Jordan University of Science and Technology

Faculty of Nursing
Department of Adult Health Nursing
Fall Semester 2023-2024
Course Specifications

Title & Instructor

Course Title Advanced Adult Health Nursing Practicum
Course Number NUR 410
Number of credit hours/ contact 3 Credit Hours
hours
Prerequisites Pass NUR 228;NUR 344;NUR 356;NUR 366, Concurrent
with NUR 409
Course Level (JNQF) Level 7
Course Website http://elearning.just.edu.jo/course
Instructors Kholoud Abu Obead RN, MSN, CNS, PhD
Laila Rateb Saqr RN, MSN, CNS.
Alaa Anshasi RN, MSN.
Office Location N3 l-L-1
Office Phone -
Office Hours Dr. Kholoud Abuobead &Mrs. Laila Saqr
Wednesday: 8:30-11:00.
Wednesday: 12:16:00.
E-mail kzabuobead@just.edu.jo
Lrsaqr@just.edu.jo
Teaching Assistant NA

Course Description
This course is the clinical component to NUR 409 and is taken concurrently. It explores the
needs of individuals and families experiencing acute health conditions using the nursing
process. The focus of the course is illness intervention and health management with
individuals experiencing acute medical/surgical problems, considering current research
findings and standards of care. Emphasis is placed on developing clinical reasoning,
knowledge integration skills, and reflective judgment. Students use critical thinking and
communication skills to implement therapeutic nursing interventions in clients with acute
medical and surgical conditions. Students will be able to integrate scientific data, advanced
technology and resources in the hospital setting, and research findings into the nursing
process while caring for clients and their families. A clinical rotation in variance acute care
units will provide practical application of this course content.

1
 Course Aims
The aims of this course are to give an opportunity for fourth- year nursing students to provide
an advanced educational experience which will develop the student’s intellectual and
imaginative abilities in order to facilitate the development of independent judgment and
problem-solving skills, and to provide an educational framework that will encourage the
student to develop her/his skills of analysis and critical awareness in order to stimulate an
enquiring and creative approach to both the theory and practice of critical care nursing, and to
develop the student ‘s ability to respond to changing needs in critical care in an analytic way,
and to develop the student’s awareness of relevant research findings and facilitate integration
of these findings into critical care nursing practice.

Course Map
National Competency
Course student Weight Qualification End-of- Relative mastery level Evaluation
Learning framework Program Competency I: Introduce Methods
outcomes K: Knowledge Student R; Reinforced
S: Skills Learning P:Proficient
C: Competency Outcomes
1. Plan a L7,K: EPSLO1: Patient Bed side
holistic care Methodologica Integrate Centered care P Discussion.
for client l knowledg Final written
experiencing understanding e from Cultural R Exam.
20% of the theories,
acute nursing, Competence Competency
conditions concepts, arts, Checklist.
incorporating principles and humanitie Critical P Post
circulars
client’s s, and Thinking Conference.
associated
physiological other
with the fields
and sciences Evidence-
of learning
psychosocial some of which and based P
variables. are state-of- discipline knowledge.
the-art ). s to make
judgment Holistic care P
L7,S1: s relative
to the Professional R
Mastering the
skills and tools practice Development
required to of nursing
solve complex that is
problems in a based on
specialized research
field of study. findings
and
L7, C2: evidence.
Taking
responsibility

2
 for making
decisions in
work or study
contexts.

2. A EPSLO 5: Holistic Care P NCP.

pplyeffective L7, K: Use Bed side
and safe nursing Methodologica critical Advocacy R Discussion.
care to clients l thinking to Competency
15% understanding
with acute provide Patient Safety P checklist.
of the theories,
conditions using holistic Final written
concepts,
clinical nursing Community R Exam.
principles and
reasoning, circulars care services
critical thinking. associated across the
with the fields lifespan in Patient P
of learning a variety Centered
some of which of Care
are state-of- complex P
the-art ). health Critical
care Thinking
L7, S1:
Mastering the
settings
skills and tools utilizing
required to solve the
complex nursing
problems in a process
specialized field
of study.
to
promote
L7, C3: health,
Taking prevent
responsibility for diseases,
group work and
and
work effectively
under peer maintain
guidance the well-
being of
individual
s,
families,
groups,
communit
ies and
populatio
ns.
3. Analyze L7,K: EPSLO 5: Research R Post

3
current issues, 10% :Methodologic Use Conference.
trends, and al critical Evidence R Bed Side
research understanding thinking to Based Discussion.
findings of the theories, provide Knowledge. Competency
concepts,
affecting the holistic checklist.
principles and
nursing care of nursing Holistic Care. P
circulars
clients with associated care
acute health with the fields across the Patient P
conditions. of learning lifespan in Centered
some of which a variety care.
are state-of- of R
the-art ). complex Professional
healthcare Development.
L7,S2: settings P
utilizing Critical
Identifying the Thinking
solutions and nursing
responses to process
problems that
to
are familiar, well
-defined, and promote
varied. health,
prevent
L7,C4: diseases,
Transferring and and
applying maintain
diagnostic and the well-
creative skills in being of
a range of
contexts.
individual
s,
families,
groups,
communit
ies and
populatio
ns.
4. Develop EPSLO 3: Therapeutic
collaborative L7,C3: Communi communicati Clinical
10%
therapeutic Taking cate on Performanc
responsibility for
relationships group work and
effectively Collaboration e.
with clients. work effectively through Final written
under peer verbal, Exam.
guidance written
and
electronic
medium
with

4
 individual
s,
families,
groups,
organizati
ons,
communit
ies and
members
of the
healthcare
team, and
in
document
ation of
data in the
delivery of
quality
client-
centered
care.
5. Implement EPSLO2: Leadership R Clinical
principles of 10% L7,K: Apply Performanc
leadership and Methodologica concepts Accountabilit R e.
management l and skills y NCP.
while interacting understanding of R Competency
with others and of the theories, leadership Responsibility Checklist.
providing care to concepts, , R
clients. principles and managem Professional
circulars ent, Development
associated
quality
with the fields
improvem
of learning
some of which
ent and
are state-of- patient
the-art ). safety in
the
delivery of
L7,C2:
high-
Taking
quality
responsibility for therapeuti
making c nursing
decisions in interventi
work or study ons for
contexts.
individual
s,
families,
L7,C3:

5
 Taking groups,
responsibility for communit
group work and
work effectively
ies, and
under peer populatio
guidance ns.
6. Apply ethical, L7,C2: EPSLO6:A Accountabilit R Clinical
legal, regulatory, Taking ccept y Performanc
and social responsibility for responsibi R e.
15% making
responsibilities lity and Responsibility Final written
decisions in
expected in the accounta I Exam.
work or study
role of the contexts. bility for Reflection NCP.
student of professio
professional L7,C3: nal
nursing. Taking nursing
responsibility for practice
group work and
including
work effectively
under peer
the
guidance inherent
values of
ethics,
altruism,
autonomy,
human
dignity,
integrity
and social
justice
7. Use effective L7,C2: EPSLO 3: Therapeutic P Clinical
communication Taking Communi Communicati Performanc
skills in responsibility for cate on e.
10% making
collaborating effectively Final written
decisions in
with other through Exam.
work or study
health care contexts. verbal,
professionals to written
meet the needs and
of electronic
socioeconomica medium
lly diverse with
clients with individual
acute health s,
conditions. families,
groups,
organizati
ons,
communit
ies and

6
 members
of the
healthcare
team, and
in
document
ation of
data in the
delivery of
quality
client-
centered
care.
8. Integrate the L7,K: EPSLO1: Evidence P Bed side
theoretical 10% Methodological Integrate Based Discussion
aspects related understanding knowledg Knowledge. Final written
to clinical focus of the theories, e from Exam.
concepts,
in the clinical nursing, Research R Competency
principles and
settings circulars arts, Checklist.
associated with humanitie Professional R Post
the fields of s, and Development Conference.
learning some other
of which are
sciences
state-of-the-art.
and
discipline
s to make
L7,C4:
judgment
Transferring and
s relative
applying
diagnostic and to the
creative skills in practice
a range of of nursing
contexts. that is
based on
research
findings
and
L7,S2: evidence.
Identifying
solutions and
responses to
problems that
are familiar, well
-defined, and
varied.

7
 Text Book & References
Title Critical Care Nursing: A Holistic Approach
Author(s) Morton, P., Fontaine, D., Hudak, C., & Gallo, B
Publisher Lippincott Williams & Wilkins
Year 2018
th
Edition 11 ed.
Book Website www.lww.com
References 1. Morton, P. G., Fontaine, D., Hudak, C. M., & Gallo, B. M.
(2018). Critical care nursing: a holistic approach.
Philadelphia: Lippincott Williams & Wilkins.
2. Nursing Skills and Simulation Labs (including the
videos library).
3. Lippincott Procedures.
4. JUST Library References & Books.
5. Other useful resources will be provided during class
time.
6. Nursing Skills Laboratory.
7. Videos on in Nursing Skills Lab.

Teaching & Learning Methods

1) Video tapes.
2) Demonstration and Remonstration in the Labs.
3) Self-practice utilizing the audiovisual tapes in the nursing skills laboratory.
4) Clinical Assignment.
5) Clinical Case Studies.
6) Training in clinical settings.

8
 Assessment
Assessment Type Expected Due Date Weight
A)Evidence Based Competency Check list To be announced 15%
(See Appendix A) duringsemester ( on going)
To be announced during 25%
B)Clinical Performance (See Appendix C)
semester ( on going)
C)Bedside Case Discussion(See Appendix
TBA 20%
D)
TOTAL GRADE 60%
D)Nursing Care Plan (see appendix B) To be assigned 10%
E)Final Clinical Exam (Case Scenario
At the end of semester 25%
Exam)
F)Post Conference (See Appendix E) To be assigned 5%
TOTAL GRADE 40%

TOTAL 100%

Grading Scale
A+ 95-100 C+ 67-69
A 85-94 C 63-66
A- 80-84 C- 60-62
B+ 77-79 D+ 57-59
B 73-76 D 53-56
B- 70-72 D- 50-52
F < 50

Course Content
Module Topics Achieved CSLOs Readings &
Assignments
Due
 Course introduction and 6&7 Course
& weivrevO esruoC

syllabus
eraC lacitirC eht

overview
tnemnorivnE

 The family’s experience with 3& 4&7 Ch. 3 (29-38)

:I eludoM

critical illness Ch. 5 (51-66)

1& 2&&3&4&8
 Relieving pain and providing
comfort
 Hemodynamic monitoring 1& 2&8 Ch. 17 (263-
292)
 Patient assessment (H & P) 1&3 Ch. 17 (206-
:II elu
idraC

raluc
savo
doM

 Diagnostic procedures 1&2&3&4&5 242)

9
  Acute Myocardial Infarction Ch. 21 (417-
(AMI) 1&2&3&4&7&8 443)
 Thrombolytics Ch. 18 (294-
297)
 Percutaneous coronary Ch. 18 (305-
intervention (PCI) 1&2&3&4&7&8 317)
 Cardiac surgery Ch. 22 (444-
463)
 Dysrhythmias 1&2&3 Ch. 17 (242-
263)
 Dysrhythmias management: 2&3&7&8 Ch. 18 (297-
368)
 Patient assessment (H & P) 1&2&3&4&6&7&8 Ch. 24 (485-
 Diagnostic procedures 505)
Ch. 25 (513-
516)
yrotaripseR :III eludoM

 Artificial airways 1&2&3&4&6&7&8 Ch. 25 (516-

 Ventilatory support & 521)
mechanical ventilation Ch. 25 (524-
549)
 Acute respiratory failure 1&2&3&4&6&7&8 Ch. 26 (582-
metsyS

(ARF) 589)
 Acute respiratory distress Ch. 27 (590-
syndrome(ARDS) 605)
 Patient assessment (H & P) 1&2&3&4&6&7&8 Ch. 33 (723-
metsyS lacigolorueN

 Diagnostic procedures 743)

 Intracranial dynamics 1&2&3&4&6&7&8 Ch. 34 (744-
:VI eludoM

 Intracranial pressure (ICP) 761)

 Increased ICP
 Traumatic brain injury (TBI) 1&2&3&4&6&7&8 Ch. 36 (805-
823)
 Spinal cord injury (SCI) 1&2&3&4&6&7&8 Ch. 37 (824-
850)
 Shock 1&2&3&4&6&7&8 Ch. 54 (1209-
snoitcnufsyD
metsysitluM

 Systemic inflammatory 1233)

:V eludoM

rehto

response syndrome (SIRS)

dna

 Multiple Organ Dysfunction 1&2&3&4&6&7&8 Ch. 54 (1209-

Syndromes (MODS). 1233)

Additional Note
Clinical Various clinical assignments may be given to enhance student
Assignment learning and interaction during clinical experience. Points will be
deducted for late assignments. Graded assignments turned in after
the due time noted will be lowered 10%. An additional 10% grade

10
 level will be lost for each successive late day.
Academic Students are responsible for contacting faculty members for
Progress consultation regarding a problem with, or questions about the
course. Any student who earns a grade of 50% or less on any test
or assignment is advised to contact the course instructor to
discuss their academic progress
Testing
Policy and a. Clinical Evaluation/Testing Policy
Procedure -Students are expected to be prepared for their clinical
testing/evaluation (such as bedside case discussion, presentation,
clinical assignment, etc.) on the assigned time and date.
-Students must always be prepared for discussing their assigned
clinical case with their clinical instructor/s.
- If a student is ill and unable to discuss their clinical assignment
(bedside case discussion, presentation, etc.), that student must
inform the clinical instructor/s 24 hours before the due date. You
must negotiate with the instructor/s to make-up clinical
assignment within one week. Students that miss a scheduled
clinical assignment without an acceptable excuse MAY NOT BE
ALLOWED TO MAK-UP that assignment.
b. Any doubts regarding students sharing of information, talking
during, or any other indication of academic dishonesty during
clinical testing/or evaluation will not be tolerated. (Refer to
College/Student Handbook). Academic dishonesty will instance
will be treated according to the college policy.

Attendance Clinical experience is designed to offer the student an opportunity

for clinical practice under direction. It is very difficult to duplicate
missed clinical time. However,
The clinical day starts at8:00 am, all the students must be in
their assigned units picking patient assignment by 8:00 am. If the
student arrived between 8:00 – 9:00 am he/she will be considered
LATE. Three late instances/days are considered one absent, and
absenteeism and tardiness will affect student clinical evaluation
grade negatively.
Absent in one clinical day will subtract 1.6 mark from the total
course grade
If a student misses more than 20% of the clinical days, he/she
will fail the course and receive a course grade of 35%.
If a student needs to discuss a grade received in clinical day,
he/she must first meet with the responsible instructor.
Academic When we use the information and language of others to enrich our
Honesty reflection and research papers we must:
 Tell the reader when we are quoting and indicate the source
(person, book, article, etc.) of the quotation
 Tell the reader when we are paraphrasing and indicate the

11
 source (person, book, article, etc.) of that information.
 Quoting or paraphrasing the information and/or language of
a source without naming the source is plagiarism. Plagiarism
is unacceptable in an academic institution and is subject to
penalty. Please consult your faculty member for additional
information and policies regarding academic honesty.
Visitors The Faculty of Nursing adheres to the following policy regarding
visitors in the clinical setting: Students are not permitted to bring
children, family members, or other guests to the clinical setting.
Disabilities If you have specific physical, psychological or learning disabilities
and require accommodations, please let us know early in the
semester so that your learning needs may be appropriately met.

Diversity The Faculty of Nursing adheres to the following policy regarding

diversity: Students are to show respect for the interest,
preferences, and opinions of others (clients, students, faculty, staff,
etc.). There will be zero tolerance for displays of prejudice,
discrimination, or hostility based on differences such as gender,
nationality, religion, disability, age, or health status. Any student
violates this policy will be referred to the Dean.

Equipment/ Any equipment or materials loaned to students becomes their

Materials
responsibility and must be returned in proper condition at the
designated date, time, and place. Students will not receive a
course grade until all equipment and materials are returned.
Attire in Students are representatives of the Faculty of Nursing at JUST
Clinical
while in the clinical setting and must dress appropriately. Details
Agency
regarding acceptable professional clinical attire (uniform, shoes,
make-up, jewelry, etc.) will be explained to students prior to
starting hospital clinical. Student who does not follow the policies
regarding attire in clinical will not be allowed to stay in clinical site,
will be asked to leave, and will be considered absent. Please refer
to the student handbook for specific policies regarding attire in
clinical setting.
Clinical a. Each student in clinical must be equipped with the following
Tools/Resou items:

12
rces:  Black, blue, and red pen.
 Pencil.
 Scissors.
 Stethoscope.
 Penlight torch.
 Eraser rubber.
 Syllabus.

b. Each clinical group of students must have the following

resources:
 One sphygmomanometer (borrowed from the
school lab).
 One text book.
 One laboratory and diagnostic procedure
handbook.
 One drug handbook and one assessment
book.
Withdraw  Withdraw from the course according to period designated by
office of registration published in the academic calendar.

13
 (Appendix A)

Jordan University of Science & Technology

Faculty of Nursing

Advanced Adult Health Nursing Practicum Course (Nur 410)

Evidenced Based Competency Checklist (15%)

CLINICAL EVALUATION TOOL

Evidenced Based Competency Checklist

Student’s Name ________________________________

Student’s #_______________________________________

Checklist Grading System

 Checkmark less than 5: “Need Practice“Indicate use of some but not all of
each recommended technique
 Checkmark more than or equal 5 and less than:“Satisfactory”; indicate use
of the recommended technique
 Checkmark 8 or more in the checkmark:” EXCELLENT”; denotes mastering
the procedure.

Note: Student can refer to Lippincott Procedures for more clarification

14
 (Appendix B)

Jordan University of Science & Technology

Faculty of Nursing

Advanced Adult Health Nursing Practicum Course (Nur 410)

Nursing Care Plan (10%)

Student Name: University Number:

Instructor Name:

Health Assessment

 Demographic Data: (2 points)

Patient Name:
Age: years. Sex:
Marital Status: Occupation:
Ward: Room: Bed Number:
 Health Characteristics: (3 points)
Ht.: cm. Wt.: kg. Body Mass Index:
Date of Admission:
Medical Diagnosis:
Surgical Intervention:
Date of Surgery:
 Baseline Hemodynamic:
Temp:
Pulse rate:
Respiratory rate:
BP:
MAP:CVP:
 Reason for admission: (1 point)

 Past and Present illness: (4 points)

15
 Current Medications: (7 points)

Date Dosage, Side effect & Nursing

Name of Drug Action &
Route & Considerations
Classification
Frequency

16
 Lab results & Diagnostic Procedures: (7 points)

Test Type Normal Value Interpretations & Nursing

Date Results
Consideration

Intake & Output: (During your duty): (2 points)

Date Time Intake Output Others

PO IVF NGT Blood
Urine NGT
Drainage

Last 24 hrs. Intake:

Last 24 hrs. Output: Balance:

17
 Nursing Process

 Subjective Data: (10 points)

 Objective Data: (15 points)

18
Diagnosis
Planning: Goal & Interventions & Evaluation (10
(Prioritize)(15points)
objectives(7 Rational(17 points)
points) points)

19
20
 (Appendix C)

Jordan University of Science & Technology

Faculty of Nursing

Advanced Adult Health Nursing Practicum Course (Nur 410)

Clinical Performance (25%)

Student’s Name: University Number:
Item 0 1 2 3 4
1 Adhere to the academic course information and policies in
clinical practice.
2 Complete assignments on time.
3 Conduct comprehensive subjective and objective assessment,
including physiological, psychological, medications,
treatments, and diagnostic tests when planning care.
4 Maintain confidentiality concerning patient, doctors, nurses,
clinical institution, peers, and others.
5 Behaviors indicate appropriate preparation for clinical
experience
6 Maintain patient’s privacy during nursing care.
7 Collect all equipment’s and perform nursing procedures
correctly, completely, and on time.
8 Demonstrate self-confidence and control in clinical situations
9 Perform nursing interventions appropriately and safely to meet
patients’ needs.
10 Prioritize nursing interventions according to patient condition
11 Identify rationales for nursing interventions based on the
current literature
12 Student’s actions are safe to patient, self, and others.
13 Follow the universal precautions when implementing nursing
actions.
14 Utilize appropriate communication skills when interacting with
patients, staff, peers, and faculty.
15 Assess and implement health teaching in patient/ family
situations.
16 Keep instructor and staff informed about patient’s condition
and seek their assistance in regards to decision making as
needed.
17 Document nursing interventions clearly, completely, and
precisely.
18 Assume responsibility of own actions.
19 Demonstrates the ethical and professional standards of
nursing in practice.
20 Accept constructive criticism in a professional manner

21
Comments: Grade:

(Appendix D)

Jordan University of Science & Technology

Faculty of Nursing

Advanced Adult Health Nursing Practicum Course (Nur 410)

Bedside Case Discussion (20%)

Student Name:_________________ University Number:________________________

Criteria Grade
1. Assessment: (40%)
1- Assessment includes subjective data that establishes the nursing
diagnosis.
2- Assessment includes objective data that establishes the nursing
diagnosis.
3- Assessment data reflects patients’ current health problem.
4- Complete comprehensive and present illness health history.
5- Perform complete and focused physical assessment accurately at
bedside.
6- knows all relevant laboratory and diagnostic tests and their
rational.
7- knows all medications, actions, implications, and rational for
taking.
8- documentation of assessment finding in the patient chart.
2. Diagnosis: (15%)
1- Nursing diagnoses are derived from subjective & objective data.
2- Nursing diagnoses are prioritized.
3- Nursing diagnoses are stated in appropriate terminology.
3. Panning: (10%)
1- Goals & objectives relate specifically to the identified nursing
diagnosis
2- Goals & objectives attainable, measurable and observable.

22
 4. Implementations: (30%)
1- Implement/evidence that specific nursing interventions at the
bedside.
2- Nursing interventions are individualized based on patient’s current
needs
3- Provide/Evidence that patient teaching interventions that are based
on identified needs.
4- Nursing interventions are based on up to date knowledge.
5- Rationales are scientifically correct.
6- Documentation of interventions or patient response to
interventions (for example document giving pain medications and
patient response to after giving medication in the patient char
5. Evaluations: (5%)
1- Evaluations patient response to your interventions and whether
your goals were met.
Total Score Earned
Student Signature Instructor Signature

(Appendix E)

Jordan University of Science & Technology

Faculty of Nursing

Advanced Adult Health Nursing Practicum Course (Nur 410)

Post Conference Evaluation (5%)

Student Name: University Number:

Date of Presentation:
Topic Name:

Rate the presentation using the scale: 1=Poor, 2=satisfy, 3=Average, 4=Excellent,
5=outstanding

Criteria 1 2 3 4 5

 Content:
- Provide accurate,complete, and
deep discussion
- Present clearly and in a logical
coherent order
- Applicable to practice/clinical
area
- Discuss research implication

23
 (related to the topic) into nursing
practice

 Objectives:
- The student clearly and concisely
states the seminar objectives
and his/her objectives

Total Score Earned

Student Signature: Instructor Signature:

24