expanding and course name: developing family and community

WEST COAST UNIVERSITYWCU NURS 216L Expanding and Developing Family and Community
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s Revision Date:
Page 1 August 27, 2012
Section A:
I. Instructor’s Contact Information, Course Pre and Co-Requisites
Phone Number: TBA in class/clinical rotation
E-mail: TBA in class/clinical rotation
Office location: TBA in class/clinical rotation
Office hours: TBA in class/clinical rotation
Course Prerequisites NURS 120 and 121L Course Co-requisites NURS 206
II. Mission and Outcomes
University Mission: At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.
Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.
Program Philosophy: The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual's lifetime. Nurses are lifelong learners and critical thinkers.
Program Learning Outcomes: 1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.
2. Plan preventative and population focused interventions with attention to effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence based practice.
Course Name: Expanding and Developing Family and Community Practicum
Course Number: NURS 216L Campus: Los Angeles
WCU NURS 216L Expanding and Developing Family and Community
4. Apply nursing process and critical thinking when providing holistic, patient centered nursing care to diverse populations.
5. Design health care education for individuals, families, and communities.
6. Comply with the professional standards of moral, ethical, and legal conduct in practice.
7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.
9. Use patient care technology and information systems when providing nursing care in a variety of settings.
III. Course Information
Term: Term 12
Class Meeting Dates: August 27th to October 29th, 2012
Class Meeting Times: Varies per clinical course: TBA in class/clinical rotation
Class Meeting Location: Varies per clinical course: TBA in class/clinical rotation
Class Credit Hours: 3 semester credits/15 contact hours per week /135 hours per term 4.5 weeks in Pediatrics and 4.5 weeks in Maternity. 15 hours experience in the Community setting. 7.5 hours for maternity
related and 7.5 hours for pediatric related community experience. Study Hours: For every 1 hour in a skills lab or clinical class, it is expected that students
complete 1 hour of study in preparation for class. For this course; it is expected that 15 hours of study, outside of class, is completed each week.
Class Credit Length: 9 weeks
Class Required Texts, Learning Resources:
Previously Purchased Required Texts that will be used in this class
Ward, S. & Hisley, S. (2009) Maternal-Child Nursing Care Optimizing Outcomes for Mothers, Children, and Families. Philadephica, PA: F.A. Davis
Class Recommended Texts, Learning Resources:
Assessment Technology Institute Inc. Content Mastery Series: Maternal Newborn Nursing Review Module. Overland Park KS
Houghton, P., Houghton, T. (2007) APA, the Easy Way. Point Huron, MI:
Baker College.
Course Catalog Description:
This course focuses on nursing concepts in the therapeutic care of women, mothers, infants, children, adolescents and their families. Included are Gordon’s conceptual framework, major health promotion and disease prevention, nursing process, therapeutic communication, evidenced based
practice, teaching/learning principles and role development in the area of women, infants and children, and families.
Course Learning Outcomes:
Course outcomes are comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon completion of the course.
Course outcomes map to the Program Learning Outcomes
Must be assessed in the course to determine if learning outcomes are met
1. Demonstrate a specialized knowledge in health assessment and wellness promotion for women and children using Gordon’s conceptual framework.
2. Integrate nursing process and therapeutic communication skills in obtaining health history and nursing assessment of the health status of newborn infants and female clients.
3. Establish appropriate nursing diagnoses utilizing the nursing process. 4. Utilize the nursing process in conjunction with Gordon’s Functional
Health Patterns in applying therapeutic care to obstetrical and pediatric clients.
5. Evaluate a teaching plan based on Gordon’s conceptual framework for clients and their families.
6. Implement evidenced based practice using pharmacological, physiological and behavioral sciences in evaluating therapeutic care to clients and families in a variety of settings.
7. Provide advocacy for women and children in the leadership/management role.
8. Evaluate one’s own practice in relation to established standards of care.
9. Evaluate the resources in the community that enhance maintenance of health and prevention of illness for childbearing women and children.
Teaching and Learning Strategies Updated per course
reflecting the instructional strategies appropriate to the subject area.
Supervised practice in acute, inpatient settings, pre and post conferences and seminars with the use of learning exercises, group discussions, debates, and sharing of experiences and an emphasis on case study applications. Community practicum experience related to obstetrics or pediatrics is also a part of this course.
IV. Evaluation Methods, Grading Formative Assessment of Student Learning:
Examples -- practice tests, weekly quizzes, lab assignments, homework, group exercises, presentations, case studies, some types of written assignments
Summative Assessment of Student Learning: Examples – in class
quizzes, proctored exams, competency validations, simulation scores, clinical evaluations,
Assignment/Assessments Due Date Points
Formative Assessment: OB Peds
Teaching Plan Project TBA in class 5
Patient Teaching TBA in class 4
Med. Math Exam (pass with 85%) TBA in class 5
Care Plan TBA in class 5
Community Experience TBA in class 5
Summative Assessment:
Clinical Performance Week 9 30
50% of the grade is for the Pediatric Experience and Performance and 50% for the Maternity Experience.
and term paper, term project
West Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)
Grade Points WCU Grading Scale
A 4 93-100
A- 3.7 90-92
B+ 3.3 87-89
B 3.0 83-86
B- 2.7 80-82
*C+ 2.3 76-79
C 2.0 73-75
C- 1.7 70-72
D+ 1.3 66-69
D 1.0 63-65
D- 0.7 60-62
TC N/A Transfer Credit
W N/A Withdrawal
I N/A Incomplete
CR N/A Credit
Additional Information: * Each student must attain a cumulative score of at least a 76% on critical assignments to pass the course. Critical assignments include in class quizzes, proctored exams, competency validations, simulation scores, clinical evaluations, and significant written reports. Critical assignments exclude practice tests and exercises done as homework, group exercises, presentations, some types of written assignments, etc. As an example; If the total number of points given for critical assignments is 80, the student must earn at least 61 of the 80 points (76%) to pass the course. If the student earns the minimum 76%, then the remaining noncritical assignments will be added to calculate the final course grade. Please note that a student can attain 76% on the combined critical and noncritical assignments and still fail the course if not attaining 76% on the critical assignments alone. ATI Assignments: The student must take the post tests for ATI homework assignments and score 90% or above to earn the designated points. Assignments are due at the start of class on the day assigned to be considered for grading.
V. Policies and Procedures
Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the “Academic Policies and Procedures” section of the University Catalog.
Academic Integrity Policy
Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. Academic
honesty is central to the institution/student partnership towards student success. Any assignment submitted for credit in one course cannot be submitted for any other course. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the “Academic Policies and Procedures” section of the University Catalog.
Academic Dishonesty
Students should review the Academic Dishonesty Policy in the “Academic Policies and Procedures” section of the University Catalog.
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The Reasonable Accommodations Policy is found in the “Academic Policies and Procedures” section of the University Catalog.
West Coast University Make-up Work Policy
In order to meet course objectives, students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence.
Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade).
West Coast University Late Work Policy
Written assignments must be turned in when due. Assignments turned in after the due date will be penalized at 10% per day.
o As an example, a paper turned in 4 days late will have 40% of the points earned deducted.
No late work will be accepted that is more than 3 calendar days late, unless
pre-approval from faculty has been obtained within 24 hours. Note due dates and times in syllabus or posted by faculty.
Proof of submission includes collection by faculty in class, date noted by staff
or faculty on assignment when submitted after class, FAX (ensure date and time are correct), or email submission as an attachment.
Threaded Discussions and Online Exams must be completed during the Week
in which they are assigned. They cannot be made up after the end of the online Week (Monday-Sunday). Participation points will be assessed
according to the Threaded Discussion Grading Rubric in this syllabus, and late postings, if accepted, will be graded down.
**Be sure to contact the faculty if you believe you must turn in an assignment after the due date.
Classroom Policies Students are expected to dress professionally during class time.
No children are allowed in classes or to be unattended on campus.
Use of cell phones, Blackberries or any other electronic devises in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class.
Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.
Testing and Examination Policy
The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed.
Once the exam results are available, students may schedule reviews of their
exams with their instructors. Once the exam results are available, the instructor may review the test with students. This review is intended to help students learn, and is not intended for further distribution to other students.
Additional Program or Accreditation Requirements
Course Completion Requirements:
Students are expected to participate in class. Participation includes being present in the class, participation in discussions, and active engagement in the lecture/learning activities.
Students must achieve a passing grade of C+ or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.
Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session. Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.
Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.
AACN Essentials for Baccalaureate Education for Professional Nursing Practice
The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios. The Essentials that are met in NURS 216L Expanding and Developing Family and Community Practicum include the following: Essential III, Scholarship for Evidence-based Practice
Outcome 2 – Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. o Case study – patient teaching.
Essential VII, Clinical Prevention and Population Health
Outcome 12 – Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities. o Provide advocacy for women and children
Essential IX, Baccalaureate Generalist Nursing Practice
Outcome 7 – Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. o Clinical practicum – nursing process, therapeutic communication,
teaching / learning principles and role development. o Teaching project report.
CLINICAL EVALUATION: Clinical performance will be evaluated at week 4-6 and at the end of the term using the clinical evaluation tool. Please complete your self-evaluation at the end of each day and consult with instructor with any questions or concerns you may have regarding your performance or clinical opportunities. The clinical evaluation is kept as a permanent record in the student file. The total time spent by the student in achieving the clinical course objectives is included in the clinical evaluation. CLINICAL PREPARATION: Preparation for your clinical assignment is required for all clinical days. Because each clinical setting has different requirements and options for acute care, outpatient and community experiences, clinical faculty will direct the student’s assignment to different clinical or community experiences. CLINICAL ATTENDANCE: The student is accountable for demonstrating all behavioral objectives of the course. Clinical evaluation is based on demonstrated ability to achieve all course objectives no later than the last day of classes in the current semester. Course expectations include attendance and experiential learning. Tardiness is counted towards the total minutes required for class attendance. A maximum of 20% of total class minutes of absence is permitted. All absences can potentially affect a student's ability to successfully complete the course
objectives and consequently their grades and ability to pass the course. If absences due to illness are ongoing, and the student is therefore unable to complete the clinical objectives, the student will be advised to withdraw from the course. CLINICAL COURSE COMPLETION: Based on California Board of Registered Nursing requirements each clinical nursing practicum class must be taken simultaneously with each theory class of that subject. Clinical practicum classes are important in order to learn how to apply nursing theory learned to the actual practice of nursing. The student’s ability to apply that knowledge is evaluated by using the clinical evaluation tool designed to meet the conceptual needs of the curriculum and the syllabus for that class. The tool is graded by the clinical instructor on a day-by-day basis. Faculty will provide feedback, if not daily, than at least three times during the term of the class at about week 4, 7 and 9. In addition, each time a nursing skill is learned it must be performed in the skills lab under supervision first and when performed for the first time on a patient, it must be observed by the instructor who will determine if the student has performed it safely. If the performance is satisfactory, the instructor will initial in the section of the skills booklet. This booklet is to be carried by the student each day she/he is at clinical or in skills lab to insure all skills are signed off prior to moving on to another class. Students should keep a copy of this booklet in a safe place. The information in this booklet is part of the grading for the class and without this booklet; there is no verification that a skill has been successfully completed. Therefore, it is crucial the student keep this booklet safe throughout the entire nursing program, as it is a record of skills achieved and a required reference by the Board of Registered Nursing that skills were obtained first in the skills lab and later in the clinical practicum. The final grade is cumulative and includes clinical performance, medication tests, pre or post conference presentations, concept mapping of nursing care, nursing care plans, and quizzes. All students must pass with a 76% and evaluated by the clinical instructor to be a safe practitioner, to be eligible to move forward in the nursing curriculum. Case Studies will be assigned by the instructor throughout the course. MEDICATION EXAMINATION: The medication math examination will be given in each of the clinical classes throughout the nursing program. In each class, it is required that the students pass the medication math test for that practicum before they can pass medications. The purpose of the medication math examination if for nursing students to demonstrate knowledge and safety with medications, dosages, and calculation. Students must pass with an 85% or higher in order to administer medications in the clinical site.
If the student does not achieve the required 85% on the first attempt they may not pass medications. A second or third attempt will be offered but the grade on the first exam is what is used in the grade calculation. Failure to pass the math examination prevents the student from meeting the clinical objectives resulting in not passing course. If the student does not pass this medication examination, they are considered unsafe and therefore fail the clinical class and must drop it and the corresponding theory class. Because the body of nursing knowledge builds from one class to the next and the practicum is based on knowing the corresponding theory, the student must successfully pass this class before they can move on to the next nursing course. The Board of Registered Nursing requires that the practicum be taken at the same time as the corresponding theory class, i.e. during the same term, as the theory course is given. If the student fails any course, they are given one opportunity to retake it and if they fail the second time, they are dropped from the program. UNIFORMS: Students are expected to wear a clean pressed school uniform, clean white shoes, a watch with a second hand, their school ID badge and whatever other identification the hospital requires. In community experience they wear the community oxford shirt with their blue blazer and the blue pants. Do not wear sandals, backless or high-heeled shoes. Do not wear jewelry, dangling earrings or necklaces. Do not wear heavy perfumes or cologne. Do not wear scarves, ties, thick necklaces or lanyards. Due to infection control, do not eat in patient care areas.
Teaching-Learning Project Outline
1. A TYPED PLAN & IMPLEMENTATION are to be submitted to the clinical instructor during the teaching experience.
2. PLAN
a) Develop nursing diagnosis (NANDA) b) Develop two (2) learning objectives c) State methodology (teaching methods) d) Provide and utilize teaching aids e) State needed resources
3. IMPLEMENTATION: Outline (step by step) 4. EVALUATION OF CLIENT LEARNING
Evaluate your project describing the effectiveness of teaching methods and aids, learner’s response, ability to meet objectives, and self-evaluation including what the student learned and what the student would do differently in the future. A copy of the entire teaching plan with the evaluation of client learning is to be submitted to your clinical instructor during the teaching presentation. This write-up should be 2-3 pages.
SUGGESTED TOPICS FOR TEACHING PLAN Danger signs during the antepartum period Relaxation and pushing techniques in L&D Care of circumcised infants Risk of substance abuse during pregnancy Mother’s with infants who have hyperbilirubinemia Maternal and neonatal infection Care of the Mother and Infant with Substance Abuse Problems Immunization schedule for the newborn Your clinical instructor must approve the topic.
COMMUNITY EXPERIENCE REPORT Due as per clinical instructor
Paper is to be typewritten, double spaced, and written using American Psychological Association (APA) manual guidelines. Spelling and grammar Content must include the following:
Name of the organization Purpose of the organization Population served (type of patient and disease(s) served) Geographical/environmental issues (describe the facility, physical layout, accessibility, transportation issues if any) Professional services available in this setting Social issues in the lives of the population How does the organization communicate internally and with the larger community Your CER/CEP is incomplete without the Community Experience Documentation Form!
Community Experience Documentation
Student Name
Please Print
Location of
Signature of Instructor _______________________________________________________________
Please submit this original attached to the Course Roster for the Date listed above.
NURS 216L Expanding and Developing Family and Community Practicum Clinical Evaluation Tool
Based on Gordon’s Functional Health Plan Model
College of Nursing
Page 15 Aug 27, 2012
STUDENT: FINAL GRADE:
Grade Points Obtained
Patient Teaching x.04
Care Plan X .05
Community Experience X. 05
PEDS-1 OBSERVED ASSESSMENT P/F
th (5
Student’s Signature: _____________________________________________________________________ Comments: ___________________________________________________________________________________
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
Revision Date: Page 16 Aug 27, 2012
Final Evaluation Done By: ___________________ Student’s Signature: __________________ Comments: _______________________________________________________________________________________________
BEHAVIORAL OBJECTIVES 4TH Week 7TH Week
STRENGTHS AREAS FOR IMPROVEMENT
1. Demonstrates professional responsibility and accountability in caring for clients in various health care settings.
1 2 3 4 5
1A. Demonstrates skill in using the nursing process according to Gordon’s 11 patterns of human functioning for the client, their family and their community.
1 2 3 4 5
A. Assesses care based on Gordon’s 11 patterns.
1 2 3 4 5
B. Diagnosis client’s based on Gordon’s 11 patterns.
1 2 3 4 5
C. Plans care based on Gordon’s 11 patterns.
1 2 3 4 5
D. Implements care based on Gordon’s 11 patterns.
1 2 3 4 5
E. Evaluates care based on Gordon’s 11 patterns.
1 2 3 4 5
1B. The student will be accountable to agency and college protocols.
A. Demonstrates professional behavior including on time for clinical, post- conference, and being prepared for clinical.
1 2 3 4 5
B. Follows agency policies and procedures and accepted standards of care.
1 2 3 4 5
1C. The student will be accountable for ensuring the client and their families well being will be met with attention to safety, ethical, legal and organizational standards of care.
A. Recognizes hazards to client safety and takes appropriate action to maintain a safe environment.
1 2 3 4 5
B. Maintains confidentiality of client information.
1 2 3 4 5
2. The student will be accountable for self development toward professional role behaviors.
A. Seeks and participates in creative and innovative learning experiences to enhance own learning.
1 2 3 4 5
B. Demonstrates self-initiative by identifying own learning needs and communicating personal expectations to instructor.
1 2 3 4 5
C. Implements changes in practice based upon instructor's/agency mentor's feedback.
1 2 3 4 5
D. Recognizes how own values and values of others influence care of the client.
1 2 3 4 5
E. Accepts responsibility for own nursing actions.
1 2 3 4 5
BEHAVIORAL OBJECTIVES 4TH Week 7TH Week
STRENGTHS AREAS FOR IMPROVEMENT
FINAL GRADE RATING SCALE (CIRCLE ONE)
3. Uses research methods, such as evidenced-base practice to obtain data for determining the best nursing care available
A. Uses various sources to obtain nursing clinical data
1 2 3 4 5
B. Incorporates evidenced based information in the plan of nursing care
1 2 3 4 5
C. Presents data that can be utilized in designing nursing care plans
1 2 3 4 5
D. Uses APA format in presenting written sources of clinical data
1 2 3 4 5
4. Demonstrates skills in using the nursing process as a framework for development of a nursing plan of care for a client
A. Demonstrates comprehensive nursing assessment skills.
1 2 3 4 5
B. Develops a multidisciplinary plan of care based on assessment data
1 2 3 4 5
C. Implements plans as appropriate to client situation
1 2 3 4 5
D. Evaluates goal achievement and nursing interventions
1 2 3 4 5
5. Identifies areas of instruction needed by the client that will aid in development of health promotion and health maintenance of self-care activities
A. Is able to assess and provide for the educational needs of the client
1 2 3 4 5
B. Collaborates with the family to design, provide and evaluate an educational plan for the client and family
1 2 3 4 5
C. Designs educational sessions appropriate to the learning abilities of the client and family
1 2 3 4 5
D. Demonstrates the effectiveness of knowledge acquisition of the client, family or community
1 2 3 4 5
6. Uses effective written, verbal and nonverbal therapeutic communication skills.
A. Demonstrates written communication skills. 1 2 3 4 5
B. Demonstrates verbal communications skills. 1 2 3 4 5
C. Demonstrate non-verbal communication skills. 1 2 3 4 5
D. Speaks and writes in a professional manner 1 2 3 4 5
7. Demonstrates beginning management and leadership roles.
A. Demonstrates an accountability to agency and college protocols
1 2 3 4 5
B. Demonstrates an accountability for client/ family well being
1 2 3 4 5
C. Demonstrates and understanding of being accountable for ones own professional and self development
1 2 3 4 5
D. Shows proper leadership styles depending on the nursing care or professional situation
1 2 3 4 5
TOTAL RATING SCALE:
FINAL GRADE CALCULATIONS: Second Year Level I Third Year Level II
Fourth Year Level III
1-Rating for objective: 1 (11-55) _____ + 2 (5-25) _____ = X 0.45 X 0. 30 X 0. 15
3-Rating for objective: (4-20) = X 0.11 X 0. 20 X 0..20
4-Rating for objective: (4-20) = X 0.11 X 0. 15 X 0. 15
5-Rating for objective: 4 (4-20) = X 0.11 X 0. 15 X 0. 20
6-Rating for objective: 5 (4-20) = X 0.11 X 0. 10 X 0. 10
7- Rating for objective: 6 (4-20) = X 0.11 X 0. 10 X 0. 20
20-180 TOTAL 100% 100% 100%
Note: Any rating below "3" in the final evaluation constitutes a failure in this course.
INSTRUCTIONS FOR USE STUDENT INSTRUCTIONS FOR EVALUATION 1. Use the key to rate each of the behavioral objectives on the tool during weeks 2, 3, 4, 5, 6, 7, 8 of the term. 2. Enter the numerical rating that most accurately describes the perception of your performance. 3. Provide examples of your performance in the strengths/areas of improvement section (use the back of
the sheet). INSTRUCTOR INSTRUCTIONS FOR EVALUATION 1. Review the ratings with the student weekly and if there is a discrepancy document in red ink with
clarification in the comments section. 2. On the 4th, 7th and 9th week evaluate the student’s clinical performance using the final grade rating scale. 3. Circle numerical rating that most accurately describes your perception of the student's performance
along with the student’s strengths and areas for improvement.
RATING SCALE KEY
Rating Behavior
5 Consistently demonstrates knowledge and behaviors in a manner which reflects a superior level of competence. Performance is independent, accurate and complete. (Creativity, initiative, systematic, resourceful, knowledge in depth)
4 Consistently demonstrates knowledge and behaviors in a manner which reflects an above average level of competence. Performance requires minimal assistance from instructor. (Efficient, organized, goal director)
3 Consistently demonstrates knowledge and behaviors in a manner which reflects an average level of competence. Performance requires moderate assistance from instructor; it is acceptable but needs strengthening. (Basic knowledge, but without breadth and depth beyond assigned content)
2 Inconsistently demonstrates knowledge which reflects below average level of competence. Performance requires step by step assistance from instructor or staff nurse. (Inaccurate, incomplete, unable to reflect basic knowledge)
1 Consistently demonstrates knowledge of behavior which reflects dangerous level of incompetence. Tasks are not completed and performance is unsafe. Cannot identify areas of need and does not benefit from special guidance. (Does not have basic knowledge, below level of safety, unaware).
Definition of terms in scale:
Knowledge/ Behaviors:
Competence: Judgment, safety, prediction, anticipation
Consistency: Regular, routine pattern of behavior observable over a period of time.
Inconsistency: Erratic unpredictable patterns of behavior.
Clinical Week
2 3 4 5 6 7 8
1A. DEMONATRATES SKILL IN USING THE NURSING PROCESS ACCORDING TO GORDON’S 11 PATTERNS OF HUMAN FUNCTIONING FOR THE PEDIATRIC CLIENT, THEIR FAMILY, AND THEIR COMMUNITY.
1. Health perception and health management patterns
2. Nutritional and Metabolism patterns
3. Elimination patterns
7. Self perception and self concept
8. Roles and relationship patterns
9. Sexuality and reproduction patterns
10. Coping and stress tolerance patterns
11. Values and beliefs patterns
1B. THE STUDENT WILL BE ACCOUNTABLE TO AGENCY AND COLLEGE PROTOCOLS. Examples of the behavior include, but are not limited to:
1. Demonstrates professional attire at all times according to school policies as written in student handbook.
2. Arrives to clinical unit on time or contacts appropriate personnel when unable to meet time commitments.
3. Arrives to clinical conference on time or contacts instructor when unable to meet this commitment. This includes scheduled seminars.
4. Complies with attendance in clinical setting according to school policies as written in the student handbook and provided in course syllabus.
5. Follows agency policies and procedures and accepted standards of care.
6. Hands in clinical assignments on time in compliance with school policies as written in student handbook and provided in course syllabus.
7. Prepares for clinical as evidenced by preparation of all clinical forms, knowledge of medications, and prioritizing of nursing care needs.
1C. THE STUDENT WILL BE ACCOUNTABLE FOR ENSURING CLIENT/FAMILY WELL BEING WITH ATTENTION TO SAFETY, ETHICAL, LEGAL AND ORGANIZATIONAL STANDARDS OF CARE FOR A PEDIATRIC. Examples of the behavior include, but are not limited to:
1. Provides care regardless of client consideration: social, economic, ethnic, cultural health status.
2. Recognizes hazards to client safety and takes appropriate action to maintain a safe environment.
a. Puts side rails up and bed down and call bell within reach when the client is in bed, has been medicated, or received anesthesia.
b. Restrains client safely when indicated with appropriate documentation per Hospital Policy.
c. Checks client identification before administering medications or performing medical/nursing procedures.
d. Administers medication safely and accurately with prevailing ethico-legal standards of care.
e. Alerts client to hazards in the immediate environment.
3. Maintains confidentiality of client information.
a. Shares client information only with appropriate health team members, instructor, and in group clinical post conferences.
b. Adheres to HIPAA guidelines – Completed HIPAA training with documentation.
4. Identifies advocacy roles and situations that require ethical decisions.
Strengths/Areas of Improvement
Clinical Week
Clinical Week
3. USES RESEARCH METHODS, SUCH AS EVIDENCED BASED PRACTICE, TO OBTAIN DATA FOR DETERMINING THE BEST NURSING CARE AVAILABLE. Examples of the behavior include, but are not limited to: 2 3 4 5 6 7 8
1. Uses various sources to obtain nursing clinical data
2. Incorporates evidenced based information in the plan of nursing care
3. Presents data that can be utilized in designing nursing care plans
4. Uses APA format in presenting written sources of clinical data. Cites sources as appropriate.
2. THE STUDENT WILL BE ACCOUNTABLE FOR SELF DEVELOPMENT TOWARDS PROFESSIONAL ROLE BEHAVIORS. Examples of the behavior include, but are not limited to:
2 3 4 5 6 7 8
1. Seeks and participates in creative and innovative learning experiences to enhance own learning.
2. Demonstrates self-initiative by identifying own learning needs and communicating personal expectations to instructor.
3. Elicits feed back from instructor/agency mentor to enhance own learning.
4. Implements changes in practice based upon instructor's/agency mentor's feedback.
5. Participates in constructive evaluation of self, faculty, and clinical site.
6. Recognizes how own values and values of others influence care of the client.
7. Accepts values of others that differ from student's own value system.
8. Accepts responsibility for own nursing actions.
Clinical Week
4. DEMONSTRATES SKILL IN USE OF THE NURSING PROCESS AS A FRAMEWORK FOR DEVELOPMENT OF A NURSING PLAN OF CARE 2 3 4 5 6 7 8
4A. DEMONSTRATES CORRECT ASSESSMENT SKILLS. Examples of the behavior include, but are not limited to:
1. Collects and analyzes subjective and objective assessment data, pertinent to the pediatric client and appropriately document assessment findings.
2. Utilizes appropriate interviewing techniques for obtaining historical information from the pediatric client and the parent. Perform a complete Admission Assessment on a pediatric client.
3. Utilizes a systematic approach to collect biological, psychosocial, cultural, spiritual, and growth & developmental data to use as a basis for assessment. Able to document in Clinical Record appropriately and thoroughly.
4. Utilizes appropriate age appropriate physical assessment techniques to assess integumentary, musculoskeletal, neurological, cardiovascular, respiratory, GI, renal, and HEENT systems with proper and complete documentation.
5. Distinguishes between normal and abnormal findings in both subjective and objective data as appropriate for the pediatric client.
6. Distinguishes normal physiological changes and growth/developmental aspects of the pediatric client.
7. Assesses the ability of both the pediatric client and family to engage in self-care, as client experiences transitions in current health status to the continuum of care.
8. Performs a focused assessment individualized to the pediatric client's medical diagnoses, changing condition, and nursing care needs and documents in client’s medical record.
9. Assesses and documents the pediatric client’s nutritional, environmental, pharmacotherapeutic and health screening needs. Communicates pertinent data, consults to staff nurse or physician, when indicated.
10. Assesses use of mechanical devices used in relation to the pediatric client’s needs and physician’s orders such as using a intravenous volume control (Buretrol) apparatus, med-infusion pump and using weight scales appropriately.
11. Analyzes and interprets laboratory reports and various other forms of medical information and assesses client’s response to diagnosis and therapy provided.
12. Analyzes radiologic reports such as chest x-ray, MRI, CT scan and other diagnostic tests in relation to client’s disease processes.
4B. DEVELOPS A MULTIDISCIPLINARY PLAN OF CARE BASED ON ASSESSMENT DATA. Examples of the behavior include, but are not limited to:
1. Develops complete and appropriate nursing diagnoses adapted to individual needs of the pediatric client and their family.
2. Determines a prioritized nursing list of nursing diagnoses for each client, based on subjective and objective data.
3. Develops a client care plan utilizing prioritized nursing diagnoses adapted to individual client needs.
4. Identifies realistic, client focused, and measurable (time oriented) goals.
5. Involves both client and family whenever possible, in the development of short and long term goals.
6. Plans nursing interventions appropriate to meet client's goals.
a. States scientific rationale for nursing interventions.
b. Utilizes research findings to provide a basis for development of nursing interventions.
7. Integrates appropriate data from critical pathways into individualized care plan.
Clinical Week
4C. IMPLEMENTS PLANS AS APPROPRIATE TO CLIENT SITUATION. Examples of the behavior include, but are not limited to:
2 3 4 5 6 7 8
1. Demonstrates competence in selected psychomotor skills.
A. Administers oral, parenteral, and topical medications safely.
a. States classification, action, reason for use, and adverse effects for each medication before administering.
b. Calculates drug dosages and flow rates accurately according to the weight of the client.
c. Determines the 5 rights and accurately checking client identification. Use 2 patient identifiers in accordance to individual hospital policy per current Joint Commission National Patient Safety Goal.
d. Identifies factors related to the pediatric client’s weight, age, diagnosis, and current status that may change in response to administered medication.
e Identifies and implements assessment parameters to monitor client's response to medications.
f. Charts client response to medications within 30 minutes of med administration to evaluate patient’s response.
B. Administers parenteral fluid therapy safely.
a. Monitors IV infusions via volume controlled (Buretrol) tubing, peripheral and central venous access.
b. Identifies and implements precautions in the administration of blood products. Able to define the safety process and double checks of blood administration.
c. Recognizes complications associated with I.V. administration and reporting to appropriate staff.
d. States scientific rationale for individual client fluid replacement.
2. Uses clinical indicators to determine opportunities of administering prescribed drugs and treatments (e.g. weight, pulse rate, blood glucose level, pain rating, emotional stress)
3. Articulates and applies relevant research to nursing care with appropriate reference.
4. Implements nursing interventions required for selected diagnostic and therapeutic procedures.
A. Investigates unfamiliar medications, diagnostic and therapeutic procedures.
B. Performs all client care in accordance with established policies and procedures and standards of care in a timely manner.
C. Prepares client for all nursing interventions by explaining procedure and allaying anxiety.
5. Implements use of Standard Precautions, and technique as appropriate to the client situation.
6. Draws on resources in community with appropriate referrals as necessary.
4D. EVALUATES GOAL ACHIEVEMENT AND NURSING INTERVENTIONS. Examples of the behavior include, but are not limited to:
l. Evaluates the pediatric client's response to nursing interventions.
2. Evaluates client goal achievement in an on going manner as a basis for adapting nursing care.
3. Updates client care plan based on evaluation as appropriate to clinical setting and at least once a shift.
4. Identifies variances in critical pathways.
4E. Based on evaluation of plans, alters them as needed to address client needs.
1. Evaluates outcome/goal whether it is met/partially met/not met.
2. Based on the outcome reassess the client as needed.
3. Updates client care plan according to client needs.
Clinical Week
5. IDENTIFIES AREAS OF INSTRUCTION NEEDED BY THE CLIENT THAT WILL AID HEALTH PROMOTION AND HEALTH MAINTENANCE OF SELF-CARE ACTIVITIES. Examples of the behavior include, but are not limited to: 2 3 4 5 6 7 8
1. Demonstrates skill in providing culturally appropriate health promotion and health maintenance education to the pediatric client and families in diverse populations, when appropriate.
2. Develops and implements selected teaching plans appropriate to the pediatric client's situation related to value systems, psychosociocultural and educational background, growth/developmental age and health status.
3. Involves client and/or family in identification of learning needs during transitions in health status.
4. Uses learner strategies appropriate to age, educational level, and cultural background.
5. Teaches correct principles, procedures, and techniques of health promotion and health maintenance according to pediatric clients needs.
6. Informs pediatric client and parent about health care status when appropriate.
7. Teaches client and family stress reduction techniques (e.g. guided imagery, relaxation breathing and diversion).
8. Uses resources appropriately during the planning and implementation of the teaching plan.
9. Evaluates client and/or family response to learning of provided education.
10. Documents teaching intervention and client's response to education.
6. USES EFFECTIVE WRITTEN, VERBAL AND NON VERBAL COMMUNICATION SKILLS. Clinical Week
6A. DEMONSTRATES WRITTEN COMMUNICATION SKILLS. Examples of the behavior include, but are not limited to: 2 3 4 5 6 7 8
1. Records pertinent subjective and objective information accurately, promptly, legibly, and concisely in a format that is grammatically correct and conforms to agency policy.
2. Utilizes correct medical/nursing terminology.
3. Demonstrates application of the nursing process in written charting.
4. Demonstrates application of the nursing process, according to hospital plan of care for individual nursing units.
5. Demonstrates ability to retrieve and make appropriate entries if indicated, into automated data systems
Clinical Week
6B. DEMONSTRATES VERBAL COMMUNICATION SKILLS. Examples of the behavior include, but are not limited to:
2 3 4 5 6 7 8
1. Develops an effective relationship with individual clients as evidenced by:
a. Communicates facts, ideas, and feelings clearly.
b. Listens receptively, focuses on client's feelings during interactions.
c. Conveys an attitude of acceptance and empathy. Remains aware of how personal body language can effect each client.
d. Displays a non judgmental attitude during the nurse client interaction.
e. Uses appropriate non verbal communication techniques (gestures, facial expressions)
f. Communicates to client on the level of the learner using appropriate terminology.
g. Gives age appropriate explanation and verbal reassurance when needed.
2. Provides support for clients and support/family members of clients.
3. Demonstrates assertive skill in management of professional duties.
4. Presents report on client in an organized, concise, and accurate manner.
6C. DEMONSTRATES NON VERBAL COMMUNICATION SKILLS. Examples of the behavior include, but are not limited to:
1. Represnets professional role by dress, body language and other nonverbal cues.
2. Uses touch appropriately in application of nursing interventions.
3. Uses appropriate verbal communication techniques that is appropriate with the Older Adult Client.
6D. SPEAKS AND WRITES IN A PROFESSIONAL MANNER. Examples of the behavior include, but are not limited to:
1. Speaks clearly, respectfully and professionally when communicating client information with multidisciplinary health care team.
2. Clearly communicates client information in a concise manner whether in writing, verbally, nonverbally, or using electronic means.
7. DEMONSTRATES BEGINNING MANAGEMENT AND LEADERSHIP SKILLS. Examples of the behavior include, but are not limited to: 2 3 4 5 6 7 8
1. Organizes work priorities to conserve energies of 1-2 pediatric clients and self and completes assignment efficiently and in a timely manner.
2. Assists in admission, discharge and transfer of clients according to hospital policy and procedure.
3. Stays with assigned clients or knows where and how they are:
A. Visits all assigned clients to ascertain their condition before beginning tasks of the day.
B. Knows where clients are, reasons for their being off the ward or away from the bedside, and
when they are expected to return.
C. Knows current condition, as well as changes in past 24 hours, of all assigned clients, and can report plan for care of each.
4. Maintains flexibility and changes organizational strategies in response to changing client needs of 1-2 pediatric clients.
5. Demonstrates clinical decision making skills, while caring for the client and/or family experiencing transitions in health status.
6. Consults with instructor/staff in providing care to 1-2 pediatric clients.
7. Notifies instructor or appropriate staff member of changes in the client condition.
8. Collaborates with the health care team or staff members who support the organization of clinical activities.
9. Identifies critical behaviors utilized by the professional nurse, to effect positive change in the environment and managing of client activities.
10. Works effectively with the professional nurse to develop management skills and knowledge specific to the delegation and supervision of unlicensed assistive personnel.
11. Demonstrates effective clinical decision making skills.
12. Notifies faculty, peers, clients, staff and/or families when unforeseen events inhibit or preclude completion of responsibilities.
13. Verbally contributes to clinical conferences and/or group discussions through sharing of appropriate experiences and ideas.
14. Assists group to evaluate work accomplished and plan continued work.
15. Demonstrates respect to all members of the healthcare team and interacts effectively to accomplish client's goals.
16. Works collaboratively with individual peers, and in peer group work by contributing ideas, knowledge and assistance.
Strengths /Areas of Improvement
College of Nursing
Nursing Care Plan
Student Course Date
Allergies
Unit Room#
Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain Scale 1-10
History of Present Illness including Admission Diagnosis& Relevant Physical Assessment Findings (normal & abnormal)
Relevant Diagnostic Procedures/Results & Surgeries (include dates, if not found state so)
Past Medical & Surgical History, Pathophysiology of medical diagnoses
(with APA citations)
Pertinent Lab tests/ Values (with normal ranges), with dates and rationales
Erikson’s Developmental Stage with Rationale (APA citation)
Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations
(with APA citations)
Prioritized Gordon’s
Planning (outcome/goal)
(at least 1 per Nursing diagnosis)
Prioritized Independent and collaborative nursing
interventions; include further assessment,
Rationale (use APA citations)
& Explanation
why?
client
NURSING CARE PLAN RUBRIC
HPI explained in detail with accurate and in-depth understanding of chief complaint and presenting signs/symptoms supported by physical assessment; Identifies 5-6 key assessments parameters relevant to medical diagnoses with APA references.
HPI explained in some detail with moderate understanding of chief complaint and presenting signs/symptoms somewhat supported by physical assessment; Identifies 3-4 key assessments parameters relevant to medical diagnosis with references.
HPI explained in limited detail with marginal understanding of chief complaint and presenting signs/symptoms vaguely supported by physical assessment; Identifies 1-2 key assessments parameters relevant to medical diagnosis, no references cited.
HPI details limited with poor understanding of chief complaint and presenting signs/symptoms does not support medical diagnosis, Identifies assessments parameters not relevant to medical diagnoses, no references cited.
Past Medical & Surgical History, Pathophysiology
Past medical history detailed with full explanation of Pathophysiology for each diagnosis & accurate details with specific detail related to the client’s history and symptoms.
Past medical history given with partial explanation of identified preexisting medical diagnoses& explanation accurate with some detail related to the client’s history and symptoms.
Past medical history given with minimal explanation of identified preexisting medical diagnoses & few details related to the client’s history and symptoms without references.
No past medical history given without explanation; no preexisting medical diagnosis identified or explanations inaccurate and not related to the client’s history and symptoms without
Criteria 4
APA references cited. References cited references. 3. Erikson’s Developmental Stages & Socioeconomic/ Psychosocial Assessment
Identifies and defines correct stage with examples of meeting/not meeting tasks with APA references. Describes socioeconomic and cultural background in complete detail. Identifies 3 psychosocial concerns
Identifies and defines correct stage with examples of meeting/not meeting tasks with references. Describes Socioeconomic and cultural background in some detail. Identifies 2 psychosocial concerns
Identifies correct stage without adequate definition or example of meeting/not meeting tasks without references. Describes Socioeconomic and cultural background in vague detail without references Identifies 1 psychosocial concerns.
Identifies incorrect stage without definition or inappropriate examples given, no references. Describes socioeconomic and cultural background with no detail without references Identifies no psychosocial concerns
Interprofessional
Lists 2 appropriate collaborative issues/concerns Rationale demonstrates satisfactory understanding of interventions
Lists 1 appropriate collaborative issue/concern Rationale demonstrates vague understanding of interventions
Lists inappropriate collaborative issues/concerns Rationale demonstrates unsatisfactory understanding of interventions
Potential Health Deviations
Identifies TWO prioritized risk factors according to NANDA format& identifies 3 signs and symptoms associated with the “at risk” diagnosis. Writes 3 independent nursing interventions
Identifies 1 prioritized risk factor according to NANDA format& identifies 2 signs and symptoms associated with the “at risk” diagnosis Writes 2 independent nursing interventions
Identifies 2 prioritized risk factors but not NANDA format& identifies 1 sign or symptom associated with the “at risk” diagnosis Writes 1 independent pertinent intervention
Does not identify prioritized risk factors or signs & symptoms not identified or not related to “at risk” diagnosis Writes 1 independent intervention not pertinent
Criteria 4
Identifies 2 appropriate health care patterns
Identifies 1 appropriate health care patterns
Identifies 2 inappropriate health care patterns
Identify 1 inappropriate health care patterns
Priority NANDA Nursing Diagnosis
TWO diagnoses written correctly per NANDA format with proper etiology &sufficient data to support diagnosis
Written correctly without sufficient data to support diagnosis
Written incorrectly with sufficient data to support diagnosis
Written incorrectly without sufficient data to support diagnosis
Planning/Goals& Evaluation
Goal is measureable, realistic, related to the problem; Data supports if goal is met, not met with appropriate revisions
Goal is not measureable, realistic, related to the problem; Data somewhat supports if goal is met, not met with appropriate revisions
Goal is not measureable, not realistic, related to the problem; Data vaguely supports if goal is met, not met with inappropriate revisions
Goal is not measureable, not realistic, not related to the problem; Data does not support if goal is met, not met with inappropriate revisions
Implementation and Rationale
Medications
Lists all MAR medications with relevant side effects and nursing considerations specific to patient and reasons why patient is receiving drug.
Lists all MAR medications but does not include relevant side effects and nursing considerations specific to patient and why patient is receiving drug.
Lists most of the MAR medications with relevant side effects and nursing considerations specific to patient and why patient is receiving drug.
Lists some MAR medications but does not include relevant side effects and nursing considerations specific to patient.
Criteria 4
Accurate APA format, Appropriate citations & references, No spelling or grammar errors
1-2 APA format errors, Some citations, references are appropriate, Minimal spelling or grammar errors
Many APA format errors, Inappropriate citations or references, Many spelling or grammar errors
No APA formatting, No citations or references included, Many spelling or grammar errors
Overall Scoring: 88 – 72 71 – 55 54 – 38 37 - 22 COMMENTS: ______________________ ______________________ ______________________________________________________________________________________________________________________ STUDENT SIGNATURE: ____ DATE: INSTRUCTOR SIGNATURE: ___ DATE:
College of Nursing
COMMUNITY EXPERIENCE RUBRIC
Name, address and purpose of organization
Provides the name and address of the organization with a detail and clear description of the purpose of the organization.
Provides the name of the organization with more than two sentences to describe the purpose of the organization.
Provides the name of organization and no more than two sentences describing the purpose of the organization.
Did not identify the name, address and/or purpose of the organization.
Population served a. Type of clients served b. Type of health care concerns
Shows an excellent understanding of the population served at this organization.
Presents a satisfactory understanding of the population served at this organization.
Presents an unclear understanding of the population served at this organization.
Did not discuss the population served.
Professional services
Identifies more than three professional services available in this setting
Identifies two to three of the professional services available at this setting.
Identifies one professional service available at this setting.
Did not identify any professional services.
Geographical/ environmental issues a. Facility b. Physical layout c. Accessibility d. Transportation issues
Detail and complete analysis of more than four geographical and environmental issues of the organization.
Brief explanation of four geographical and environmental issues of the organization.
Brief explanation of two or three issues included in the geographical and environmental issues.
Did not address the geographical and environmental issues.
Social issues of the population
Insightful and detail discussion of more than four social issues of the population.
Brief discussion of four social issues of the population.
Brief discussion of two or three social issues of the population.
Did not discuss the social issues of the population.
College of Nursing
CRITERIA 4
(Exceeds Expectations)
3 (Meets
Discussion includes more than four ways the organization communicates internally and with the community.
Discussion includes four ways the organization communicates internally and with the community.
Discussion includes two ways the organization communicates internally and with the community.
Did not discuss how the organization communicates.
Activities during the community experience
Discussion includes more than four activities during the community experience.
Discussion includes four activities during the community experience.
Discussion includes two activities during the community experience.
Did not discuss the activities completed during the community experience.
Programs or changes to better serve the community
Discussion includes more than four program changes to better serve the community.
Discussion includes four program changes to better serve the community.
Discussion includes two program changes to better serve the community.
Did not discuss any program changes.
APA format Follows the APA format with one or no APA violation, grammar and spelling errors.
Follows the APA format with less than three APA violation, grammar and spelling errors.
Follows the APA format with less than five APA violation, grammar and spelling errors.
Did not follow the APA format.
Overall Scoring 36 – 30 29 – 23 22 – 16 15 - 9
COMMENTS: STUDENT SIGNATURE: DATE: INSTRUCTOR SIGNATURE: DATE:
College of Nursing
INDIVIDUALIZED CLIENT TEACHING RUBRIC
Criteria 4
Expectations) Weight
Comprehensive Assessment
Clear and concise discussion of client’s admission diagnosis, demographic data, and anticipated learning needs Clear and comprehensive client assessment data to support a deficient knowledge nursing diagnosis.
Vague and incomplete discussion of client’s admission diagnosis, demographic data, and anticipated learning needs. Vague and incomplete client assessment data to support deficient knowledge nursing diagnosis.
Vague and incomplete discussion of client’s admission diagnosis, demographic data, and anticipated learning needs.
No discussion of client’s admission diagnosis, demographic data and anticipated learning needs. No comprehensive client assessment data to support deficient knowledge.
College of Nursing
Criteria 4
Client Learning Needs Assessment
Clear and complete assessment of learner (client /family), teaching needs, and special learning needs, if present. Clear identification of client’s strengths and weaknesses relevant to learning needs.
Incomplete assessment of learner (client and/or family), teaching needs, and special learning needs, if present. Incomplete identification of client’s strengths and weaknesses relevant to learning needs.
Incomplete assessment of learner (client and/or family), teaching needs, and special learning needs, if present. .
No assessment of learner (client and/or family), teaching needs, and special learning needs, if present. No discussion of client’s strengths and weaknesses relevant to learning needs
Mechanics
Organization/ Evidence-based Information
Open and closing remarks that capture client’s attention. Clear and correct statement of 2 teaching objectives. Clear and organized presentation of evidence-based client teaching.
Open or closing remarks
Open or closing remarks
displayed. Vague/incorrect teaching objectives
No open or closing remarks displayed. No teaching objective stated. Poor or disorganized presentation of teaching from inappropriate sources.
Body Language Direct eye contact and appropriate gestures/movements during teaching. Relax, self-confident nature and no mistake during teaching.
Minimal eye contact and little movement or descriptive gesture during teaching. Mild tension, lack of self- confidence and difficulty recovering from mistakes.
Minimal eye contact and little movement or descriptive gesture during teaching.
No eye contact and inappropriate gestures during teaching. Tension and nervousness obvious, trouble recovering from mistakes.
College of Nursing
Criteria 4
Expectations) Weight
Voice Use of clear speech and inflection, maintains the interest of the learner.
Some level of inflection and clarity during delivery.
Monotone voice with some inflection of delivery
Monotone voice consistently.
Teaching/ Learning Evaluation
Vague/inappropriate evaluation of client’s response and effectiveness/ineffectivene ss of teaching. Vague reflective analysis of teaching including discussion of strengths and weaknesses.
Vague/inappropriate evaluation of client’s response and effectiveness/ineffectivene ss of teaching.
Vague/inappropriate evaluation of client’s response and effectiveness/ineffectiven ess of teaching. Vague reflective analysis of teaching including discussion of strengths and weaknesses. Absent reflective analysis of teaching.
Overall Score Range
COMMENTS: STUDENT SIGNATURE: ____ DATE: INSTRUCTOR SIGNATURE: ___ DATE:
College of Nursing
References
WCU NURS 216L Expanding and Developing Family and Community Practicum
Section B: Course Outline
Activities Student Assignments
CLO# 1, 2, 3, 5
To have an overview of the course requirements, clinical expectations, and assignments.
To have an overview of the hospitals set-up, policy and procedures, physical set-up, and student requirements.
To describe perinatal care nursing roles.
To identify and discuss specific legal issues and safety issues in the perinatal practice.
To describe the care of mother and newborn during labor, and after delivery.
Introduction Required first day orientation
topics
Clinical objectives and syllabus. Watch Stages of Labor video Watch breastfeeding video Watch Newborn assessment videos Simulation lab:
o fundal height measurements, o Leopold’s maneuver o fundal massage, o vaginal examination
Simulation lab: o newborn assessment o newborn gestational age
assessment o newborn care
Client/family education on breastfeeding, pericare and circumcision care
Clarification and explanation: clinical absence - in the event that a student should miss a scheduled clinical rotation (for whatever reasons- excused or not), the student will write a research paper on a topic assigned by the teacher. The research paper will be in APA format with a minimum of 5 pages in length - not including the title and reference pages and a maximum of 10 pages in content. The paper is due one week after the missed clinical day. Other requirements may be added by each teacher in each course.
Ward & Hisley Chapter 1, 2, 6, 7, 8 Maternal Tasks and Role Transition (pg 208: Table 8-5) Paternal Adaptation to Pregnancy (pg. 209)
Week 2
To observe and provide nursing care to hospitalized antepartum patients.
To assess antepartum clients and
Antepartum testing clinic Prenatal visits and OB Triage/observation.
Hospitalized antepartum clients
Limit 2000 Characters Ward & Hisley Chapter 9, 10, 11 ATI Video
Week/Date Class Objectives Content Outline Specific Course
identify deviations from normal.
To examine the role of nursing in providing physical, psychosocial and spiritual support to women with compromised pregnancies.
for PTL, Preeclampsia, Eclampsia, PROM, etc. systems and needs.
Provide teachings to clients experiencing complications of pregnancy.
To observe and provide nursing care to pregnant women during prenatal visits in a variety of settings.
Recognize common complications in pregnancy.
Document relevant information and pathophysiology related to client’s condition.
Ward & Hisley: Prenatal Videos Other Student Resources Include: ATI Videos/DVD
Week 3 CLO#
1, 2, 4, 5, 6, 7, 8
To observe and provide nursing care for a client during labor and/or delivery.
To observe, through various monitoring techniques, fetal response to labor.
To observe and/or provide nursing care for the newborn in the immediate postnatal period.
To analyze the nursing role in providing care for a client during labor and delivery.
To examine interrelationships between behavioral and physical responses to labor.
Recognize basic fetal heart rate patterns and distinguish between normal and abnormal findings.
Care of client after admission, and follow patient through L&D experience, recovery room and transfer to postpartum.
Utilize the Labor & Delivery assessment sheet.
a. Base-line data entries on data sheet at
b. least every hour (depending upon hospital protocol) and as often as necessary as labor progresses
c. Behavioral responses and descriptions: facial, verbal.
Physiological responses: vital signs, cervical dilatation, fetal heart tones and uterine contractions.
Nursing care for client in labor for
Limit 2000 Characters Ward & Hisely: Chapter 12, 13, 14 ATI Content Masters Series Maternal- Newborn Nursing Other Student Resources Include: 1. ATI Videos 2. Ward & Hisley
Intrapartum Videos
To compare and contrast the differences seen in various ethnic groups experiencing the birth process.
pain: supportive-verbalization of encouragement or comfort, back- rub, positioning, counter-pressure, bathing, touching or holding hand, medications, and assisting epidural and spinal anesthesia placement
Assess high-risk clients in the antepartum and intrapartum settings.
To develop a nursing care plan for a woman of childbearing age
Assisting/performing procedures: fetal monitoring, perineal prep, catheterization, IV administration, internal monitor insertion, vaginal examination
Care plan for client in labor
Week 4 CLO#
1, 2, 4, 5, 6, 7, 8, 9
To learn how to provide nursing care to women in the postpartum period.
To perform standard assessments on postpartum women such as: complete physical, fundal, lochia, perineum, and breast assessments, assessments of perineal and abdominal incisions, and pain assessments.
To assess parent/child interactions. Perform patient teaching and
instruct in perineal hygiene, physiologic changes of postpartum, breastfeeding, post-op care, discharge instructions, infant care.
Administer medications (supervised).
Routine post-partum care
Client/family teachings: breastfeeding, infant care, and self-care
Physical assessment of postpartum clients
Post-partum care of clients from various ethnic groups
Nursing care during post-partum complications
Newborn care after delivery Physical assessments on newborn
infants in the nursery or postpartum area.
Calculate dosage and give newborn medications.
Assisting procedures such as
Limit 2000 Characters Ward & Hisley -Postpartum Videos -Newborn Videos Chapter 15, 16, 17, 18, 19 Recommended references: ATI Content Masters Series
To assess psychosocial needs of women in postpartum period.
To learn how to provide physical care to the normal newborn infant experiencing transitioning to extrauterine life
circumcision, newborn screening test, hearing test, and septic work- up.
Glucose monitoring for hypoglycemic and LGA newborns.
Care of newborn on Bili light therapy
To observe and recognize normal variations in the newborn.
To perform a physical assessment on a newborn.
To recognize and utilize teaching opportunities for the parents of infants in the assigned nursery
To recognize signs and symptoms of deviations from normal. (If applicable).
Students in selected sites will visit the neonatal intensive care nursery and assist with the care of a compromised neonate
Community project for 7.5 Hours
Other Student Resources Include:
To orient to the pediatric clinical setting and documentation system
To demonstrate age-appropriate approaches to the nursing assessments of infants, children, and adolescents with acute and chronic health problems.
To formulate nursing diagnoses of infants, children, and adolescents with acute and chronic health problems from case scenarios
Nursing care of acute and chronic pediatric patients
Common problems of pediatric patients
Pharmacotherapeutics and the pediatric patient
Nutritional therapies in pediatrics
Concepts of family centered care
Clarification and explanation: clinical absence - in the event that a student should miss a scheduled clinical rotation (for whatever reasons- excused or not), the student will write a research paper on a topic assigned by the
Review medication /math calculations. Review assessment skills (head to toe) on a pediatric patient. Review pediatric nursing skills on ATI website Resources for Ward &
teacher. The research paper will be in APA format with a minimum of 5 pages in length - not including the title and reference pages and a maximum of 10 pages in content. The paper is due one week after the missed clinical day. Other requirements may be added by each teacher in each course.imit 2000 Characters
Hisley: Pediatric Nursing Skills & Pediatric Drug Dosage Calculations
Care plan due: Week 7
Week 6 CLO #
2, 3, 4, 5, 6, 7, 9
To identify what is safe nursing care to infants, children, and adolescents and their families; nursing care that is holistic and supportive of the goals of health promotion, health maintenance, and illness prevention.
To apply the nursing process in conjunction with Gordon’s 11 Functional Health Patterns in the care of infants, children, and adolescents and their families
To identify expected outcomes and interventions for infants, children, and adolescents and their families.
To implement nursing care of infants, children, and adolescents
Common problems of pediatric inpatients
Pharmacotherapeutics for pediatric patients related to age and weight or BSA
Intravenous therapy and IV medications administration
Importance of proper hydration and electrolyte balance in the pediatric patient
Nutritional therapies to meet pediatric patient needs
Limit 2000 Characters Review the pediatric variations of nursing interventions. Resources for Ward & Hisley: Pediatric Nursing Skills & Pediatric Drug Dosage Calculations
and their families in both in-patient and community care settings.
Week 7 CLO#
1, 2, 3, 4, 5, 6, 7, 8, 9
Participate with faculty, peers, and the nursing team in the evaluation of nursing care.
Analyze therapeutic, nutrition, and drug regimens for appropriateness and effectiveness in infants, children, and adolescents/
Identify important aspects of community support for the nursing care of well and ill infants, children, and adolescents and their families.
Evaluate resources in the community that will enhance maintenance of health and prevention of illness for infants, children, and adolescents and their families.
Nutritional therapies to meet pediatric patient needs
Application of family centered care concepts
Limit 2000 Characters Review the pediatric variations of nursing interventions. Ward & Hisley: Review pediatric nursing skills on Pediatric Drug Dosage Calculations
Week 8 CLO #
1, 2, 3, 4, 5, 6, 7, 8, 9
Participate with faculty, peers, and the nursing team in the evaluation of nursing care.
Analyze therapeutic, nutrition, and drug regimens for appropriateness and effectiveness in infants, children, and adolescents
Identify important aspects of community support for the nursing care of well and ill infants, children, and adolescents and their families.
Evaluate resources in the community that will enhance
Nutritional therapies to meet
Limit 2000 Characters Ward & Hisley: Review the case studies and critical thinking exercises Review pediatric nursing skills on ATI website Resources for Ward & Hisley: Pediatric Nursing
maintenance of health and prevention of illness for infants, children, and adolescents and their families.
pediatric patient needs Application of family centered
care concepts
Week 9 CLO #
1, 2, 3, 4, 5, 6, 7, 8, 9
To introduce concepts and basic skills of neonatal resuscitation
To introduce the concepts of team work in the process of neonatal stabilization
To prioritorize the emergency assessment--the A-B-C’s--of a pediatric patient.
To introduce concepts of fluid resuscitation for the dehydrated, hypovolemic pediatric patient
To introduce the concepts of securing and maintaining an airway using oral/nasal airways and bag- mask-valve ventilation.
Changes in physiology that occurs when a baby is born
Assessment of the newborn to determine the extent of resuscitation needs
Identify risk factors that can help predict which babies will require resuscitation
Equipment and personnel needed to resuscitate a newborn
Demonstrate competency in neonate and child CPR
Discuss differences in resuscitating newborn and a child
Clarification and explanation: clinical absence - in the event that a student should miss a scheduled clinical rotation (for whatever reasons- excused or not), the student will write a research paper on a topic assigned by the teacher. The research paper will be in APA format with a minimum of 5 pages in length - not including the title and reference pages and a maximum of 10 pages in content. The paper is due one week after the missed clinical day. Other requirements may be added by each teacher