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NUR 190: LPN to RN Articulation Bridge Course

Course Description

Sponsored by the League for Nursing and the Directors of Connecticut LPN, Associate degree and Diploma nursing program as one of the requirement of the statewide Connecticut LPN to RN Articulation Plan.

This 3 credit course is designed to facilitate successful entry of practical nurse graduates into the third semester of the registered nurse program. It provides theoretical and clinical content from the first two semesters of the registered nurse program in those areas not presented in the Connecticut practical nurse education programs. It has been approved by the Articulation Oversight Committee and the Directors of Connecticut associate degree and diploma nursing programs to meet the three credit LPN to RN transition course requirement of the statewide articulation plan

The basic level LPN to RN Articulation Bridge Course is an online course designed to expand on the breadth and depth of the common content from practical nurse education programs and to introduce new theories, processes and skills specific to statewide registered nurse programs.

Primary content areas include:

  • nursing process
  • utilization of critical thinking skill
  • sound decision-making principles
  • selected theories from the physical/social sciences, humanities, and nursing domains
  • the communication process
  • teaching/learning methodologies
  • the transition in role expectations between LPN and RN.


  • Met the admission requirements and be accepted into an RN nursing program
  • Successfully completed the required general education courses of the first year of the nursing program
  • Be recommended for enrollment in the on-line LPN to RN Articulation Bridge Course by the Director of their RN nursing program

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Relate the advantages of utilization of the nursing process to clients of diverse cultures, nursing practice, and the profession of nursing.
  2. Utilize the nursing process as the theoretical framework for the delivery of care.
  3. Relate that the practice of nursing derives from the application of theories founded in the physical and social sciences, humanities, and nursing domains.
  4. Communicate effectively with clients of diverse cultures.
  5. Describe the relationship of learning theory and methodology to effective client teaching.
  6. Describe the ethical and legal implications relative to safe nursing practice.
  7. Identify the different expectations between the LPN and RN role in actual practice.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading


First Nursing Care Plan


Second Nursing Care Plan


Process Recording


Quizzes (2)


Virtual Clinical Excursion Exercises (4)






  • The faculty will grade assignments and examinations within one to two weeks of receiving them and provide a grade and comments when appropriate.
  • Rounding of Grades: Grades will be computed to the second decimal point and at the end of course will be rounded once to a whole number for the final course grade. A grade at or above .50 will be rounded up to the next whole number; any grade at or below .49 will be rounded down to the whole number.
    Example: Final grade = 79.49 = 79 (C+). The student does not meet the progression standard. Final Grade = 79.50 = 80 = B-. The student meets the progression standard.
  • Late Work Policy:
    There will be a penalty for late assignments without advance award of an extension by the assigned faculty as follows:
    • 2 points for 1 day late
    • 5 points for 2 days late
    • 0/no acceptance for anything submitted after day 2
  • Students may request a transcript to be sent to their home institution after the completion of the course.

Required Textbooks

Available through Charter Oak State College's online bookstore

  • Potter, P.A. and A.G. Perry P. Stockert, & A. Hall. Fundamentals of Nursing - with Virtual Clinical Excursions Interactive Workbook. 9th ed. St. Louis: Mosby/Elsevier Publishing, 2017. ISBN-10: 0-323-41620-9 or ISBN-13: 978-0-323-41620-7 [This textbook should be purchased NEW ONLY.]
  • Ladwig, G. and B. Ackley. Nursing Diagnosis Handbook. 11th ed. Philadelphia: Mosby, 2017. ISBN-10: 0-323-32224-7 or ISBN-13: 978-0-323-32224-9

Course Schedule

LessonsTopics and Lesson ObjectivesReadings and Assignments

Lesson 1

Topic: Getting Started

Lesson Objectives:

  • Describe how the tool bar is utilized to navigate through course materials.
  • List a brief description of each toolbar feature.
  • Identify how to collaborate with the instructor and fellow classmates.
  • Demonstrate the ability to post comments in the discussion area and respond to discussion threads.
  • List and then carry out the necessary steps involved in sending file attachments.
  • Describe how to upload the Virtual Clinical Excursion software to the student’s personal computer.
  • Demonstrate the ability to access patient data within the Virtual Clinical Excursion software.
  • Review the Lecture material and associated web links
  • View the Blackboard Orientation Webinar
  • Upload the Virtual Clinical Excursions Software (VCE)
  • View the VCE Orientation Webinar
  • Access the VCE software and read and complete the "quick tour"
  • Participate in the Class Introductions on the Discussion Board
  • Participate in the assigned skills practice exercises

Lesson 2

Topic: Role Transition

Lesson Objectives:

  • Identify the different scopes of practice between the LPN and RN.
  • Compare and contrast the role of the LPN and RN in patient care responsibilities.
  • Determine how the Nurse Practice Act defines and governs the distinctions of NURSE roles.
  • Identify your specific personal strengths and weaknesses that may serve as indicators for either success or barriers toward your role transitional goal to RN.
  • Read assigned chapters
  • Review the Lecture material and associated web links
  • Complete the Discussion Board Assignment

Lesson 3

Topic: Theoretical Foundations and Critical Thinking in Nursing Practice

Lesson Objectives:

  • Examine selected theories and their relationships to nursing practice.
  • Examine the elements of thought with the goal of improving your own critical thinking skill.
  • Describe the intellectual standards that are applied to thinking.
  • Describe the intellectual traits (dispositions or attitudes) that contribute to the application of critical thinking in nursing practice.
  • Describe the relationships between critical thinking and the application of the nursing process in planning and evaluating patient care.
  • Discuss why the application of critical thinking is particularly important in nursing practice.
  • Read assigned chapters
  • Review the Lecture material and associated web links

Lesson 4

Topic: Nursing Process Overview

Lesson Objectives:

  • Identify the components of the nursing process.
  • Describe each component and the relationship between components.
  • List the parts and methods of data collection in a nursing assessment.
  • Cluster data accurately on “cluster sheet”.
  • Read assigned chapters
  • Review the Lecture material and associated web links
  • Complete the VCE Workbook Assignment (Lessons 3 & 4)

Lesson 5

Topic: Nursing Process Overview- Nursing Diagnoses

Lesson Objectives:

  • Identify the correct nursing diagnosis statements utilizing Problem; Etiology: Signs and Symptoms.
  • Develop accurate nursing diagnostic statements from assessment data utilizing NANDA format.
  • Read assigned chapters
  • Review the Lecture material and associated web links

Lesson 6

Topic: Nursing Process Overview- Planning, Implementation and Evaluation

Lesson Objectives:

  • Formulate corresponding short and long-term outcomes/client goals for each identified nursing diagnosis that are concrete and contain a time frame.
  • Identify nursing interventions to prevent, reduce, or resolve client problems.
  • Evaluate effectiveness of Nursing Care Plan.
  • Read assigned chapters
  • Review the Lecture material and associated web links
  • Complete the VCE Workbook Assignment (Lessons 5 & 6)
  • Complete the Quiz (Lessons 3, 4, 5, and 6)
  • Submit Nursing Care Plan #1 Assignment

Lesson 7

Topic: The Therapeutic Nurse Client Relationship and Effective Communication Techniques

Lesson Objectives:

  • Identify the main concepts of effective communication processes.
  • Apply Interpersonal theory in an actual nurse-client dialogue.
  • Describe the characteristics of the therapeutic nurse-client relationship and each of the Phases of professional and therapeutic nurse-client relationships as defined by Hildegard Peplau.
  • Read assigned chapters
  • Review the Lecture material and associated web links
  • Complete the VCE Workbook Assignment (Lesson 7)
  • Submit Process Recording Assignment

Lesson 8

Topic: Patient Education

Lesson Objectives:

  • Describe the importance and purposes of patient education.
  • Identify teaching and learning principles.
  • Describe the relationship of the teaching-learning process to the nursing process.
  • Describe strategies for identifying and writing learning objectives.
  • Identify interventions to achieve the learning outcomes.
  • Incorporate a teaching nursing diagnosis, objectives, interventions and evaluation strategy in a nursing care plan.
  • Read assigned chapters
  • Review the Lecture material and associated web links
  • Complete the VCE Workbook Assignment (Lesson 8)
  • Submit Nursing Care Plan #2 Assignment

Lesson 9

Topic: Legal and Ethical Issues in Nursing

Lesson Objectives:

  • Identify that the ANA Standards of Practice and the Nurse. Practice Acts govern the scope of nursing practice
  • Describe the differences between criminal and civil law.
  • Define tort and cite three examples of torts.
  • Discriminate between intentional and unintentional torts.
  • State the most frequent causes of nursing malpractice suits
  • Define ethics and bioethics.
  • Relate universal moral principles to the Nursing Code of Ethics
  • Utilize the ethical decision-making process.
  • Define client advocacy.
  • Discuss the role of an Ethics Committee.
  • Discuss  preventive ethical instruments:  “the living will” & “advanced directives.
  • Read assigned chapters
  • Review the Lecture material and associated web links

Lesson 10

Topic: Role Change: LPN to RN Student

Lesson Objectives:

  • Differentiate between the LPN and the RN student roles.
  • Assess your preparedness for the student role in the areas of student success strategies and time management.
  • Design a personal educational plan to enhance success in the associate degree nursing program.
  • Review the Lecture material and associated web links
  • Complete the Quiz (Lessons 7, 8. 9 and 10)

Additional Resources

  • Selected additional readings are required and will be made available.

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.