that results from the interaction and sharing with
other students is an important and integrative aspect of the learning process.
Therefore, attendance at all classes is expected. MMDSON policy states that attendance is required
for at least 90% of all clinical/skills and theory courses; if attendance falls below 90%, the course
grade may be lowered one course grade for every class session missed. It is expected that students
will arrive on time for class. Absence from clinical for more than one session must be made up and
could result in clinical failure, thus a failure in the class. All absences must be made up with
course/clinical instructor’s guidance.
All clinical/skills absences are required to be made up in the Clinical Setting or via simulation.
Excessive absence from clinical/skills sessions may result in the inability to meet course objectives
and failure of the course. Absenteeism from a clinical/skills day that is due to unavoidable and
serious reason is acceptable. In such circumstances, the student must advise his/her instructor
immediately and make arrangements to complete course requirements.
Absences must be reported to the instructor prior to the scheduled class clinical/skills lab/simulation
time. Students are responsible for making up any skills lab and clinical/simulation lab hours before
the next scheduled skills lab or clinical rotation. If the time missed is longer than 2 weeks (for
example, 10% of the required clinical/skills experience), the student will be required to repeat the
course. Students who must repeat a course will not be allowed to progress with the cohort.
Students can only fail one course in the program.

August 22, 2021/nsd
Tardiness
Regular class/clinical/skills attendance is a student obligation, and the student is responsible for all
the work including test and written work of all class meetings. No right or privilege exists that permits
a student to be late from any given class meetings except instructor excused absences (illness,
family emergencies). If you must enter late, do so quietly and do not disrupt the class.
Students arriving late for an examination, quiz, or other activity may be denied admission to class at
the instructor’s option until after the activity is over.
Leave Class Early Policy

Do not leave class early unless it is an absolute necessity. If you know in advance you will need to
leave class early, sit near an exit and inform the instructor prior to the start of class.
Chronic tardiness and or leaving class early may adversely affect your course grade and may cause
you to receive a grade of F.
Grading
To pass each nursing course, MSN students must obtain a cumulative grade of 80% (B) for courses
and RN-BSN students must obtain a cumulative grade of 76% (C+) (Please see chart below).
However, in all graduate nursing tracks, an overall grade point average of “B” or better is required to
progress in the program. Students must pass the assigned “pass/fail” components of each course
and must complete all clinical hours where required. Grading criteria per School of Nursing
standards is listed below:
Grading criteria/scale per School of Nursing standards are listed below:
MSN/PMC
A 94% or above = 4.0
A- 90-93% = 3.67
B+ 86-89% = 3.33
B 80-85% = 3.00
Any Grade lower than B is
considered fail in clinical/non-
clinical course.
Midterm Warning:
Mid-term warning is assigned to any student obtaining an average grade of less than "B" (<80%) at
the mid-term of any nursing course. Please see Appendix C for Midterm Warning letter of the
Student Handbook.
Success Contract:
Students experiencing academic/clinical difficulty will obtain a Success Contract with their advisor or
faculty to identify problem areas and develop a strategy to achieve academic/course requirements.
Please see Appendix B for “Success Contract Form” of the Student Handbook.
Academic Integrity
Expectation: Both the SON and the university expect academic integrity in all projects, papers,
examinations, etc.

August 22, 2021/nsd
Definitions: Academic Integrity: The maintenance of academic integrity and quality education is the
responsibility of each student at Charles Drew University. Cheating or plagiarism in connection with
an academic program is an offense for which a student will be expelled, suspended, or given another
disciplinary action.
Academic dishonesty diminishes the quality of scholarship and defrauds those who depend upon the
integrity of the educational system. Academic dishonesty includes:
Cheating
Intentionally using or attempting to use unauthorized materials, information, or study aids in any
academic exercise.
• Students completing any examination should assume that external assistance (e.g.
books, notes, calculators, and conversations with others) is prohibited unless specifically
authorized by the instructor.
• Students may not allow others to conduct research or prepare work for them without
advance
authorization from the instructor.
• Substantial portions of the same academic work may not be submitted for credit in more
than one course without authorization.
Fabrication: Intentional falsification or invention of any information or citation in an academic
exercise.
Facilitating Academic Dishonesty: Intentionally or knowingly helping or attempting to help another

commit an act of academic dishonesty.
Plagiarism: To steal or pass off the words or ideas of another as one’s own, or to use without
crediting the source.
Cheating, plagiarism, fabrication and facilitating academic dishonesty will result in a grade of an “F”
for that assignment plus permanent probation for all student(s) involved and it may lead to possible
F in the course and/or expulsion from the program.
Any incident of violation of the Academic Integrity Policy may be handled by a faculty member or may
be treated as a judicial action, following the Student Codes of Conduct in the Student Handbook.
Documentation of a violation and any resulting discipline may be placed in the student’s file.
Examination Policy:
This will be a timed exam with an allotment of specific number of hour/s (established start time and
end time) depending on the exam type. Anything beyond this time frame will not be considered for
grading, unless you have received approval for special accommodations by the Student Disability
Services. If you are eligible for accommodations, you must provide your accommodations letter to
the instructor at the beginning of the semester and no later than the first week of class. If the exam is
online and you have technical difficulties, please inform the faculty member immediately by email, as
well as the help desk for this to be a documented reason for not continuing with an exam. Failure to
carry out any of the above will result in a grade of zero.
All belongings including but not limited to bag packs, books, notebooks, coats, cellular phones,
smart devices of any kind (e.g. smart Watches, smart Glasses), hats, caps and personal property

August 22, 2021/nsd
may be required to be placed in a designated area or collected as directed by the instructor before
writing an examination.
Course Assignments Policy:

All assignments for the course are to be completed and submitted on time via link provided in
the Blackboard to receive full credit.
Late assignments will not be accepted unless prior arrangements have been made with the
faculty. If assignments are accepted late, they are subject to penalization of 1% per day. After 5
days, the grade will be zero.
Students will not be given the chance to redo any assignment after it has been graded.
Extra-credit work will not be granted.
The Americans with Disabilities Act (ADA) Student Disability Services
Student Disability
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact CDU’s Student Disability Services. More information can be found
on the CDU website student affairs link, services and reasonable accommodations for students with
disabilities at https://www.cdrewu.edu/stu/Reasonable.
Creating an inclusive and accessible learning environment is essential. If you are a student with a
disability and seek reasonable accommodation, contact Dr. Candice Goldstein, Disability Services
Coordinator by telephone at (323) 357-3635 or email at candicegoldstein@cdrewu.edu to speak
confidentially about services and options. The accommodations process is collaborative, and the
Coordinator will work with the student, faculty member and any other relevant personnel to facilitate
reasonable accommodations that will not fundamentally alter the standards of the course.
If you are eligible, please provide your accommodations letter at the beginning of the semester
(preferably the first week of class) whenever possible because accommodations are not retroactive.
Early notice and implementation of accommodations optimize the opportunity for a successful
outcome.
More information and how to register is available at
https://www.cdrewu.edu/students/Accommodations
Student Success Programs
The Division of Student Services offers various academic supports and programs to assist you in
better understanding course material and facilitating equitable access to the curriculum. Programs
and services are administered by qualified professional staff, graduate students, and undergraduate
peer leaders. Resources available to students may include:
• Peer Tutoring:
• Note and Test Taking Skills
• Time Management
August 22, 2021/nsd
• Anxiety and Stress Management

• One-on-one assistance with professional staff Contact Student Services at
• studentservices@cdrewu.edu or visit their webpage https://www.cdrewu.edu/student and
https://www.cdrewu.edu/students/Accommodations.

August 22, 2021/nsd

1NSD NUR620 Fall 2021

Uploaded by

Copyright:

Available Formats

1NSD NUR620 Fall 2021

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1NSD NUR620 Fall 2021

Uploaded by

Copyright:

Available Formats

Charles R.

Drew University of Medicine and Science

Faculty: Nancy Sablon-Diago, MSN, APRN, FNP-C

Faculty: Emilyn Lao, MSN, APRN, FNP-C

Placement in Curriculum: Semester One, Year One

Full Time Faculty Skills:

Faculty: Mariles Rosario, DNP, FNP-C, MSN, RN

NUR620 Fall 2021 Term 1

Adjunct Faculty Skills – Saturday and Sunday

Faculty: Obiageli Obah, MSN, FNP, Assistant Professor

Faculty: Danilo Bernal, DNP, NP-C, MSN, RN, (Saturday only)

NUR620 Fall 2021 Term 2

Required Textbooks and Online Learning Materials:

Schedule of Topics and Assignments

Session Date Session/Topic Activities, Readings & Assignments

0800-1400 *Power Point Presentation Course Outline

NUR620 Fall 2021 Term 3

IA 8/28/21 Credentials b. in exam mode

*Readings on Study Guide & Laboratory

*Readings on Study Guide & Laboratory

NUR620 Fall 2021 Term 4

▪ Breast & Regional lymphatics 09/30/2021 11:59 pm

1500-2100 *Readings on Study Guide & Laboratory

1500-2100 *Readings on Study Guide & Laboratory

NUR620 Fall 2021 Term 5

*APEA QBANK testing#3

Jarvis, C. (2020). Physical examination Individual Assignment#3

*PASS or FAIL grade

NUR620 Fall 2021 Term 6

*Grade is 5% of the total grade to be graded by

* Onsite/face to face skills competency check

*Head to Toe Skills Competency * Skills Faculty

*Student’s test score is equivalent to

NUR620 Fall 2021 Term 7

NUR620 Fall 2021 Term 8

Computer-based Final Comprehensive Exam 20% 11/21/2021

APEA 3P’s Computer-based Comprehensive Exam - 5% 11/23/2021

Total 100% N/A

I. APEA (Advanced Practitioner Education Associates) Exams

NUR620 Fall 2021 Term 9

9/25/2021 * CVS (10 items) Random option 30 5%

11/13/2021 * Gastrointestinal (10 items) o

*Guidelines and grading mechanics of APEA QBANKS examination

NUR620 Fall 2021 Term 10

* Guidelines and grading mechanics of APEA 3P’s examination.

II. Computer-based Comprehensive Final Examination

A. GUIDELINES FOR INDIVIDUALLY- ASSIGNED OSCE CASE STUDIES:

B. Assigned Case Scenarios and Deadline of Submission:

09/30/21 11:59 pm 5 case scenarios (5 pts)

NUR620 Fall 2021 Term 11

4. 18-year-old man with a headache

10/15/2021 11:59 pm 5 case scenarios (5 pts)

1. 40-year-old man with abdominal pain

10/30/2021 11:59 pm 5 case scenarios (5 pts)

NUR620 Fall 2021 Term 12

Physical Examination. The Examinee: (4 points)

Communication Skills. The Examinee: (2 points)

b. Past Medical History including immunizations, allergies, accidents, illnesses,

NUR620 Fall 2021 Term 13

Head to Toe Skills Competency Skills Faculty

Student’s Name: ______________________________ Date: _ Score: __ / 10

Student: ___________________________________ Score: /55