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Online classes

Effective: Early Spring 8-Week 2017/2018

NURS 313: Health Assessment

Course Description

This course builds on pre-licensure nursing education to further develop the professional registered nurse for health assessments related to complex medical conditions and diverse populations of patients. By applying the nursing process, the registered nurse will develop assessment skills that expand clinical decision-making with an emphasis on primary and secondary prevention strategies. Assessment across the lifespan related to holistic health will be explored.

Prerequisite: Admission to the RN to BSN program

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Hogan-Quigley, B., Palm, M. L. & Bickley, L. S . (2017). Bates’ Nursing Guide to Physical Examination and History Taking (2nd ed.). Philadelphia: Lippincott Williams and Wilkins.
    • [ISBN-978-1-4963-0556-5]
  • American Psychological Association . (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
    • [ISBN-978-1-4338-0561-5]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

Welcome to Health Assessment NURS 313 online. This course builds on pre-licensure nursing education and is comprised of three parts. The first part includes general concepts related to health assessment. There will be a focus on:

      Critical thinking

      Using nursing process

      Organization of health assessment techniques

      Addressing cultural assessment

      Nutritional assessment

The second and largest part of the course includes systems assessment of each body system. The third part of the course includes putting everything together in your practice and considerations related to lifespan.

You will read three chapters from the primary course textbook per week. Using this material and other published works, you will participate in a weekly discussion topic. This is intended as professional, scholarly discussion. As such, sources must be appropriately documented. Since health assessment is a nursing skill, you will demonstrate health assessment through a video presentation. Additionally, there will be weekly quizzes and a final exam related to the reading assignments.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Explain how health assessment contributes to nursing care with diverse populations and cultures.
  2. Analyze how comprehensive health assessment affects clinical decision-making and patient safety.
  3. Evaluate the importance of therapeutic communication skills in interactions with patients, colleagues and the health care team
  4. Examine concepts and their relationships: health assessment, nursing process, nursing diagnoses, health promotion, disease prevention, evidence-based practice, holism, advocacy, caring.
  5. Discuss documentation of health assessment.
  6. Analyze ethical and legal principles that apply to health assessment.
  7. Evaluate variations in health assessment strategies for clients who have diverse needs and characteristics (lifespan, culture, health state, health practices).

Grading

Grading Scale
Grade Points Percent
A 382-425 90-100%
B 340-381 80-89%
C 298-339 70-79%
D 255-297 60-69%
F 0-254 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (8) 120 28%
Quizzes (7) 105 25%
Skill Video (1) 100 24%
Final Exam (1) 100 24%
Total 425 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion -- Wednesday/Sunday
Discussion 1 15
Syllabus and Handbook Quiz -- Sunday
Quiz 1 15
Week 2
Assignment Points Due
Discussion 2 15 Wednesday/Sunday
Quiz 2 15 Sunday
Week 3
Assignment Points Due
Discussion 3 15 Wednesday/Sunday
Quiz 3 15 Sunday
Week 4
Assignment Points Due
Discussion 4 15 Wednesday/Sunday
Quiz 4 15 Sunday
Week 5
Assignment Points Due
Discussion 5 15 Wednesday/Sunday
Quiz 5 15 Sunday
Week 6
Assignment Points Due
Discussion 6 15 Wednesday/Sunday
Quiz 6 15 Sunday
Week 7
Assignment Points Due
Discussion 7 15 Wednesday/Sunday
Quiz 7 15 Sunday
Skill Video 100
Week 8
Assignment Points Due
Mentor Critique Form -- Wednesday
Discussion 8 15 Wednesday/Saturday
Final Exam 100 Saturday
Total Points 425

Assignment Overview

Discussions

Each week of the course you will participate in one online discussion (in Week 1 there is an additional ungraded introduction discussion). You will select from a list of provided questions and compose an answer/opinion about that topic using current, peer-reviewed references to support your answer. Your initial discussion post answering the question is due by 11:59 p.m. CT Wednesday.

Additionally, you will respond to at least two discussion posts made by classmates or the instructor by Sunday at 11:59 p.m. CT for Weeks 1 to 7. In Week 8, the response is due Saturday by 11:59 p.m. CT. In one of these posts, please respond to a student that answered a different question than you did.

All posts should use APA style, appropriate grammar, spelling, sentence, and paragraph structure. Discussions are worth 15 points each. See the Discussion rubric in the Content area for more details on how this assignment will be scored.


Quizzes

Weekly quizzes in Weeks 1-7 consist of 25 questions worth a total of 15 points. The majority of questions will be multiple choice questions with a single response, but some items may be multiple choice with multiple responses. You will have 30 minutes to complete each quiz. Quizzes will open Monday 12:01 AM CT of the given week, and must be completed no later than 11:59 p.m. CT on Sunday of the given week.


Skill Video Assignment

Health assessment is a nursing skill. As such, learning should be validated through observation of skills. You will produce one video demonstrating your assessment skills. You will need to find a willing participant who will serve as patient/client, and obtain a signed release form for each individual appearing in the video. The release form can be found in the Content area. If geographic location allows, students are encouraged to use each other as partners for this activity. You may also use family members as “patients” for this activity. If the “patient” is a child or senior adult, please consult the last two chapters in your primary textbook for lifespan considerations.

The video should include the following elements: a short introduction, establishing rapport, explanation of planned activities, short client interview, and physical assessment of the following systems:  Skin, HEENNT, Cardiovascular, Peripheral Vascular & Lymphatic, Respiratory, Gastrointestinal, Renal, and Musculoskeletal. The patient/client should be appropriately draped. All clients may wear at least shorts and (if female) a sports bra. You may use an empty hospital room or clinic exam room for filming this activity. Filming may also take place at home, with proper consideration for needed supplies.

After you have finished:

  • Submit your video to YouTube; as a student of Columbia College, you have a YouTube account associated with your Cougar Mail account. Set the permissions to ‘Unlisted’ and then copy/paste the link onto a .doc.
  • Upload the .doc file with the YouTube link to the appropriate folder in the course Dropbox.  Make sure to also upload your Video Release document. Due by 11:59 pm CT, Sunday of Week 7
  • Collaborate with an experienced registered nurse mentor who has earned a baccalaureate degree in nursing or higher. You will choose this mentor. This can be someone with whom you are previously acquainted or someone you seek as part of this course. Your mentor cannot be a family member or the instructor of this course.
  • Provide your experienced nurse mentor with the Mentor Critique document from the Content area of this course, and the link to your video and ask him/her to provide a critique of your performance. You may collaborate with your mentor in person or electronically. The mentor must email the completed document directly to the instructor’s email address for confidentiality purposes. It must be received by your instructor no later than Wednesday of Week 8 at 11:59 pm CT.

Remember, your mentor and the instructor only see what you submit, so make sure it is an adequate depiction of your finished product and you have narrated all of your thinking out loud. The Skill Video is worth a total of 100 points.


Final Exam

The final exam will be comprehensive and consist of 100 questions. It is not proctored. Each question will be worth 1 point and the total exam will be worth 100 points. You will have 120 minutes (2-hours) to complete the final exam. The exam will open at 12:01 am on Monday of Week 8. The exam must be completed by Saturday by 11:59 pm CT during Week 8.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Introductions of Course Participants; Introduction to Health Assessment, Critical Thinking, Interviewing, and Communication
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 1, 2 & 3

Introduction Discussion

Introduce yourself to the class. Include your name, your nursing experience, what attracted you to this course, and any other information you wish to share. If you wish to share a photograph of yourself, it might help others who like to think visually. Describe your hopes and expectations for the course.

Discussion 1

Post your response to one of the following discussion questions or topics.

Chapter 1: Introduction to Health Assessment

1. Discuss the leading health indicators according to Healthy People 2020. Discuss other information available from the Health People 2020 website (www.healthypeople.gov). Interpret this information.

2. Discuss the nurse’s role in assessment. Does this role change in accordance with the setting or personnel? Use evidence-based practice.

3. Discuss evidence-based practice regarding decision-making in assessment. What clinical judgments are necessary within the assessment phase, and how should these decisions be made (e.g. types of assessment, the sequence for assessment, etc.)?

Chapter 2: Critical Thinking in Health Assessment

4. Discuss the use of nursing diagnoses in professional practice. Include prioritization. Compare and contrast evidence-based practice with your own professional practice. Use examples.

5. Locate and critique at least three resources for the construction of nursing care plans. Compare and contrast web-based sources with printed sources. Discuss both ease of use and efficacy.

6. Write a short description of a fictional client/patient. Develop and discuss a nursing care plan for this patient. Use nursing process in developing the care plan.

Chapter 3: Interviewing and Communication

7. Discuss evidence-based practice regarding management of “difficult patients”. Compare and contrast this with your own professional practice, providing examples.

8. Describe techniques of therapeutic communication. Do these techniques vary according to the setting, personnel, or medical diagnosis? What should the nurse’s thoughts be during this type of communication?

Syllabus and Handbook Quiz

Read the syllabus and the Nursing Department Handbook provided in the Content area of the course. Then take this ungraded quiz. Completion of the quiz is required in order to access Quiz 1.

Quiz 1

The quiz consists of 25 questions over Chapters 1, 2, and 3.  It is worth 15 points.  You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question. You must access the RN to BSN Handbook, access the syllabus from within the course, and complete the Syllabus and Handbook Quiz before Quiz 1 will become available.

Week 2: Health History, Physical Examination & Culture
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 4, 5 & 6

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 2

Post your response to one of the following discussion questions or topics.

Chapter 4: The Health History

1.  Compare and contrast the four types of health histories. Include evidence-based practice about how the nurse should choose which type to perform.

2.  Locate and critique tools used for health assessment. These could be specific for one system or disorder, or general comprehensive assessment tools. Discuss what characteristics are important for a useful tool.

Chapter 5: Cultural and Spiritual Assessment

3.  Discuss cultural competence and cultural humility. Compare and contrast evidence-based practice with what you have experienced in clinical areas. Use examples.

4.  Discuss assessment of spirituality/religion. Use both clinical experience and nursing literature. Use examples to illustrate how the nursing process should be used regarding spirituality/religion.

Chapter 6: Physical Examination

5.  In your practice, are there parts of assessment that are done less often due to lack of available equipment? If so, what equipment is missing? Find literature to support increasing nurse autonomy in performing these assessments.

6.  Find at least three online video assessments. Critique the assessments you find. Compare and contrast the strengths/weaknesses of each.

Quiz 2

The quiz consists of 25 questions over Chapters 4, 5 & 6. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Week 3: General Survey, Vital Signs, Pain, Nutrition & Integumentary System
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 7, 8 & 9

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 3

Post your response to one of the following discussion questions or topics.

Chapter 7: Beginning the Physical Examination: General Survey, Vital Signs, and Pain

  1. Describe how you perform blood pressure measurement in your work. Compare this to evidence-based practice.
  2. Compare and contrast at least two methods or tools used for pain assessment.

Chapter 8: Nutrition

3. Discuss how the nurse should apply nursing process with patients/clients who have a nutritional risk or problem. Which nutritional problem(s) seem to be most commonly addressed in the nursing literature.

4. Use evidence-based practice to discuss management of care when a patient has clinical situations/medical diagnoses that place the patient at risk for malnutrition. Include assessment techniques regarding risk for malnutrition.

Chapter 9: The Integumentary System

5. Discuss assessment of the integument. How does the RN manage draping for skin assessment? How does setting affect skin assessment (i.e. hospital, clinic, home, etc.)? How does client developmental stage affect skin assessment? Include a discussion of health promotion and risk reduction strategies.

Quiz 3

The quiz consists of 25 questions over Chapters 7, 8 & 9. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Week 4: Head, Neck, Eyes, Ears, Nose, Mouth & Throat
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 10, 11 & 12

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 4

Post your response to one of the following discussion questions or topics.

Chapter 10: The Head and Neck

1. Discuss the nursing process related to traumatic brain injury: risk factors, assessment findings, and health promotion teaching.

2. Discuss evidence-based practice regarding the assessment of the head and neck. Which body systems are closely related to this assessment? Include a discussion of techniques and findings regarding disorders related to the endocrine system, cardiovascular system, neurological system and/or musculoskeletal system.

Chapter 11: The Eyes

3. Use evidence-based practice to discuss assessment and nursing process, including client teaching, for at least two of the following client populations: contact lens wearers, sports participants, patients who are pre-operative for lens replacement, patients who have macular degeneration.

Chapter 12: Ears, Nose, Mouth, and Throat

4. Discuss the nurse’s role in hearing assessment. Include a discussion of the client interview and health history, significant findings and follow-up. Also, include clinical decision-making regarding coping with hearing deficit versus seeking an improved hearing.

5. Discuss the effects of intubation on nursing assessment and care. Use evidence-based practice.
Quiz 4

The quiz consists of 25 questions over Chapters 10, 11 & 12. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Week 5: Respiratory, Cardiovascular & Peripheral Vascular
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 13, 14 & 15

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 5

Post your response to one of the following discussion questions or topics.

Chapter 13: The Respiratory System

1.  Discuss policies and nursing role regarding influenza. Use nursing process and evidence-based practice to discuss prevention,  risk reduction and management regarding this diagnosis.

2.  Discuss policies and nursing role regarding smoking and smoking cessation. Include recommended therapeutic communication related to behavior change. Use examples from the nursing literature or your professional practice.

3.  Discuss assessment and nursing process regarding the symptoms of a cough and/or dyspnea. Include data for incidence/prevalence and use of antibiotics.

4.  Discuss evidence-based practice for assessment and nursing process regarding pulmonary embolism/DVT.

Chapter 14: The Cardiovascular System

5.  Discuss assessment and nursing process related to the medical diagnosis of hypertension. Include related problems, expected treatments, collaboration and communication and client teaching.

6.  Discuss the use of electrocardiogram in assessment. Include a discussion of significant findings on the electrocardiogram. Additionally, review and discuss the following terms: preload, myocardial contractility, and after load.

Chapter 15: The Peripheral Vascular System and Lymphatic System

7.  Discuss assessment using arterial blood gases. When is it appropriate to draw ABGs? What risks are associated with drawing ABGs? What teaching should accompany this procedure?

8.  Discuss assessment of peripheral pulses. Include clinical decision-making about which pulses to palpate, and nursing process regarding significant findings.

9.  Discuss evidence-based practice for assessment regarding deep vein thrombosis. Include clinical decision-making and nursing process regarding significant findings.

Quiz 5

The quiz consists of 25 questions over Chapters 13, 14 & 15. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Week 6: Gastrointestinal, Renal, Breasts, and Axillae, & Musculoskeletal
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 16, 17 & 18

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 6

Post your response to one of the following discussion questions or topics.

Chapter 16: The Gastrointestinal and Renal Systems

1. Discuss evidence-based practice and nursing role regarding the use of colonoscopy as assessment. Include information about patient teaching, clinical decision-making, and risk identification.

2. Discuss evidence-based practice and nursing role regarding incontinence. Include nursing process.

Chapter 17: The Breasts and Axillae

3. Use nursing process and evidence-based practice to discuss the assessment of breasts and axillae. Include client interview, patient teaching and use of mammography. Describe clinical decision-making when the client is male or female and relate findings to developmental stage.

Chapter 18: The Musculoskeletal System

4. Discuss assessment and nursing process for a patient who has joint pain. Include significant findings, patient teaching, nutritional considerations, and follow-up care.

5. Discuss assessment and nursing process regarding osteoporosis. Include significant findings, patient teaching, nutritional considerations, and follow-up care. Address the significance of health history and medications.

6. Discuss the use of a range of motion as both assessment and therapeutic intervention. Describe evidence-based practice and clinical decision-making for performing a range of motion and assessing strength. Address the significance of developmental stage and lifestyle, including athletic involvement.

Quiz 6

The quiz consists of 25 questions over Chapters 16, 17, & 18. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Mental Status, Neurological, and Reproductive
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 19, 20 & 21

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Discussion 7

Post your response to one of the following discussion questions or topics.

Chapter 19: Mental Status

1.  Use evidence-based practice to discuss the assessment of mental status. Include clinical decision-making regarding how much of the mental status assessment should be completed.

2.  Locate and critique a tool for assessment of depression, suicide or dementia.

Chapter 20: The Nervous System

3.  Discuss the use of Glasgow Coma Scale. Summarize and critique nursing literature regarding this tool.

4.  Discuss best practices for assessment with a client who has had a seizure. What patient and family teaching should be done?

5.  Discuss evidence based practice for stroke. Include prevention, treatment, and follow-up care.

Chapter 21: Reproductive Systems

6.  Discuss evidence-based practice related to climacteric: male vs. female.

7.  Discuss evidence-based practice related to the following screenings: pap, breast, prostate. What do these results provide? What is the prevalent public perspective (tests don’t provide/cover all possible problems)?

8.  Discuss evidence-based practice related to the assessment of PMS. What patient teaching should be done? What follow-up should be done? What medications are used?

Quiz 7

The quiz consists of 25 questions over Chapters 19, 20 & 21. It is worth 15 points. You will have 30 minutes to complete this quiz. Once you begin the quiz, you must finish it within the time limit. It is recommended that you save your answers after answering each question.

Skill Video

Please refer to the Skill Video Assignment information provided in the Assignment Expectations section of this syllabus.

Week 8: Head to Toe and Lifespan
Readings

Bates’ Nursing Guide to Physical Examination and History Taking: Chapters 22, 23 & 24

Bates’ Visual Guide to Physical Exam: The link and specific video assignments are found in the Content area of the course.

Mentor Critique Form

Your mentor must email the Mentor Critique form directly to your instructor. Their email is available under the instructor's profile on the home page of this course.

Remember that this is a required part of the assignment and your instructor cannot begin grading it until this has been received.

Discussion 8

It’s the last week of the course. We’ve had many wonderful discussions. This week, let’s talk about what we’ve learned. Post a few paragraphs about your impressions of health assessment and what we have done this session. What will you do with this information as you continue in your career as a nurse? 

Final Exam

The comprehensive final exam consists of 100 questions, worth 1 point each. You will have two hours to complete this exam. Once you begin the exam, you must finish it within the time limit. It is recommended that you save your answers after answering each question.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Other late assignments may be submitted up to twenty-four hours late for half credit. Assignments submitted more than twenty-four hours late will receive no credit.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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