walla walla community college · web viewdescribe the elimination patterns (both urinary and...

WALLA WALLA COMMUNITY COLLEGE NURSING EDUCATION

PRACTICUM I

NURS 111

Winter Quarter 2010

Every effort is made to ensure accuracy in the syllabus at the time of printing. However, the Walla Walla Community College Nursing Education Program reserves the right to change any

provision or requirement that is necessitated by circumstances arising during the course. All changes shall be provided in writing.

NURS 111 Syllabus Winter 2010 Final 12.15.09

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COURSE OUTLINE

Course Identifier: NURS 111

Title: Practicum I

Credits: 4

Clinical/Lab Hrs Per Wk: 8

Catalog Description: An application of theory from NURS 101. The focus is on providing care for clients of all ages in acute care facilities.

Prerequisites: NURS 100 and 110

Corequisites: NURS 101

Teaching Format: ClinicalDemonstration/SimulationClient Centered ConferencesWorkshopsIndependent Learning Modules

Location: Walla WallaCampus - Skills Practice Lab; Acute Care HospitalsClarkston Campus - Skills Practice Lab; Acute Care Hospitals

Course Topics: Administration of IV Fluids and IVPB medicationsCare of the Surgical ClientInsulin AdministrationRespiratory and Tracheostomy CareManagement of Orthopedic Devices (splints, casts, positioning devices)Client Education

Evaluation Devices: Clinical Evaluation ToolWritten AssignmentsMedication Computation/Administration ProficiencyComputer AssignmentsSkills Performance Validation

Course Competencies:

Critical Thinking

1. Demonstrate critical thinking in the use of the nursing process.2. Demonstrate use of management/leadership principles in the delivery of client/patient care.

Caring3. Perform interventions in a safe and effective manner.4. Use therapeutic communication.

Professional Behaviors

5. Demonstrate professional behaviors.


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GRADING CRITERIANURS 111

Name __________________________________

Points Earned: _________ Percentage: _____ Clinical Grade: ____________

Criteria Points Possible

Points Earned

Journal Entries (3 points per clinical day, 6 points per clinical week) 18Written Competencies 25Clinical Tool Points 32Family Profile 30Skills Practice Lab Activities 32Medication Calculation/Administration Proficiency (P/F) Must have 80% to pass (two tries to pass – failure will result in a failing clinical grade regardless of total points achieved)

P/F

Late Points: one per every business day clinical folder is late (handbook p. 17)Total 137

Practicum: ____ ____ / ____ ____ / ____ ____

Workshops: ______ ______Documentation IV

Failure to notify the clinical agency and the WWCC Nursing Department (WW 527-4240 / CLK 758-1702)of an absence will be reviewed by Level I faculty and may result in the issuance of a Contract or Special Concern.

Failure to notify the WWCC Nursing Department (WW 527-4240 / CLK 758-1702) for any Skills Lab or workshop absence will be reviewed by the Level I faculty and may result in the issuance of a Contract or Special Concern.

Attendance/Tardiness – see handbook policy. Absences from any NURS 111 activity will result in zero (0) points for missed activities. If tardy or unprepared for clinical, no attendance points will be awarded for that day. Absences and tardiness will be tracked. Three episodes of tardiness, in any combination of NURS 111 activity, equal one absence. Three absences, in any combination of NURS 111 activity, equal a letter grade drop from total points earned. Four absences constitute a clinical failure.

Students are responsible for any content missed due to absence or tardiness.

All assignments must be accounted for in order to complete course work.

Grades are earned by students, not given by instructor

Grading Scale: See Nursing Student Handbook


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FACULTY CONTACT LIST

Walla Walla Campus: Nursing Office: 509-527-4240Clarkston Campus: Nursing Office: 509-758-1702

Director of Nursing Education: Marilyn D. Galusha, RN, MSN

Walla Walla-based Instructors Office Number

Email addresses

Kathy Adamski, RN, MN(Level I Lead Instructor)

527-4244 [email protected]: 200-0904

Brenda Anderson, RN, MSN 527-4327 [email protected]: 240-4084

Grace Hiner, RN, MSN 527-4421 [email protected]: 525-3519

Maribeth Bergstrom, RN, MN 527-4240 [email protected]: 540-5619

Pamela Gisi, RN, BSN, MBA 527-4240 [email protected]: 540-5354

Eileen Seifert, RN, BSN 527-4240 [email protected] Cell: 520-1573

Lana Toelke, RN, BSN(Walla Walla Skills Practice Lab)

527-4246 [email protected]

Clarkston-based Instructors

Carol McFadyen, RN, Ph.D.( Clarkston Lead Instructor)


Todd Carpenter, RN, BSN 758-1787 [email protected]

Stephanie Macon-Moore, RN, BSN 758- 1702 [email protected]: 208-596-5371

Hawa Al Hassan, RN, BSN 758-1702 [email protected]: 509-432-6472

Jennifer Nicholas, RN, BSN(Clarkston Skills Practice Lab)



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mailto:[email protected]













Individual Conference Session SummaryNURS 111

Student Name:__________________________________

Student Self Evaluation: (strengths and plans for growth) complete prior to ICS

Final Instructor Evaluation:

Instructor Date Student Date

_____________________ _______ _____________________ _______


5

Instructor Concerns/Repeated Reminders(Performance issues/timeliness/attendance)

Any entry on any topic will constitute a concern that could be evaluated by Level I faculty for additional action. The action could include issuance of a Clinical Contract or Special Concern.

Date Concern Incident

Clinical Contract or Special Concern:Your clinical grade or progression in the program may be affected by serious problems or repeated incidences related to unsafe and unethical practice. Each concern will be documented and discussed. Documented instances will be handled through appropriate channels and may lower the clinical grade.


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Weekly Instructor Feedback


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JOURNAL TO DESCRIBE CLINICAL EXPERIENCE

Purpose: To assist the learner in reflective thinking regarding the learning opportunities and clinical experiences that occurred during the clinical week

Method: Each student is expected to complete a weekly journal which reflects both days clinical experience. A Reaction Paper will be done for either a Respiratory or Perioperative Follow-through experience and will replace one day’s journal entry for that week.

Inadequate analysis will result in a reduction of points. No points will be given for areas that are not addressed.

Format: Journal entries should be word processed using 12 pt. font, single-spaced, and no longer than one page in length.

Time Management: (1 point for a two-day clinical week; 0.5 points for a one-day clinical week)

Describe your anticipated plan to efficiently complete required care for your client. What part of your anticipated plan went well and/or not so well today in terms of time

management? What changes did you make to your anticipated plan on the second day or could you

make in the future to improve time management?

Prioritization: (1 point for a two-day clinical week; 0.5 points for a one-day clinical week)

Describe an example of how you had to prioritize your care based on Maslow’s Hierarchy of Needs during your clinical shift.

• Identify your desired outcome. Identify why your choice of priority was highest in regard to your patient’s needs and

disease process. Identify how you met your desired outcome. (How did your decision work out?)

Personal Analysis: (4 points for a two-day clinical week; 2 points for a one-day clinical week)

Analyze your feelings about the practicum experience for the weekDescribe your personal accomplishments (may include technical skills accomplished)Describe what made you most comfortable/uncomfortable?Describe your plan for continued growth (What will you do differently? What do you need to focus on?)

3 points will be deducted from total points achieved for each clinical absence in a week.


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SAMPLE JOURNAL FORMAT

Name:__________________________________ Date(s): ____________________ Points __________

TIME MANAGEMENT:

PRIORITIZATION:

PERSONAL ANALYSIS:


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RESPIRATORY THERAPY EXPERIENCE REACTION PAPER

Upon completion of your experience in Respiratory Therapy, submit a brief Reaction Paper summarizing the procedures/therapies that you participated in or observed. Place your Reaction Paper in your clinical notebook for grading. This paper will replace one journal page worth 3 points. This is a 4-hour experience.

All papers must be typed and should be no longer than two double-spaced pages.

DO NOT USE THE NAME OF THE CLIENT OR RESPIRATORY THERAPIST IN YOUR PAPER. THIS IS A BREACH OF CONFIDENTIALITY.

Information to be included in the Respiratory Therapy Experience Reaction Paper:

1. Give a brief summary of what you observed in the area such as procedures, therapies, teaching, etc.

2. What medications did you observe being administered? Discuss the effects of the medications given on the lungs of the client (How did the breath sounds differ before and after the treatment?). Describe the systemic effects and side effects of the medications given. What effects did you observe in the client? (0.5 points)

3. Interpret one Arterial Blood Gas (ABG) from a client. List the values (pH, PCO2, HCO3-, PaO2) and the reason for the normal or abnormal values. (0.5 points)

4. Write your reactions to this experience (2 points) Identify at least one new thing that you learned or observed Identify how you will use what you learned or observed in future nursing situations. Analyze your feelings about the experience

o What happened to make you feel this way?o What would you like to keep the same?o What would you change to make your feelings/perceptions more positive (How

could this experience be improved? Be specific)

5. Format, grammar, and spelling

Total Points (3) :____________


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PERIOPERATIVE EXPERIENCE REACTION PAPER

Upon completion of your experience in the Operative and Perioperative areas, submit a brief Reaction Paper summarizing what you observed. Place your Reaction Paper in your clinical notebook for grading. This paper will replace one journal page worth 3 points. This is a 4-hour experience.

All papers must be typed and should be no longer than two double-spaced pages.

DO NOT USE THE NAME OF THE CLIENT, PHYSICIAN, OR THE NURSE IN YOUR PAPER. THIS IS A BREACH OF CONFIDENTIALITY.

Information to be included in the Perioperative Experience Reaction Paper:

1. Give a brief summary of client data, including age, reason for the procedure/surgery, and any past history of medical problems that need to be considered in caring for the client (heart disease, hypertension, etc.) (0.5 points)

2. Description of Experience (0.5 points) Type of anesthesia used (local, regional, general) Interventions observed to reduce the risk for injury and risk for infection during the

procedure Roles of the Circulating Nurse and the Scrub Technician or other anesthesiology staff Describe the criteria for discharge from the Post-Anesthesia Care Unit (PACU) for this

client. What type of nursing assessment and monitoring was done?

3. Write your reactions to this experience (2 points)

Identify at least one new thing that you learned or observed Identify how you will use what you learned or observed in future nursing situations. Analyze your feelings about the experience

o What happened to make you feel this way?o What would you like to keep the same?o What would you change to make your feelings/perceptions more positive (How could

this experience be improved? Be specific)

4. Format, grammar, and spelling

Total Points (3) :____________


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CLINICAL GRADING CRITERIANURS 111

Maintain clinical notebook according to Pre-Clinical Conference directions. All clinical paperwork to be reviewed/graded by your instructor should be placed in the front

divider pocket of your clinical tool notebook as instructed in pre-clinical conference. Be sure to label notebook with your name, your instructor’s name, & your box number. (upper

right hand corner). Additional clinical forms are available on the WWCC Nursing Program Resource webpage:

http://www.wwcc.edu/CMS/index.php?id=1464&deptcode=NURS One (1) point will be deducted from the total points earned for each working day a complete

notebook or Family Profile paper is late. Students are responsible for the completeness of their notebook including a completed mini-data packet.

Completed notebooks must be turned in prior to final ICS with student Self-Evaluation completed.

Clinical Preparation: The patient data sheet (including priority nursing assessment, nursing diagnosis, expected

outcome, and interventions), pathophysiology, and medication sheets (scheduled and PRN) are the minimum preparation required for all clients that you will care for. This will be submitted to your instructor prior to the beginning of clinical as assigned by your clinical instructor.

This portion of the Mini-Client Data Packet will be turned into your clinical instructor prior to clinical as assigned by your clinical instructor.

Mini-Client Data Packet: A complete mini-client data packet will be submitted each clinical week. Client Data Sheet/Projected Plan of Care/Pathophysiology Medication Sheet

o List all medications you will give during clinical and any PRN medication given in the past 24 hours. You must be prepared to answer questions on any of the medications you will give.

Lab/Diagnostic Sheet (complete during clinical) Physical Assessment (complete during clinical) Documentation Sheet (complete during clinical) A non-graded Nursing Care Plan may be submitted for practice and feedback (instructor

preference)

Major Client Data Packet (16 points possible) – submit one during the last clinical week or as instructed

Client Data Sheet/Projected Plan of Care (1 point) Pathophysiology (1 point) Medication Sheets (2 points)

o List all medications you will give during clinical and any PRN medication given in the past 24 hours. You must be prepared to answer questions on any of the medications you will give.

Lab/Diagnostic Sheet (1 point) Physical Assessment (1 point) Gordon’s Functional Health Patterns (1 point) Documentation Sheet (1 point) Nursing Care Plan (8 points)


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http://www.wwcc.edu/CMS/index.php?id=1464&deptcode=NURS

CLINICAL TOOL, WRITTEN COMPETENCIES, AND INSTRUCTOR VALIDATION GRADING CRITERIA (NURS 111)

The clinical grade is based on many factors, including attendance, clinical paperwork, written examples from the student on their progress on the five core competencies, and the clinical instructor’s observation (validation) of the student’s performance at clinical.

Clinical Tool Points

Points are earned by the student for attendance at clinical and workshops, skills check-offs, professional development activities, and clinical paperwork completed (Major Client Data Packet, Pain Inventory and Assessment).

Written Competency Points

Written clinical competencies are one way that your instructor validates your critical thinking and time management skills. All competencies must demonstrate reflective thinking and must be actual examples of your clinical experience. Failure to consistently meet the criteria of any competency (as validated by the clinical instructor) can result in losing a previously earned competency or an inability to meet one. There are five core competencies that have a maximum of 27 elements/criteria that should be addressed thoroughly to receive full credit.

Competencies should be addressed on a daily basis following clinical. Turn in your competency write up with your clinical tool notebook each week. Students will not be allowed to re-write competencies after final submission of the clinical notebook.

Elements/Criteria addressed (27

possible)

Approximate Percentage

Earned

Points Allocated

26-27 95%-100% 25 points24-25 90%-94% 20 points

23 85%-89% 15 points21-22 80%-84% 10 points

20 75%-79% 5 points19 or less < 75% 0 points

Instructor Validation

Your clinical instructor will evaluate your ability to meet the course competencies at clinical. The criteria that are evaluated are noted with “Instructor Validation”. If a student is not meeting an “Instructor Validation” criteria, the Level I faculty will review the student’s performance and points may be deducted from the student’s clinical grade.


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CRITICAL THINKING

Course Competency 1: Demonstrate critical thinking in the use of the nursing process

Element Criteria and Graded Assignments WrittenCompetencies

ClinicalTool Points

1A. Use the nursing process to meet the physiologic, psychosocial, and developmental needs of adults and children experiencing normal life processes or common/chronic illnesses

1. Develop one major client data packet

2. Develop client specific mini data packets for each client cared for

3. Identify pertinent client/patient data (assessment, labs, diagnostic tests and medical history) relevant to a selected nursing diagnosis

4. Analyze data and identify a nursing diagnosis

5. Identify a measurable expected outcome related to the selected nursing diagnosis

6. Identify nursing interventions (3) with rationales(only one may be r/t assessment/monitoring)

7. Evaluate client/patient response to care related to the expected outcome with recommended revisions

Data Packets

Data Packets

Data Packets

Data Packets

Data Packets

Data Packets

(16) ______

1B. Demonstrate critical thinking in the provision of nursing care

1. Begin to integrate knowledge of physiology and pathophysiology with client/patient history, physical assessment data, medications and diagnostic tests with guidance

2. Develop pathophysiology for each assigned client/patient

3. Identify assessment data which reflects a variance from textbook baseline (cues highlighted on assessment)

4. Complete a pain scale assessment daily

5. Assess pain management using the Pain Inventory and Assessment Tool

6. Complete a Respiratory or Perioperative Experience

Data Packets

Data Packets

Data Packets

Data Packets

Reaction Paper

(1) _______

1C. Apply teaching-learning principles in addressing client/patient learning needs

1. For a selected client/patient conduct a teaching/learning project

Identify a learning need with rationale Implement a prepared teaching plan

(must be preapproved by instructor or RN) Evaluate the effectiveness of

teaching/learning(all bullets must be addressed for credit)

1 example______


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1D. Complete documentation that reflects beginning organization and application of the nursing process

1. Document according to agency policy ____ ____ _____ _____ _____(review documentation with instructor or designee

prior to documenting in official record)

2. Document client/patient education

3. Develop documentation that: Addresses client/patient problems Identifies interventions Evaluates intervention response

4. Develop documentation that is legible, complete, accurate and concise


CRITICAL THINKING

Course Competency 2: Demonstrate use of management/leadership principles in the delivery of client care


ClinicalTool Points

2A. Manage care for medical/surgical clients/patients

1. Report timely changes in client/patient condition

2. Prioritize direct care for a client/patient

3. Identify revisions for priorities for direct care for a client/patient

4. Demonstrate beginning organizational and time management skills in the care of one acute care client/patient by:a. Staying busy throughout the clinical day

1. b. Completing assessment as scheduled2.

1 example_____

Journal

Journal


2B. Participate as a member of an interdisciplinary team

1. Participate in the work of interdisciplinary care team to facilitate client/patient care

2. Identify the need for referral to another discipline based on client/patient needs including rationale

3. Facilitate positive relationships among interdisciplinary team members

1 example: _______

1 example: _______


2C. Access resources appropriately and manage them effectively

1. Identify ways to minimize costs while maintaining quality of care

1 example:_______


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CARING

Course Competency 3: Perform interventions in a safe and effective mannerElement Criteria and Graded Assignments Written

CompetenciesClinicalTool Points

3A. Administers medications safely evaluating the need for and the response to prescribed medications, with guidance

1. Identify the client/patient condition and focused assessment data for which the medication is given

2. Identify the drug classification, desired therapeutic effect and potential side effects of medication therapy

3. Consider the safety and appropriateness of medication orders specific to the client/patient under the supervision of a licensed professional

4. Consistently administer medication using the six rights (instructor supervision only)

5. Evaluate and document behavioral and physiologic responses to medications

Data Packets/Instructor Validation

Data Packets




3B. Performs technical procedures safely and effectively

1. Communicate purpose, protocol and rationale for procedures

2. Demonstrate accountability for technical competence of previously learned and current quarter skills by practicing in the Skills Practice Lab

3. Perform previously learned and current quarter skills with supervision and direct guidance

Insulin Administration Check off

Secondary IV Administration Check off

2 examples:______________

Documentation of Practice Hours


(3) _______

(3) _______


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CARING

Course Competency 4: Uses therapeutic communication


ClinicalTool Points

4A. Use therapeutic communication skills to meet client/patient needs

(Criteria 1 – 5 must be addressed on the same exchange)

1. Identify the subjective and objective data observed in a client/patient (or support person) relating to an emotional state (Assessment)

2. Identify an emotional state of the client/patient (or support person) derived from the data noted above with guidance (Analysis)

3. Identify an expected outcome for the client/patient (or support person) experiencing the identified state

4. Document three (3) verbal exchanges in a therapeutic interaction with the client/patient (or support person) identified above (Intervention) Label each exchange as either therapeutic or

non- therapeutic and identify the communication techniques used

5. Explain the effectiveness of the interaction in achieving the identified expected outcome (Evaluation)

1 example:_______

4B. Identify coping mechanisms used by the client/patient and/or significant others with guidance

1. Identify coping mechanisms used by the client/patient and/or significant others with guidance

1 example:_______


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PROFESSIONAL BEHAVIORS

Course Competency 5: Demonstrate professional behaviors


ClinicalTool Points

5A. Demonstrate sensitivity and attentiveness to the client/patient, family, and others including their life experience and cultural/social background

1. Demonstrate courteous behavior toward client/patient and family members

2. Recognize client/patient needs and respond appropriately in a timely manner

3. Demonstrate beginning awareness of cultural and developmental needs when planning and providing care

1 example:_______

2 examples: ______________

1 example: _______

5B. Demonstrate accountability and responsibility

1. Take responsibility for own learning experience

2. Demonstrate intellectual humility in professional relationships

3. Identify own strengths and plans for improvement

4. Utilize feedback to improve performance

5. Appropriately seek guidance from others when client/patient’s needs exceed the student’s abilities/experience

6. Demonstrate punctuality and meet course/program obligations in a timely manner

7. Attend all clinical experiences and workshops and participate appropriately

8. Provide safe and effective care in accordance with established standards of care

9. Begin to incorporate evidence-based findings into nursing practice (provide reference )

2 examples: ____________

1 example: _______

Page (5)

1 example: _______

2 examples:______________



1 example: _______

(8)______

5C. Practice within ethical, legal, and regulatory guidelines

Follow agency/school policies and procedures referring to Policy and Procedure Manual as needed with guidance

1. Maintain confidentiality of information

2. Function within legal scope of practice

3. Identify ethical or legal principles involved in issues encountered in the clinical setting


1 example: ______

1 example: ______

1 example: ______


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5D. Demonstrate professional behaviors

1. Present/conduct oneself in a professional manner conveying:

Professional courtesy Diplomacy Tact

2. Demonstrate self/awareness of behaviors with feedback

1 example: _______

2 examples:______________

5E. Participate in the processes that affect healthcare practice

1. Engage in activities to promote the profession of nursing

_____ _____ 1/2 point per 2 PN club meetings, or serving as

club/office/representative

2. Participate in the provision of non-practicum health-care related activities Community service, provide healthcare

education, volunteer activities

1 example: _______

(1)_____

Professional Behaviors:

Due to the seriousness of professional behaviors- points may be deducted for inappropriate professionalism regardless of how well you write each element.

o Notification of professional breaches noted on p. 6o Level faculty determine point deduction


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Grading Criteria for the Family Profile Paper

This paper is worth thirty (30) points. The paper is due on: ______________________________Turn paper in as directed.

Each student is to interview a family who lives in the community and has at least two children of different ages. The children need to be at least two years apart in age and under the age of sixteen. Consult your clinical instructor if you have questions concerning whether your chosen family meets the criteria.

Use initials or a pseudonym to identify the family members. If using a pseudonym, note that you are using a pseudonym. The paper is to be typed on clean, white, 8 1/2 by 11 inch paper. The lines are to be double-spaced. Use complete sentences and appropriate paragraphs. Correct grammar and spelling are to be used. Only use abbreviations according to APA (6th edition) guidelines.

Recommended references/resources for this paper include:

Leifer, G. (2007). Introduction to maternity & pediatric nursing (5th ed.). St. Louis: Mosby Elsevier.

Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (7th ed.). St. Louis: Mosby Elsevier.

http://www.cdc.gov/vaccines/

http://www.mypyramid.gov/

http://www.aap.org/healthtopics/visionhearing.cfm

http://pediatrics.aappublications.org/cgi/data/120/6/1376/DC1/1

When writing your paper, if paraphrasing from a reference or if writing verbatim from a reference, the source must be cited according to APA (6th edition) format. If source citation is not done, it is considered plagiarism. Plagiarism is a form of academic dishonesty. See page 21 of the Nursing Student Handbook. See the handout with examples of in-text citations and an example of a reference page according to APA (6th edition) format.

See the following websites for assistance with APA format:

http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

http://owl.english.purdue.edu/owl/resource/560/01/

Address the following areas of the Gordon's Functional Health Patterns assessment:

Introduction To The Family (1.0 points) Introduction to the family

o Names, ages of all family members. Family support and involvement

o Activities the family completes together.o Family concerns about health or ability to function.o History of medical problems and medical diagnoses.

Changes the family has experienced in the past twelve (12) to eighteen (18) months.Examples: Change in living situation or marital status of parents

Change in physical or mental health for any family memberBirth of a new family memberDeath of a grandparent or other family member


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Health Perception-Health Maintenance Pattern (5.0 points) Discuss how the parent(s) of the family defines health. Health practices: Identify activities the family view as important in maintaining health. Discuss safety measures taken to provide a safe environment for the family members.

Include safety measures taken for activities. Discuss what is recommended for well child and dental care (cite source). Describe the well

child and dental care provided, and compare with what is recommended. How does the family meet the cost of well childcare and dental care? Describe the immunizations completed for all family members, including adults.

o Describe the recommended immunization schedules for children and for adults (cite source). Compare family members' completed immunizations with recommended

schedule.o What immunizations need to be completed by each family member?

Activity-Exercise Pattern (2.0 points) Describe the exercise pattern of the family. Describe the favorite toys and activities for each child. Discuss how the toys and activities are or

are not age appropriate. (cite source) Identify one (1) toy or activity that would be appropriate for each child if they were hospitalized.

Explain why the toy or activity would be appropriate. (cite source)

Nutrition-Metabolic Pattern (4.0 points) Describe each family member's actual dietary intake for one day; include portion size. Compare and contrast the recommended nutritional requirements for children and adults (cite

source). Discuss how each family member's diet compares with what is recommended.

o Discuss any dietary modifications that would benefit the children. Describe any dietary restrictions for any family member and the reason for the restriction.

Example: Relate to medical diagnosis: Child is a diabetic and is therefore on a diabetic diet. Describe what a diabetic diet is.

Elimination Pattern (1.0 points) Describe the elimination patterns (both urinary and bowel) of all family members. Describe any problems or concerns with elimination for any family member.

o Discuss problems with incontinence, constipation, or diarrhea. Identify measures that provide relief or could help relieve elimination problems or concerns.

Describe use of laxatives or other aids for elimination. Describe toilet training procedures, if applicable.

Sleep-Rest Pattern (1.0 points) Describe the sleep patterns of all family members.

o Note bedtime, wake-time, number of uninterrupted sleep at night, number of total hours of sleep at night (even if interrupted).

o Naps during day time. Describe concerns with sleep for parents or children.

o Discuss problems with falling asleep or with staying asleepo How are concerns handled? Describe use of sleep aids.o Identify measures that could address sleep/rest problems


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Cognitive-Perceptual Pattern (5.0 points) Describe any problems with vision or hearing for any family members. Discuss use of glasses or

hearing aids. Discuss the recommended guidelines for vision and hearing screening for children and for adults

(cite source). Describe the vision and hearing screening the children have obtained and discuss whether the

recommended guidelines have been met. Identify and describe the appropriate Erikson's stage of development for each child (cite source).

o Describe the behaviors that indicate that the child is or is not functioning at the appropriate stage.

Discuss teaching topics and methods you would use to prepare each child for a scheduled surgery. Explain how the teaching topics and methods are appropriate for the child's stage of development.

Describe how you would know the child understood the teaching.

Coping-Stress Tolerance (2.0 points) Describe concerns regarding health, ability to function, etc. Describe the perceived level of stress over the past year. Describe how the children were prepared for changes that have occurred in the family. What measures do the family members use to cope with these concerns or with life stressors in

general if there are no concerns?o Prayer or religious activitieso Relaxation techniqueso Exercise or playo Diversiono Others: Example: Eating, sleeping, distraction, ignoring

Discuss how effective these measures are in coping with stress.o Identify other measures that could be used to decrease stress.

Value Belief Pattern (1.0 points) Describe what strength is for the family. Describe what peace is for the family. Describe what security is for the family.

o For each item above (strength, peace, and security), describe where the family gets it, who gives it to the family, and how the family can get more of it.

Summary (3.0 points) Identify any follow up needed for this family or any of the family members. Discuss recommendations you have to promote wellness or to prevent illness for this family.

Identify any learning needs and describe any teaching you did or would recommend for this family.

Professional Journal Article (2.0 points)o Summarize specific information presented from one American professional journal

article that you could use in working with this family. Use a journal article that is not more than 5 years old. The article may come from a professional website; however, the article cannot be from a consumer website. Reference your chosen article on a separate reference page using APA (6th edition) format.

o Describe how you would use the information from the journal with the family --be specific.

Format (3.0 points) Use correct grammar, sentence structure and paragraphs. Use correct spelling Use correct format: Use headings, must be double-spaced, and use APA format for

source citations within the paper and for the reference page. Two-sided printing will be accepted without point deductions.


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Total: 30 points


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