sistema universitario ana g. méndez, inc. school for

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

NURS 204

Technical Skills Laboratory

Laboratorio Destrezas Técnicas

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

June 29, 2012.

NURS 204 Laboratorio de Destrezas Técnicas 2

Updated 06/29/2012

Please include all applicable information below:

Prepared based on the course syllabus 2012 of the School of Health Sciences, with the

collaboration of:

Alexandra García, MSN, FNP-B, Module Development Specialist

Mildred Negrón, Content Evaluator

Luis Díaz, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design


Updated 06/29/2012

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 15

TALLER UNO.............................................................................................................................. 26

WORKSHOP TWO ...................................................................................................................... 31

TALLER TRES ............................................................................................................................ 35

WORKSHOP FOUR .................................................................................................................... 39

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 44

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 50

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 55

Appendix C ADMINISTRATION OF MEDICATION ............................................................... 63

APPENDIX D CATHETERAZATION ....................................................................................... 95

APPENDIX E BLOOD SAMPLING AND IV INFUSIONS .................................................... 100

APPENDIX F ORAL PRESENTATION .................................................................................. 114


Updated 06/29/2012

GUÍA DE ESTUDIO

Título del Curso: Laboratorio Destrezas Técnicas

Codificación: NURS 204

Créditos: 2

Duración: 5 semanas

Prerrequisito: NURS 201, NURS 303 o concurrente

Descripción: Este curso provee a los estudiantes el desarrollo de las destrezas técnicas de

enfermería requeridas en el nivel de bachillerato. Se espera que los estudiantes

completen estimados de clientes, formulen diagnósticos de enfermería, lleven a cabo

diferentes procedimientos de enfermería, evalúen resultados de salud y documenten datos

pertinentes, utilizando como guía NANDA, NIC y NOC.

Objetivos de Contenido Generales

Al finalizar el curso, los estudiantes podrán:

1. Demostrar los diferentes métodos de la administración segura y cuidadosa de los

medicamentos.

2. Proveer cuidado urinario e intestinal.

3. Llevar acabo la recogida segura de las muestras de laboratorio.

4. Demostrar los procedimientos de técnicas seguras para el cuidado de heridas y el

cambio de vendaje.

5. Llevar a cabo los procedimientos de seguridad adecuados, los relacionados con

todos los sistemas.

6. Proporcionar atención profesional utilizando los procedimientos correctos.


Updated 06/29/2012

Objetivos de Lenguaje Generales


1. Escuchar: entender los términos y las instrucciones en inglés y español

presentadas en clase.

2. Hablar: compartir los conocimientos adquiridos con otros estudiantes.

3. Leer: leer diversas literaturas académicas con el fin de adquirir los conocimientos

necesarios para la adquisición de habilidades.

4. Escribir: escribir sobre técnicas básicas de enfermería.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica el laboratorio de lenguaje o e-

lab deben de estar integradas en la sección de actividades del módulo.

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de

lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en

los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

Rubrics” que aparecen en el Apéndice B. “Portfolio Performance Assessment” tiene que


Updated 06/29/2012

ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los

estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene

que documentar que el estudiante esté progresando hacia la meta de dominar dos idiomas

académicamente. El portfolio tiene que cumplir con los estándares establecidos. El

facilitador del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.

Escala:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Evaluación:

La nota final de cada estudiante se basará en la evaluación de las siguientes actividades:

Participación Activa 10%

Asignaciones escritas 40%

Exámenes prácticas 50%

Total 100%

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de cinco años según lo exige la

Comisión de Educación Independiente de la Florida.

http://bibliotecavirtualut.suagm.edu/


Updated 06/29/2012

Libro(s)

Berman, A., & Kozier, B. (2008). Fundamentos de Enfermería Conceptos , Proceso y

Práctica. (8va edición). Pearson. ISBN: 9788483234052

Berman, A., Kozier, B. & Erb, G. (2007). Fundamentals of Nursing and MyNursingLab

(8th ed.). Prentice Hall. ISBN-10: 0132425998 Price: $112.00

Rifa, R., Olive, C., & Lamoglia, M. (2012). Lenguaje NIC para el aprendizaje teórica-

práctica en enfermería. 1era edición. Espana, Elsevier. ISBN: 9788480869454

Libro(s) Electrónico(s)

Perry, A. G. & Potter, P.A. (2011). Guías Mosby de Técnicas y procedimientos en

enfermería. España, Elevier. ASIN: B006NKT4QI.


Updated 06/29/2012

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará


Updated 06/29/2012

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

existente en dos grados.

5. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al


Updated 06/29/2012

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.


Updated 06/29/2012

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 06/29/2012

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 06/29/2012

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.


Updated 06/29/2012

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


Updated 06/29/2012

STUDY GUIDE

Course Title: Technical Skills Laboratory

Code: NURS 204

Credits: 2

Time Length: 5 weeks

Pre-requisite: NURS 201, NURS 303 or concurrent

Description: This course provides students with the development of basic technical

nursing skills required at the baccalaureate level. Students are expected to assess the

client, formulate nursing diagnoses, perform different nursing procedures, evaluate

patient outcomes and document pertinent data following NANDA, NIC and NOC.

General Content Objectives:

1. Demonstrate safe, careful administration of medications by diverse methods.

2. Provide adequate urinary and intestinal care.

3. Carry out safe collection of laboratory samples.

4. Demonstrate safe techniques and procedures for wound care and dressing change.

5. Perform safe, adequate procedures related to all systems.

6. Provide professional care using correct procedures.

General Language Objectives:

1. Listening: Students will understand terms and directions in both English

and Spanish.

2. Speaking: Students will share their knowledge acquired with other

students.


Updated 06/29/2012

3. Reading: Students will read various academic literature in order to acquire

knowledge necessary for acquiring skills.

4. Writing: Students write about basic nursing techniques.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or e-lab usage for each language (English

and Spanish) per course. This equates to the use of the language lab or e-lab for

two hours weekly for each language per course. The facilitator may require a

higher number of hours for language lab practice based on the language needs for

listening, speaking, reading, and writing skills in either or both languages. The

total amount of language lab or e-lab hours is integrated in the activities for

each workshop in the module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in Appendix A are integrated to assess student

performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix B must be used to evaluate all writing activities in both languages in all

courses. Portfolio Performance Assessment must be one of the evaluation instruments

used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards


Updated 06/29/2012

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

Scale:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

The Evaluation:

The final grade for each student will be based on the evaluation of the following

activities:

Active Participation 10%

Written Assignments 40%

Practice exams 50%

Total 100%

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Book(s)

Lynn P. & Taylor C. (2008). Taylor's clinical nursing skills : a nursing process approach.

2nd ed. Philadelphia : Lippincott.

Stedman T. (2008). Stedman's medical dictionary for the health professions and nursing.

6th ed. Philadelphia : Lippincott Williams & Wilkins.

Bulechek G., Butcher K. & McCloskey J.(2008). Nursing Interventions Classification

(NIC). 5th Edition. St. Louis: Mosby

Moorhead S., Johnson M., Maas M. & Swanson E. (2008). Nursing Outcomes

Classification (NOC). 4th Edition. St. Louis: Mosby.



Updated 06/29/2012

E-Book (s)

Nicol, M., Bavin, C., Crorin, P., & Rawlings-Anderson, K. (2008). Essential nursing

skills. 3rd

edition. St. Louis: Mosby. ISBN: 9780723434740 Retrieved from:

http://books.google.com.pr/books?id=n9Df-

Tg78XsC&printsec=frontcover&dq=technical+skills+of+nursing&hl=en&sa=X&ei=E83

oT-

KqE6Xy0gHzy4iLCg&redir_esc=y#v=onepage&q=technical%20skills%20of%20nursin

g&f=false

Altman, G.B. (2009). Fundamental and Advanced Nursing. 3rd

edition. New York,

Delmar Cengage Learning. ISBN: 978-1-418-052331

Retrieved from:

http://books.google.com.pr/books?id=vwTHsYiRunQC&printsec=frontcover&dq=techni

cal+skills+of+nursing&hl=en&sa=X&ei=E83oT-

KqE6Xy0gHzy4iLCg&redir_esc=y#v=onepage&q=technical%20skills%20of%20nursin

g&f=false

http://books.google.com.pr/books?id=n9Df-Tg78XsC&printsec=frontcover&dq=technical+skills+of+nursing&hl=en&sa=X&ei=E83oT-KqE6Xy0gHzy4iLCg&redir_esc=y#v=onepage&q=technical%20skills%20of%20nursing&f=false





http://books.google.com.pr/books?id=vwTHsYiRunQC&printsec=frontcover&dq=technical+skills+of+nursing&hl=en&sa=X&ei=E83oT-KqE6Xy0gHzy4iLCg&redir_esc=y#v=onepage&q=technical%20skills%20of%20nursing&f=false





Updated 06/29/2012

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.


Updated 06/29/2012

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.


Updated 06/29/2012

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.


Updated 06/29/2012

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed in

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 06/29/2012

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 06/29/2012

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is


Updated 06/29/2012

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.


Updated 06/29/2012

TALLER UNO

Objetivos específicos de contenido:


1. Demostrar conocimientos sobre la administración de medicamentos vía oral,

intramuscular e intravenoso.

2. Identificar correctamente angios para la administración de medicamentos

intradermales, subcutáneos y musculares.

3. Demostrar la técnica correcta de inserción de tubo nasogástrico y la

discontinuación de los mismos.

4. Explicar y demostrar la forma correcta para administrar los alimentos vía tubo

nasogástrico.

Objetivos específicos de lenguaje:


1. Escuchar: Escuchar atentamente la discusión y la charla que se den en el

contexto de aprendizaje entre los alumnos y el facilitador.

2. Hablar: Discutir el método correcto de administración de medicamentos e

inserción de un tubo nasogástrico.

3. Leer: Leer artículos relacionados con la administración de medicamentos, así

como los relacionados con la inserción del tubo nasogástrico y el cuidado de este.

4. Escribir: Escribir los pasos correctos de administración de medicamentos.

Enlaces electrónicos:

Biblioteca Virtual


Tema: Guía de la administración de medicamentos seguros

http://ocw.uib.es/ocw/infermeria/farmacologia/recurso-3

Tema: Cuidados del paciente con sonda nasogástricos

http://www.enfermerasperu.com/cuidado_del_paciente_con_sonda_nasogastrica.php

Tema: Guía para la administración segura de medicamentos vía parental


http://ocw.uib.es/ocw/infermeria/farmacologia/recurso-3

http://www.enfermerasperu.com/cuidado_del_paciente_con_sonda_nasogastrica.php


Updated 06/29/2012

http://www.saludinnova.com/communities/seguridad/docs/download/Medicamentos/Gu

%C3%ADa%20de%20administración%20segura%20de%20medicamentos%20via%20pa

renteral.pdf

Asignaciones antes del taller:

1. Leer capítulos 5 y 11 del libro de texto de Lynn

2. Utilice la Biblioteca Virtual para buscar información sobre la administración de

medicamentos y sus vías. Prepare un bosquejo y llévelo a clase para discusión.

3. Utilice la Biblioteca Virtual para buscar información sobre la inserción de tubo

nasogástrico y alimentación parental. Prepare un bosquejo y llévelo a clase para

discusión.

Vocabulario clave de la lección:

1. Ampolleta

2. Inhalación

3. Inyección intradermal

4. Inyección intramuscular

5. Vía intravenosa

6. Calibre del aguja

7. Inyección subcutánea

8. Sublingual

9. Anorexia

10. Índice de masa corporal

11. Caloría

12. Colesterol

13. Nutrición enteral

Lista de materiales suplementarios para el taller:

1. PowerPoint

2. Libro de Texto

3. Biblioteca Virtual

http://www.saludinnova.com/communities/seguridad/docs/download/Medicamentos/Gu%25C3%25ADa%20de%20administraci%25C3%25B3n%20segura%20de%20medicamentos%20via%20parenteral.pdf




Updated 06/29/2012

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en

el taller

B. Andamiaje

__x_ Modelaje

_x__ Práctica Dirigida

_x__ Práctica Independiente

_x__ Instrucción

Comprensible

C. Opciones para Agrupamiento

__x_ Grupo Completo

_x__ Grupos Pequeños

___ Pares

_x__ Trabajo Independiente

D. Integración del Proceso

_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación

__x_ Actividades Dinámicas de Aplicación

___ Significativas y Relevantes

___ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ Adaptación de Contenido

___ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x__ Cognoscitivo

___ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated 06/29/2012

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador comenzará la clase con un examen para diagnosticar los

conocimientos previos de los estudiantes.

2. El facilitador presentará a los estudiantes el tópico de administración de

medicamentos por vía oral, intramuscular, e intravenosa.

3. Los estudiantes serán divididos en grupos de cuatro personas para practicar con

los maniquís.

4. Los estudiantes demostrarán al facilitador sus conocimientos sobre el tema

presentado.

5. Luego de demostrar lo aprendido, cada grupo preparará un bosquejo de los temas

más importantes de la administración de medicamentos. Después un representante

de cada grupo lo discutirá frente a la clase.

6. El facilitador presentará a los estudiantes el tópico de tubo nasogástrico

7. Los estudiantes serán divididos en grupos de cuatro personas para practicar con

los maniquís la inserción, cuidado y remoción de tubo nasogástrico.

8. Los estudiantes demostrarán al facilitador los conocimientos aprendidos.

Evaluación:

1. Individual: El dominio del segundo idioma se evaluará mediante el uso del

apéndice C: “ADMINISTRATION OF MEDICATION”

2. Grupal: Las prácticas con los maniquís asignadas a cada equipo. Se evaluarán

mediante el uso del apéndice A.

3. Escrito: El bosquejo de los temas más importantes de la administración de

medicamentos se evaluarán mediante el uso del apéndice A.

4. Oral/Auditivo: Discusión oral grupal y frente a la clase completa se evaluarán

mediante el uso del apéndice A.


Updated 06/29/2012

Cierre del taller:

1. Individual: El Facilitador aplicará una segunda prueba comprobatoria para

verificar lo aprendido.

2. Grupal: Los estudiantes evaluarán las técnicas aprendidas por sus compañeros de

equipo.


Updated 06/29/2012

WORKSHOP TWO

Specific Content Objectives:

1. Summarize steps to adequate stool specimen collection for occult blood.

2. Dramatize the steps in collecting a urine specimen for urine analysis and culture.

3. Demonstration of correct method of urine specimen for urinary analysis and

culture in patients with indwelling catheter.

4. Demonstrate the correct method of obtaining a venipuncture for routine lab test.

5. Describe the correct method of obtaining venous bloods specimen for culture and

sensitivity.

Specific Language Objectives:

1. Listening: Students will listen to the discussion on proper techniques for

obtaining different laboratory samples.

2. Speaking: Students will explain and demonstrate correct method for collecting

stool, urine and blood specimens.

3. Reading: The students will read and analyze the articles given to them.

4. Writing: The students will answer the questions given to them as an assignment.

Electronic Links (URLs):

Biblioteca Virtual


TOPIC: Flash cards on specimen collection and venopuncture

http://quizlet.com/6003663/metc-nursing-specimen-collection-and-venipuncture-flash-

cards/

TOPIC: Nasal specimen collection for MRSA

http://stage.smh.com/sections/services-

procedures/medlib/nursing/NursPandP/spe18_nasal_021309.pdf

TOPIC: Stool collection

http://www.medscape.com/viewarticle/754767

TOPIC: Specimen labeling



http://quizlet.com/6003663/metc-nursing-specimen-collection-and-venipuncture-flash-cards/

http://quizlet.com/6003663/metc-nursing-specimen-collection-and-venipuncture-flash-cards/

http://stage.smh.com/sections/services-procedures/medlib/nursing/NursPandP/spe18_nasal_021309.pdf

http://stage.smh.com/sections/services-procedures/medlib/nursing/NursPandP/spe18_nasal_021309.pdf




Updated 06/29/2012

TOPIC: Urine screen for drug testing


TOPIC: Understanding urinalysis


Assignments before the Workshop:

1. Read chapter 18 from the book by Lynn, P. (2008). Prepare a written summary of

the chapter. Bring it to class for discussion.

2. Read one of the articles, which are found in the electronic links, and write a

synopsis of the article for discussion in class.

3. Visit the virtual library and read on a specific topic on specimen collection

assigned by facilitator. Write a PowerPoint presentation on the topic of

discussion.

Key Core Vocabulary:

1. Arterial blood gas

2. Lancet

3. Occult blood

4. Standard precautions

List of Supplementary Materials for the Workshop:

1. PowerPoint

2. Text book

3. Virtual library

4. Videos on Specimen collection




Updated 06/29/2012

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

___ Modeling

__x_ Guided Practice

___ Independent Practice

___ Comprehensible Input

C. Grouping Options

__x_ Whole Class

_x__ Small Groups

___ Partners

__x_ Independent Work

D. Integration of Processes

__x_ Listening

_x__ Speaking

__x_ Reading

_x__ Writing

E. Application

__x_ Hands-on

__x_ Meaningful/Relevant

___ Rigorous

__x_ Link to Objectives

___ Promote Engagement

A. Preparation

__x_ Adaptation of Content

___ Links to Background Knowledge

___ Links to Past Learning

__x_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x__ Cognitive

__x_ Meta-cognitive

__x_ Social/Affective


Updated 06/29/2012

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will discuss with the student proper techniques of laboratory

specimen collection.

2. The students will view the video on specimen collection.

3. The students will be divided into groups of four students and discuss the articles

which they read for their assignments.

4. The students will present their PowerPoint presentation to the class.

5. The students will be divided into groups of four. Each group will be assigned a

case where they will need to dramatize the correct format in collecting the

specimen.

6. The students of each group will write a nurses note of the case given to them.

They will stand in front of the class and present it to their classmates.

7. The students will be divided into groups to prepare a poster on the different

specimen collection and present to the class.

8. The students will attend a conference and write a report on what they learned.

Assessment:

1. Individual: The students’ second language proficiency will be assessed on their

knowledge by using appendix E.

2. Group: The groups’ second language proficiency will be assessed by using

appendix A.

3. Written: The students’ second language proficiency will be assessed by using

appendix B and F.

4. Oral: The students’ second language proficiency will be assessed by using

appendix F.

Lesson Wrap-Up:

1. Individual: Demonstrate correct method of specimen collection.

2. Group: Write the appropriate nurses note.


Updated 06/29/2012

TALLER TRES



1. Demostrar los conocimientos sobre los métodos para asistir a los pacientes

durante la utilización del equipo para eliminación urinario.

2. Explicar el cuidado del catéter de diálisis peritoneal.

3. Explicar el cuidado del catéter de hemodiálisis.

4. Demostrar conocimientos sobre la inserción del catéter urinario en pacientes de

los géneros femenino y masculino.

5. Demostrar conocimientos sobre la administración de enemas.

6. Demostrar conocimientos sobre el cambio y vaciado de bolsas de ostomias.



1. Escuchar: Escuchar atentamente las discusiones que se generen durante las

presentaciones y charlas del contenido.

2. Hablar: Discutir el método correcto del cuidado del catéter de diálisis peritoneal

y hemodiálisis.

3. Leer: Leer artículos relacionados con el catéter urinario y el cuidado correcto de

estos.

4. Escribir: Escribir sobre el método correcto del cuidado del catéter urinario.


Biblioteca Virtual


Tema: Anatomía Y fisiología de sistema urinario

http://www.youtube.com/watch?v=N4N4T88Lom4&feature=results_main&playnext=1&

list=PLDDCA619417F4779E

Tema: Caso clínico de paciente con ostomias: Plan de cuidado de enfermera

http://enfermeros.org/revista/ENE-RevistaDeEnfermeria-Vol3-Num2-septiembre2009-

pags-80-88.pdf


http://www.youtube.com/watch?v=N4N4T88Lom4&feature=results_main&playnext=1&list=PLDDCA619417F4779E

http://www.youtube.com/watch?v=N4N4T88Lom4&feature=results_main&playnext=1&list=PLDDCA619417F4779E

http://enfermeros.org/revista/ENE-RevistaDeEnfermeria-Vol3-Num2-septiembre2009-pags-80-88.pdf

http://enfermeros.org/revista/ENE-RevistaDeEnfermeria-Vol3-Num2-septiembre2009-pags-80-88.pdf


Updated 06/29/2012

Tema: Intervención educativa de enfermería para la rehabilitación de personas con una

ostomias

http://ojs.unam.mx/index.php/reu/article/view/26649

Tema: Diálisis peritoneal

http://www.eccpn.aibarra.org/temario/seccion9/capitulo143/capitulo143.htm


1. Leer los capítulos 12-13 del libro de Lynn.

2. Utilice la Biblioteca Virtual para buscar información sobre la inserción de un

catéter urinario en pacientes de los géneros femenino y masculino. Escribir un

bosquejo de esta información para discutir en clase.

3. Utilice la Biblioteca Virtual para buscar información sobre el cuidado de

ostomias. Escribir un bosquejó de esta información para discutir en clase.

Vocabulario clave de la lección:

1. Fístula arteriovenosa

2. Injerto arteriovenoso

3. Catéter de condón externo

4. Hemodiálisis

5. Sonda uretral

6. Diálisis peritoneal

7. Ileostomía

8. Ostomía

9. Estoma

Lista de materiales suplementarios para el taller:

1. Presentación de Power Point.

2. Libro de referencia

3. Biblioteca virtual

http://ojs.unam.mx/index.php/reu/article/view/26649

http://www.eccpn.aibarra.org/temario/seccion9/capitulo143/capitulo143.htm


Updated 06/29/2012

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se

usarán en el taller.

B. Andamiaje

_x__ Modelaje

_x_ Práctica Dirigida

__x_ Práctica Independiente

___ Instrucción Comprensible

C. Opciones para Agrupamiento

__x_ Grupo Completo

_x__ Grupos Pequeños

___ Pares

_x__ Trabajo Independiente

D. Integración del Proceso

_x__ Escuchar

_x_ Hablar

_x_Leer

__x_ Escribir

E. Aplicación

_x__ Actividades Dinámicas de Aplicación

__x_ Significativas y Relevantes

___ Rigurosas

___ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

_x__ Adaptación de Contenido

___ Enlaces al Conocimiento Previo

___ Enlaces al Aprendizaje Previo

___ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x__ Cognoscitivo

___ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated 06/29/2012


1. El facilitador presentará a los estudiantes los temas de eliminación urinario y

eliminación fecal.

2. Los estudiantes verán una película sobre la inserción de un catéter urinario.

3. Una enfermera/o enterostomal o especialista en cuidado de piel será invitado a la

clase para que los estudiantes lo entrevisten.

4. Los estudiantes se dividirán en grupos de cuatro y discutirán sobre los temas de

estudio asignados para el taller.

5. Los grupos harán un bosquejo de ideas sobre los temas, y lo compartirán con la

clase

6. Los estudiantes explicarán y demostrarán al facilitador las técnicas de inserción

de catéter de sonda urinario.

7. Los estudiantes harán un examen preliminar. Luego se dividirán en grupos y

repasarán las posibles respuestas.

8. Los estudiantes explicarán y demostrarán sus conocimientos sobre la

administración de enemas.

Evaluación:

1. Individual: El dominio sobre la administración de enemas se evaluará mediante

el uso de apéndice A y D.

2. Grupal: El bosquejo de ideas sobre los temas de estudio asignados se evaluará

mediante el uso de apéndice A y B.

3. Escrito: El un examen preliminar para evaluar el dominio del contenido y del

idioma se evaluará mediante el uso de apéndice B.

4. Oral/Auditivo: La película y la entrevista para valorar el dominio del idioma se

evaluará mediante el uso de apéndice A y B.

Cierre del taller:

1. Individual: Demostración de inserción de sonda urinario, cuidado de estomas y

inserción de enemas

2. Grupal: Bosquejos de ideas.


Updated 06/29/2012

WORKSHOP FOUR

Specific Content Objectives:

1. Identify and explain different stages of pressure ulcers.

2. Demonstrate the proper cleaning techniques of wound care and application of

sterile dressings.

3. Knows and demonstrates proper application of saline–moistened dressing,

hydrocolloid dressing and wound vacuum-assisted closure device.

4. Explains and demonstrates correct techniques on removal of sutures and surgical

staples.

5. Shows correct technique and application of external heating devices, warm sterile

compresses to an open wound, cooling blanket and cold therapy.

6. Demonstrate IV infusion insertion, changing solution, and tubing.

7. Explain complications associated with intravenous fluids.

8. Demonstrate the appropriate method of administration of a blood transfusion.

Specific Language Objectives:

1. Listening: Students will listen to the discussion on proper wound care techniques,

IV insertion and blood transfusion.

2. Speaking: Students will explain and demonstrate proper wound care techniques,

application of hot and cold therapy, IV insertion and blood transfusions.

3. Reading: The students will read and analyze the articles given to them.

4. Writing: The students will answer the questions given to them in assignment.

Electronic Links (URLs):

Biblioteca Virtual


TOPIC: Skin anatomy and physiology

http://emedicine.medscape.com/article/1294744-overview

http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000029.htm


http://emedicine.medscape.com/article/1294744-overview

http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000029.htm


Updated 06/29/2012

TOPIC: Preventing pressure ulcers and skin tears

http://books.google.com.pr/books?id=7a3sYp5HAEQC&pg=PA304&dq=skin+ulcers+an

d+nursing&hl=en&sa=X&ei=jXXPT-awEY-

YhQe77unyCw&redir_esc=y#v=onepage&q=skin%20ulcers%20and%20nursing&f=fals

e

http://jama.jamanetwork.com/article.aspx?volume=296&issue=8&page=974

http://www.kfmc.org/cpe/programs/pu/kickoff/WOCNPOAarticle.pdf

TOPIC: Lower Extremities Ulcers

http://my.clevelandclinic.org/heart/disorders/vascular/legfootulcer.aspx

TOPIC: Diabetes foot care with negative pressure vacuum system

http://care.diabetesjournals.org/content/31/4/631.full

TOPIC: Pressure ulcer training

https://www.nursingquality.org/ndnqipressureulcertraining/module2/default.aspx

TOPIC: IV Insertion

http://www.youtube.com/watch?v=mVLSX2RlZ3s&feature=related

Assignments before the Workshop:

1. Read Chapter 8 of the text book.

2. Armstrong, D.G., Ayello, E.A., Capitulo, K.L., Fowler, E., Krasner, D.L., Levine,

J.M., Sibbald, R.G., & Smith, A.P. (2008) New opportunities to improve pressure

ulcers prevention and treatment.-Implications of the CMS inpatient hospital care

present on admission (POA) indicates / hospital- acquired conditions (HAC)

policy. A consensus paper from the international expert wound care advisory

panel. Journal Wound Ostomy Continence Nurse. 35 (5) 485-492.

3. Answer cross word puzzle using the vocabulary words.

4. Read chapter 15 of the textbook by Lynn.

5. Complete the NCLEX questions from the link and print out your answers to

discuss in class

http://wps.prenhall.com/chet_kozier_fundamentals_7/11/2987/764799.cw/index.h

tml

http://books.google.com.pr/books?id=7a3sYp5HAEQC&pg=PA304&dq=skin+ulcers+and+nursing&hl=en&sa=X&ei=jXXPT-awEY-YhQe77unyCw&redir_esc=y#v=onepage&q=skin%20ulcers%20and%20nursing&f=false




http://jama.jamanetwork.com/article.aspx?volume=296&issue=8&page=974

http://www.kfmc.org/cpe/programs/pu/kickoff/WOCNPOAarticle.pdf

http://my.clevelandclinic.org/heart/disorders/vascular/legfootulcer.aspx

http://care.diabetesjournals.org/content/31/4/631.full

https://www.nursingquality.org/ndnqipressureulcertraining/module2/default.aspx

http://www.youtube.com/watch?v=mVLSX2RlZ3s&feature=related

http://wps.prenhall.com/chet_kozier_fundamentals_7/11/2987/764799.cw/index.html

http://wps.prenhall.com/chet_kozier_fundamentals_7/11/2987/764799.cw/index.html


Updated 06/29/2012

6. Visit the virtual library, read articles on IV solutions, and blood transfusions.

Summarize content learned with your partner in a PowerPoint presentation.

Key Core Vocabulary:

1. Edema

2. Approximated wound

3. Ecchymosis

4. Edema

5. Epithelialization

6. Erythema

7. Eschar

8. Granulation tissue

9. Ischemia

10. Jaundice

11. Maceration

12. Necrosis

13. Peripheral neuropathy

14. Pressure ulcer

15. Sinus tract

16. Vasoconstriction

17. Dehydration

18. Diffusion

19. Edema

20. Electrolyte

21. Filtration

22. Hydrostatic pressure

23. Hypervolemia

24. Ion

25. Osmosis

26. Solute

27. Solvent


Updated 06/29/2012


1. Virtual Library

2. Text book

3. Articles

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice


C. Grouping Options

_x__ Whole Class

___ Small Groups

_x__ Partners

___ Independent Work


_x__ Listening

_x_ Speaking

_x__ Reading

_x__ Writing

E. Application

_x__ Hands-on

__x_ Meaningful/Relevant

___ Rigorous

__x_ Link to Objectives

_x__ Promote Engagement

A. Preparation

__x_ Adaptation of Content

__x_ Links to Background Knowledge


__x_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x__ Cognitive

__x_ Meta-cognitive

__x_ Social/Affective


Updated 06/29/2012

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. Build a model of the integumentary system and present to the class.

2. Prepare a poster comparing the stages of pressure ulcers and present to the

class.

3. View a video on wound care and hot and cold therapy.

4. Demonstrate wound care on mannequins.

5. Divide the students into groups, each group will discuss what they learned in the

assignment and prepare a poster to present to the class.

6. The students will prepare and build a model on how an IV infusion works, tell a

story applying concepts on a person.

7. Attend a conference and write a report using questions given as a guide

8. The students prepare a PowerPoint presentation on the chapter and present a

demonstration of the IV catheter insertion.

9. Facilitator will view all students’ implementation of catheter insertion cleansing.

Assessment:

1. Individual: The students’ second language proficiency will be assessed by using

appendix A and B.

2. Group: The students’ second language proficiency will be assessed by using

appendix A and B.

3. Written: The students’ second language proficiency will be assessed by using

appendix A and B.

4. Oral: The students’ second language proficiency will be assessed by using

appendix A and B.

Lesson Wrap-Up:

1. Individual: Demonstrtation of tecniques

2. Group: Poster presentation


Updated 06/29/2012

TALLER CINCO/WORKSHOP FIVE

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both the

facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Identificar el método correcto de la oxigenación para el paciente (una cánula

nasal, mascarilla, etc).

2. Explicar y demostrar el cuidado correcto del tubo endotraqueal y la traqueotomía.

3. Explicar y demostrar el método correcto para la obtención de un

electrocardiograma.

4. Explicar y demostrar CPR.

5. Explicar las técnicas atención segura y eficaz para el paciente preoperatorio.

6. Demostrar técnicas de atención segura y eficaz para el paciente preoperatorio y la

aplicación de los dispositivos de calentamiento de aire forzado.



1. Escuchar: Escuchar atentamente las discusiones y charlas que se den en el

entorno de aprendizaje y reflexionar críticamente a las mismas.

2. Hablar: Expresarse mutuamente sobre los conocimientos aprendidos acerca de

las competencias de enfermería en la oxigenación, la atención cardiovascular, y

técnicas atención segura y eficaz para el paciente preoperatorio.


Updated 06/29/2012

3. Leer: Analizar la literatura sobre las destrezas de enfermería en la oxigenación ,

la atención cardiovascular, y técnicas atención segura y eficaz para el paciente

preoperatorio.

4. Escribir: Escribir sobre las habilidades de enfermería en la oxigenación, la

atención cardiovascular, y técnicas atención segura y eficaz para el paciente

preoperatorio.


Biblioteca Virtual


Topic: Cardiopulmonary resusitation (CPR)

http://www.mayoclinic.com/health/first-aid-cpr/FA00061

http://www.webmd.com/heart-disease/heart-failure/news/20101015/new-cpr-guidelines-

chest-compressions-first

Topic: Defibrillation

http://www.heart.org/HEARTORG/Conditions/Arrhythmia/PreventionTreatmentofArrhyt

hmia/Defibrillation_UCM_305002_Article.jsp

Tema: Guías para realizar el oximetro de pulso

http://www.scielo.cl/pdf/rcher/v26n1/art10.pdf

Tema: Guías de manejo de tracheostomia

http://respira.com.mx/docs/f1286296627-0.pdf

Tema: Cuidado de enfermería quirúrgica (perioperativo)

http://books.google.com.pr/books?id=e2jqLEpXlDAC&pg=PA2&dq=tecnicas+de+enfer

meria+en+perioperatorio&hl=en&sa=X&ei=8QXpT7iRIY6E8ATcg4C_DQ&redir_esc=

y#v=onepage&q=tecnicas%20de%20enfermeria%20en%20perioperatorio&f=false

Tema: Factores de riesgo en paciente operado de cadera

http://www.scielo.br/pdf/rlae/v19n6/es_12.pdf


Asignaciones a discutirse durante las primeras dos horas de instrucción (2).

1. Los estudiantes harán un PowerPoint de uno de los siguientes tópicos para

presentar a la clase:


http://www.mayoclinic.com/health/first-aid-cpr/FA00061

http://www.webmd.com/heart-disease/heart-failure/news/20101015/new-cpr-guidelines-chest-compressions-first

http://www.webmd.com/heart-disease/heart-failure/news/20101015/new-cpr-guidelines-chest-compressions-first

http://www.heart.org/HEARTORG/Conditions/Arrhythmia/PreventionTreatmentofArrhythmia/Defibrillation_UCM_305002_Article.jsp

http://www.heart.org/HEARTORG/Conditions/Arrhythmia/PreventionTreatmentofArrhythmia/Defibrillation_UCM_305002_Article.jsp

http://www.scielo.cl/pdf/rcher/v26n1/art10.pdf

http://respira.com.mx/docs/f1286296627-0.pdf

http://books.google.com.pr/books?id=e2jqLEpXlDAC&pg=PA2&dq=tecnicas+de+enfermeria+en+perioperatorio&hl=en&sa=X&ei=8QXpT7iRIY6E8ATcg4C_DQ&redir_esc=y#v=onepage&q=tecnicas%20de%20enfermeria%20en%20perioperatorio&f=false



http://www.scielo.br/pdf/rlae/v19n6/es_12.pdf


Updated 06/29/2012

el cuidado del paciente con traqueotomía, con tubo endotraqueal,

el cuidado del paciente que tenga un sistema de drenaje torácico.

2. Los estudiantes visitarán la biblioteca virtual y buscarán información sobre los

diferentes tipos de técnicas de oxigenación en enfermería.

3. Divide al grupo en grupos de cuatro personas. Cada grupo preparará una

presentación de PowerPoint en la materia asignada por el facilitador.

4. Visitar la bibloteca virtual y leer sobre el tema. Traer un resumen a la clase.

Assignments to be discussed during the last two hours of instruction:

1. The students will be divided into groups of two and will develop a PowerPoint

presentation on the following topics: obtaining an electrocardiogram, latest

guidelines to performing CPR, use of an external pacemaker and removing

arterial and femoral lines.

2. The students will visit the virtual library and look for information securing and

suctioning tracheostomy.

Vocabulario académico clave –

1. Los gases arteriales- Arterial Blood Gases

2. Paro cardíaco- cardiac arrest

3. Monitoreo cardiaco- Cardiac Monitoring

Academic Core Vocabulary

1. Hyperventilation

2. Hypoventilation

3. pneumothorax


1. Video

2. PowerPoint

3. Text Book


Updated 06/29/2012

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in the

workshop.

1.

2.

3.

4.

5.

6.

7.

8.


Actividades en español para las primeras dos horas del taller:

1. Los estudiantes tomarán el entrenamiento de CPR.

2. Los estudiantes explicarán y demostrarán la habilidad de obtener un electrocardiograma

correctamente.

3. Los estudiantes presentarán el PowerPoint a la clase.

4. Los estudiantes se dividían en grupos de cuatro y desarrollarán un plan educativo para el

paciente sobre el uso del espirómetro. Los estudiantes presentarán su plan durante la clase.

5. Ver una película sobre cuidado perioperativo e intervenciones ortopédicas.

6. Presentar PowerPoint a la clase sobre el cuidado a paciente sometido a cirugía general.

7. Demostrar atención segura y eficaz para el cuidado del paciente perioperatorio con maniquíes.

B. Scaffolding

___ Modeling

_x__ Guided Practice

__x_ Independent Practice


C. Grouping Options

_x__ Whole Class

_x__ Small Groups

___ Partners

_x__ Independent Work


_x__ Listening

__x_ Speaking

__x_ Reading

_x__ Writing

E. Application

__x_ Hands-on

_x__ Meaningful/Relevant

_x__ Rigorous

_x__ Link to Objectives

___ Promote Engagement

A. Preparation

_x__ Adaptation of Content

___ Links to Background Knowledge


_x__ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

_x__ Cognitive

___ Meta-cognitive

___ Social/Affective


Updated 06/29/2012

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. The students will be divided into groups to discuss what they learned from the article: Tagney,

J. & Lackie, D. (2005). Bed rest past femoral arterial sheath removal- What is safe practice? A

clinical audit. British Association Critical care nursing. 10,p 167-173. Retrieved from:

http://www.uhbristol.nhs.uk/media/1385243/02_ncr121.pdf

2. Divide the students in groups of four. Each group will discuss the case study found in the

textbook on pages 1009 and 1033. They will discuss the answers with other classmates.

3. The students will explain and demonstrate the different techniques of oxygenation of a patient

to the facilitator.

4. The students will watch a video on CPR and early defibrillation.

Assessment:

1. Individual: The students’ second language proficiency will be assessed by using appendix A

and B

2. Group: The students’ second language proficiency will be assessed by using appendix A, B and

F.

3. Written: The students’ second language proficiency will be assessed by using appendix A, B

and F.

4. Oral: The students’ second language proficiency will be assessed by using appendix A, B and

F.

Lesson Wrap-Up:

1. Individual: Written test

2. Group: The objectives will be discussed.

http://www.uhbristol.nhs.uk/media/1385243/02_ncr121.pdf


Updated 06/29/2012

APÉNDICES / APPENDIXES


Updated 06/29/2012

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 06/29/2012

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 06/29/2012

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated 06/29/2012

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 06/29/2012

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 06/29/2012

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 06/29/2012

Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the student in both

English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and

write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that

best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are

evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 06/29/2012

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 06/29/2012

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated 06/29/2012

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated 06/29/2012

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated 06/29/2012

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 06/29/2012

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Updated 06/29/2012

Appendix C

ADMINISTRATION OF MEDICATION


Updated 06/29/2012

University of Turabo

School of Health Science

Baccalaureate Nursing Program

Name: __________________ Date: ______________

Administering an Intradermal Injection Y N/I

1. Gather equipment. Check each medication order against the original

physician’s order according to agency policy. Clarify any inconsistencies.

Check the patient’s chart for allergies.

2. Know the actions, special nursing considerations, safe dose ranges,

purpose of administration, and adverse effects of the medications to be

administered. Consider the appropriateness of the medication for this

patient.

3. Perform hand hygiene.

4. Move the medication cart to the outside of the patient’s room or

prepare for administration in the medication area.

5. Unlock the medication cart or drawer. Enter pass code and scan

employee identification, if required.

6. Prepare medications for one patient at a time.

7. Read the MAR and select the proper medication from the patient’s

medication drawer or unit stock.

8. Compare the label with the MAR. Check expiration dates and perform

calculations, if necessary. Scan the bar code on the package, if required.

9. If necessary, withdraw medication from an ampule or vial as described


Updated 06/29/2012

in Skills 5-2 and 5-3.

10. When all medications for one patient have been prepared, recheck

the label with the MAR before taking them to the patient.

11. Lock the medication cart before leaving it.

12. Transport medications to the patient’s bedside carefully, and keep the

medications in sight at all times.

13. Ensure that the patient receives the medications at the correct

time.

14. Identify the patient. Usually, the patient should be identified using

two methods. Compare information with the MAR or CMAR.

a. Check the name and identification number on the patient’s

identification band.

b. Ask the patient to state his or her name.

c. If the patient cannot identify him or herself, verify the patient’s

identification with a staff member who knows the patient for the second

source.

15. Close the door to the room or pull the bedside curtain.

16. Complete necessary assessments before administering medications.

Check allergy bracelet or ask patient about allergies. Explain the purpose

and action of the medication to the patient.

17. Scan the patient’s bar code on the identification band, if required.

18. Perform hand hygiene and put on clean gloves.


Updated 06/29/2012

19. Select an appropriate administration site. Assist the patient to the

appropriate position for the site chosen. Drape as needed to expose only

area of site to be used.

20. Cleanse the site with an antimicrobial swab while wiping with a firm,

circular motion and moving outward from the injection site. Allow the

skin to dry.

21. Remove the needle cap with the non-dominant hand by pulling it

straight off.

22. Use the non-dominant hand to spread the skin taut over the injection

site.

23. Hold the syringe in the dominant hand, between the thumb and

forefinger with the bevel of the needle up.

24. Hold the syringe at a 10-to-15 degree angle from the site. Place the

needle almost flat against the patient’s skin, bevel side up, and insert

the needle into the skin so that the point of the needle can be seen

through the skin. Insert the needle only about 1/8″ with entire bevel

under the skin.

25. Once the needle is in place, steady the lower end of the syringe. Slide

your dominant hand to the end of the plunger.

26. Slowly inject the agent while watching for a small wheal or blister to

appear.

27. Withdraw the needle quickly at the same angle that it was inserted.


Updated 06/29/2012

28. Do not massage area after removing needle. Tell patient not to

rub or scratch site. If necessary, gently blot the site with dry gauze

square. Do not apply pressure or rub the site.

29. Do not recap the used needle. Engage the safety shield or needle

guard, if present. Discard the needle and syringe in the appropriate

receptacle.

30. Assist the patient to a position of comfort.

31. Remove gloves and dispose of them properly. Perform hand hygiene.

32. Observe the area for signs of a reaction at determined intervals after

administration. Inform the patient of the need for inspection.


Updated 06/29/2012


USA Campuses



Name: __________________ Date: ______________

Administering an Intramuscular Injection YES NO


physician’s order according to agency policy. Clarify any

inconsistencies. Check the patient’s chart for allergies.




patient.









8. Compare the label with the MAR. Check expiration dates and

perform calculations, if necessary. Scan the bar code on the package, if

required.


Updated 06/29/2012

9. If necessary, withdraw medication from an ampule or vial as

described in Skills 5-2 and 5-3.

10. When all medications for one patient have been prepared,

recheck the label with the MAR before taking them to the patient.


12. Transport medications to the patient’s bedside carefully, and keep

the medications in sight at all times.


time.








source.



Check allergy bracelet or ask patient about allergies. Explain the

purpose and action of the medication to the patient.



Updated 06/29/2012


19. Select an appropriate administration site.

20. Assist the patient to the appropriate position for the site chosen.

Drape as needed to expose only area of site to be used.

21. Identify the appropriate landmarks for the site chosen.

22. Clean the area around the injection site with an antimicrobial swab.

Use a firm, circular motion while moving outward from the injection

site. Allow area to dry.

23. Remove the needle cap by pulling it straight off. Hold the syringe in

your dominant hand between the thumb and forefinger.

24. Displace the skin in a Z-track manner by pulling the skin down or

to one side about 1″ (2.5 cm) with your non-dominant hand and hold

the skin and tissue in this position.

25. Quickly dart the needle into the tissue so that the needle is

perpendicular to the patient’s body. This should ensure that it is given

using an angle of injection between 72 to 90 degrees.

26. As soon as the needle is in place, use the thumb and forefinger of

your non-dominant hand to hold the lower end of the syringe. Slide


27. Aspirate by slowly (for at least 5 seconds) pulling back on the

plunger to determine whether the needle is in a blood vessel. Watch

for a flash of pink or red in the syringe.


Updated 06/29/2012

28. If no blood is aspirated, inject the solution slowly (10 seconds per

milliliter of medication).

29. Once the medication has been instilled, wait 10 seconds before

withdrawing the needle.

30. Withdraw the needle smoothly and steadily at the same angle at

which it was inserted, supporting tissue around the injection site with

your non-dominant hand.

31. Apply gentle pressure at the site with a dry gauze.



receptacle.


34. Remove gloves and dispose of them properly. Perform hand

hygiene.

35. Evaluate patient’s response to medication within an appropriate

time frame. Assess site, if possible, within 2 to 4 hours after

administration.


Updated 06/29/2012


USA Campuses



Name: __________________ Date: ______________

Administering an Intramuscular Injection Yes No







patient.












Updated 06/29/2012

required.

9. If necessary, withdraw medication from an ampule or vial as

described in Skills 5-2 and 5-3.







time.








source.



Check allergy bracelet or ask patient about allergies. Explain the

purpose and action of the medication to the patient.


Updated 06/29/2012



19. Select an appropriate administration site.

20. Assist the patient to the appropriate position for the site chosen.

Drape as needed to expose only area of site to be used.

21. Identify the appropriate landmarks for the site chosen.

22. Clean the area around the injection site with an antimicrobial swab.

Use a firm, circular motion while moving outward from the injection

site. Allow area to dry.

23. Remove the needle cap by pulling it straight off. Hold the syringe in

your dominant hand between the thumb and forefinger.

24. Displace the skin in a Z-track manner by pulling the skin down or

to one side about 1″ (2.5 cm) with your non-dominant hand and hold

the skin and tissue in this position.

25. Quickly dart the needle into the tissue so that the needle is

perpendicular to the patient’s body. This should ensure that it is given

using an angle of injection between 72 to 90 degrees.

26. As soon as the needle is in place, use your thumb and forefinger of

your non-dominant hand to hold the lower end of the syringe. Slide


27. Aspirate by slowly (for at least 5 seconds) pulling back on the

plunger to determine whether the needle is in a blood vessel. Watch


Updated 06/29/2012

for a flash of pink or red in the syringe.

28. If no blood is aspirated, inject the solution slowly (10 seconds per

milliliter of medication).

29. Once the medication has been instilled, wait 10 seconds before

withdrawing the needle.

30. Withdraw the needle smoothly and steadily at the same angle at

which it was inserted, supporting tissue around the injection site with

your non-dominant hand.

31. Apply gentle pressure at the site with a dry gauze.



receptacle.


34. Remove gloves and dispose of them properly. Perform hand

hygiene.

35. Evaluate patient’s response to medication within an appropriate

time frame. Assess site, if possible, within 2 to 4 hours after

administration.


Updated 06/29/2012


USA Campuses



Name: __________________ Date: ______________

Administering Oral Medications YES NO







patient.












Updated 06/29/2012

required.

9. Prepare the required medications:

a. Unit dose packages: Place unit dose-packaged medications in a

disposable cup. Do not open wrapper until at the bedside. Keep

narcotics and medications that require special nursing assessments in a

separate container.

b. Multi-dose containers: When removing tablets or capsules from a

multi-dose bottle, pour the necessary number into the bottle cap and

then place the tablets in a medication cup. Break only scored tablets, if

necessary, to obtain the proper dosage. Do not touch tablets with hands.

c. Liquid medication in multi-dose bottle: When pouring liquid

medications in a multi-dose bottle, hold the bottle so the label is against

the palm. Use the appropriate measuring device when pouring liquids,

and read the amount of medication at the bottom of the meniscus at eye

level. Wipe the lip of the bottle with a paper towel.



Replace any multi-dose containers in the patient’s drawer or unit

stock. Lock the medication cart before leaving it.





Updated 06/29/2012

time.








source.

14. Complete necessary assessments before administering

medications. Check allergy bracelet or ask patient about allergies.

Explain the purpose and action of each medication to the patient.


16. Assist the patient to an upright or lateral position.

17. Administer medications:

a. Offer water or other permitted fluids with pills, capsules, tablets, and

some liquid medications.

b. Ask whether the patient prefers to take the medications by hand or in

a cup.

18. Remain with the patient until each medication is swallowed.

Never leave medication at the patient’s bedside.

19. Perform hand hygiene. Leave the patient in a comfortable position.


Updated 06/29/2012

20. Check on the patient within 30 minutes, or time appropriate for

drug(s), to verify response to medication.


Updated 06/29/2012

UNIVERSIDAD DEL TURABO

USA CAMPUSES

DEPARTAMENTO CIENCIAS DE LA SALUD

PROGRAMA DE ENFERMERIA

EVALUACIÓN PROCEDIMIENTO DE ADMINISTRACIÓN DE MEDICAMENTOS I.V

PUSH

PROCEDIMIENTO EJECUCIÓN COMENTARIOS

SI NO 1. Coteja la tarjeta de Kardex del medicamento con la

orden médica.

1. Interpreta correctamente la orden.

2. Si hay algún error notifica a los miembros pertinentes.

3. Revisa los 6 correctos: nombre del medicamento,

dosis, vía, hora de administración, paciente correcto y

dosificación.

5. Consulta con el P.D.R. o con el farmacéutico sobre el

medicamento a ser administrado.

6. Conoce el diagnóstico, la acción del medicamento,

dosis usual del medicamento a ser administrado.

6. Verificar la edad, sexo y peso del cliente.

7. Verifica antecedentes de alergias, historial

farmacológico e historial dietético.

8. * Se lava las manos.

10. Obtiene acceso al almacén de medicamento, “stock”

de medicamento o carrito de medicamento, si es

narcótico.

10. Reúne todo el equipo a utilizar.

11. Prepara un medicamento a la vez.

12. Coteja el medicamento correctamente, observa el

nombre del medicamento 3 veces.

A. al tomarlo

B. al verificarlo con la tarjeta

C. al servirlo


Updated 06/29/2012

13. Observa la fecha de expiración.

15. Calcula dosis correctamente.

16. Prepara la dosis correcta medicamento correctamente

usando medidas asépticas (de acuerdo al

procedimiento), ya sea extrayéndolo de una ampolleta

o de un vial. En todo momento se debe mantener la

esterilidad de del procedimiento.

17. Coloca etiqueta a la jeringuilla si se va a utilizar otra

jeringuilla para irrigar con heparina y normal salina.

18. Prepara la solución salina en otra jeringuilla si es

necesario. Coloca etiqueta a esta jeringuilla.

18. Coloca la tarjeta y el medicamento en el carrito

(método convencional).

20. Cierra el gabinete de medicamento antes de abandonar

el área.

20. Lleva el material a utilizar y al medicamento ya

preparado a la unidad del cliente.

21. Identifica al paciente correctamente utilizando la

pulsera.

22. Explica el procedimiento al paciente utilizando un

vocabulario sencillo.

23. Proveer privacidad al cliente. Cierre la puerta, corra

la cortina y exponga solo la parte del cuerpo a utilizar.

24. Se lava las manos y se coloca los guantes limpios.

25. Ayuda al paciente a colocarse en una posición

adecuada.

27. Mide si es necesario los signos vitales.

28. Verifica retorno venoso según equipo.

28. Limpia con alcohol al 70% la salida más cerca de la

línea primaria.

29. Detener el flujo de la línea primaria.


Updated 06/29/2012

31. Inyecta de .5 a 2 ml de normal salina.

31. Inserta el medicamento según el flujo calculado.

32. Abre el flujo de la línea primaria.

33. Re-ajusta el flujo de la línea primaria

34. Deja cómodo al cliente.

35. Sube la baranda, baja la cama y deja el timbre cerca

del cliente.

36. Desecha el material en el recipiente adecuadamente

rotulado. Deja el área limpia.

37. Remueve sus guantes.

38. Se lava las manos.

39. Si es narcótico lo documenta inmediatamente después

de ser administrado.

40. Anota en el Kardex de medicamentos o en la hoja

correspondiente la administración de medicamento.

41. Documente en el expediente clínica del paciente

medicamento, dosis, horario, vía en que fue

administrado el medicamento.

42. Si se omitió el medicamento, si el paciente lo vomitó,

etc. documéntelo en el expediente y notifíquelo al

médico.

43. Regresa a la habitación para evaluar la respuesta del

paciente al medicamento a los 15-30 minutos.

45. Reporta en el expediente clínico.

1. Fecha

2. Hora

3. Medicamento

4. Ruta o vía

5. Reacción

6. Firma

46. Administrar el medicamento en un tiempo razonable.

Preparado por: Profa. Carmen L. Martínez Ortiz

FEBRERO 2011.


Updated 06/29/2012

Universidad del Turabo

Escuela de Ciencias de la Salud

Programa Sub-Graduado de Enfermería

Nombre___________________________ Fecha_________________ NURS 204

EVALUACIÓN PROCEDIMIENTO DE ADMINISTRACIÓN DE MEDICAMENTOS

SIMULTANEOS

PROCEDIMIENTO EJECUCIÓN

SI NO COMENTARIOS

1- Coteja la tarjeta de Kardex del medicamento

con la orden médica. Interpreta correctamente

la orden y si hay algún error notifica a los

miembros pertinentes.

2- Revisa los 6 correcto: nombre del cliente,

medicamento, dosis, vía, hora de

administración y dosificación

3-Consulta con el P.D.R. o con el farmacéutico

sobre el medicamento a ser administrado.

4- Verifica el diagnóstico médico del cliente,

edad, sexo, peso, nivel de conciencia,

antecedentes de alergias, historial


5- Reúne todo el equipo a utilizar

6- Se lava las manos.

7- Obtiene acceso al almacén de

medicamentos, carrito de medicamentos, “stock

de medicamento” etc, si es narcótico.

8- Prepara un medicamento a la vez.

9- Coteja el medicamento tres (3) veces:

a. al tomarlo

b. al verificarlo con la tarjeta

al servirlo

10-Evalúa la fecha de expiración del

medicamento

11- Calcula dosis correcta.

12-Prepara la dosis correcta del medicamento

(de acuerdo al procedimiento), ya sea

extrayéndolo de una ampolleta o de un vial.

I13-13-Inserta el medicamento en la bolsa


Updated 06/29/2012

pequeña según compatibilidad del

medicamento. En todo momento mantiene la

esterilidad del procedimiento 14- Identifica la bolsa del medicamento

correctamente.

15- Coloca línea secundaria con medidas

asépticas y llena la línea.

16- Coloca la tarjeta y el medicamento en el

carrito (método convencional).

17- Cierra el gabinete de medicamentos antes

de abandonar el área

18- Lleva el material a utilizar y el

medicamento a administrar ya preparado a la

unidad del cliente

19- Identifica correctamente al cliente

utilizando la pulsera.

20- Explica al paciente el objetivo de la

medicación y su acción.

21- Provee privacidad. Cierra la puerta, corre

la cortina y solo expone el área a intervenir.

22- Se lava las manos y se coloca los guantes

limpios.

23- Sube la cama, baja la baranda y acomoda al

cliente

24- Toma si es requerido el pulso, respiración y

presión arterial al paciente

25- Baja la bolsa primaria de 6-8 pulgadas

26- Limpia con alcohol al 70% la salida de la

línea primaria donde se va a conectar la línea

secundaria.

27- De ser necesario por incompatibilidad de

sustancia, limpia la línea primaria insertando

solución IV

28- Inserta aguja de la línea secundaria y la

asegura.

29- Abre el regulador y ajusta el flujo según

calculado.

30- Al terminar re-ajusta el flujo de la línea

primaria y cierra la línea secundaria

31- Deja al cliente cómodo. Sube la baranda,


Updated 06/29/2012

baja la cama y deja el timbre cerca.

32- Desecha el material en el recipiente

adecuadamente rotulado. Deja el área limpia.

33- Se retira los guantes y se lava las manos

34- Cuando se administra narcóticos tiene

mayor precaución y cuidado. Documenta

inmediatamente después de administrarlo

35-Documenta en el kardex de medicamento o

en la hoja correspondiente la administración del

medicamento

36- Documenta en el expediente clínico del

paciente la dosis y horario en que fue

administrado el medicamento

37- Si se omite el medicamento, lo documenta

en el expediente y notifíca al médico.

38-Realiza un estimado de la reacción del

paciente a la terapia de medicamentos, tanto en

efectos adversos como los deseados. Regresa a

la habitación para evaluar la respuesta del

cliente de 15 a 30 minutos después de la

medicación

39- Si ocurre alguna reacción o algún error,

notifica al médico y llena las formas

pertinentes y documéntelo en el record del

paciente.

40- Reporta en el expediente clínico.

a. Fecha

b. Hora

c. Medicamento

d. Ruta o vía

e. Reacción

Y Firma

41- Administra el medicamento en un tiempo

razonable.

Preparado por: Carmen L. Martínez

Marzo 2011.


Updated 06/29/2012




Nombre___________________________ Fecha_________________

NURS 204

EVALUACIÓN PROCEDIMIENTO DE ADMINISTRACIÓN DE MEDICAMENTOS

SIMULTANEOS


SI NO COMENTARIOS

1- Coteja la tarjeta de Kardex del medicamento

con la orden médica. Interpreta correctamente

la orden y si hay algún error notifica a los


2- Revisa los 6 correcto: nombre del cliente,

medicamento, dosis, vía, hora de

administración y dosificación

3-Consulta con el P.D.R. o con el farmacéutico

sobre el medicamento a ser administrado.

4- Verifica el diagnóstico médico del cliente,




5- Reúne todo el equipo a utilizar


7- Obtiene acceso al almacén de

medicamentos, carrito de medicamentos, “stock

de medicamento” etc, si es narcótico.

8- Prepara un medicamento a la vez.

9- Coteja el medicamento tres (3) veces:

c. al tomarlo

d. al verificarlo con la tarjeta

al servirlo

10-Evalúa la fecha de expiración del

medicamento

11- Calcula dosis correcta.

12-Prepara la dosis correcta del medicamento

(de acuerdo al procedimiento), ya sea

extrayéndolo de una ampolleta o de un vial.

I13-13-Inserta el medicamento en la bolsa


Updated 06/29/2012

pequeña según compatibilidad del

medicamento. En todo momento mantiene la

esterilidad del procedimiento 14- Identifica la bolsa del medicamento

correctamente.

15- Coloca línea secundaria con medidas

asépticas y llena la línea.

16- Coloca la tarjeta y el medicamento en el

carrito (método convencional).

17- Cierra el gabinete de medicamentos antes

de abandonar el área

18- Lleva el material a utilizar y el

medicamento a administrar ya preparado a la

unidad del cliente

19- Identifica correctamente al cliente

utilizando la pulsera.

20- Explica al paciente el objetivo de la


21- Provee privacidad. Cierra la puerta, corre

la cortina y solo expone el área a intervenir.

22- Se lava las manos y se coloca los guantes

limpios.

23- Sube la cama, baja la baranda y acomoda al

cliente

24- Toma si es requerido el pulso, respiración y

presión arterial al paciente

25- Baja la bolsa primaria de 6-8 pulgadas

26- Limpia con alcohol al 70% la salida de la

línea primaria donde se va a conectar la línea

secundaria.

27- De ser necesario por incompatibilidad de

sustancia, limpia la línea primaria insertando

solución IV

28- Inserta aguja de la línea secundaria y la

asegura.

29- Abre el regulador y ajusta el flujo según

calculado.

30- Al terminar re-ajusta el flujo de la línea

primaria y cierra la línea secundaria

31- Deja al cliente cómodo. Sube la baranda,


Updated 06/29/2012

baja la cama y deja el timbre cerca.

32- Desecha el material en el recipiente

adecuadamente rotulado. Deja el área limpia.

33- Se retira los guantes y se lava las manos

34- Cuando se administra narcóticos tiene

mayor precaución y cuidado. Documenta

inmediatamente después de administrarlo

35-Documenta en el kardex de medicamento o

en la hoja correspondiente la administración del

medicamento

36- Documenta en el expediente clínico del

paciente la dosis y horario en que fue

administrado el medicamento

37- Si se omite el medicamento, lo documenta

en el expediente y notifíca al médico.

38-Realiza un estimado de la reacción del

paciente a la terapia de medicamentos, tanto en

efectos adversos como los deseados. Regresa a

la habitación para evaluar la respuesta del

cliente de 15 a 30 minutos después de la

medicación

39- Si ocurre alguna reacción o algún error,

notifica al médico y llena las formas

pertinentes y documéntelo en el record del

paciente.

40- Reporta en el expediente clínico.

f. Fecha

g. Hora

h. Medicamento

i. Ruta o vía

j. Reacción

Y Firma

41- Administra el medicamento en un tiempo

razonable.

Preparado por: Carmen L. Martínez

Marzo 2011.


Updated 06/29/2012




Nombre___________________________ Fecha_________________

NURS 204

EVALUACIÓN PROCEDIMIENTO ADMINISTRACIÓN DE UN MEDICAMENTO SUBCUTANEO

ejecución

S

s

i

I

COMENTARIOS

2. Coteja la tarjeta de Kardex del

medicamento con la orden médica.

Interpreta correctamente la orden y si

hay algún error notifica a los


4. Revisa los 6 correcto: nombre del

cliente, medicamento, dosis, vía, hora

de administración y documentación.

6. Consulta con el P.D.R. o con el

farmacéutico sobre el medicamento a

ser administrado.

Verifica el diagnóstico médico del cliente,




7. Reúne todo el equipo a utilizar.


8. Obtenga acceso al almacén de

medicamentos, carrito de

medicamentos, “stock de

medicamento” etc, si es narcótico.

9. Prepare un medicamento a la vez.


Updated 06/29/2012

9. Coteje el medicamento tres (3) veces:

a. al tomarlo

b. al verificarlo con la tarjeta

c. al servirlo

13. Evalúa la fecha de expiración del

medicamento.

Calcule dosis correcta

16. Lávese las manos.

Prepara el medicamento correctamente (de

acuerdo al procedimiento), ya sea

extrayéndolo.

17. Coloca la tarjeta y el medicamento en

el carrito (método convencional).

18. Cierra el gabinete de medicamentos

antes de abandonar el área.

18. Lleva el material a utilizar y el

medicamento a administrar ya

preparado a la unidad del paciente.

19. Identifique correctamente al cliente

por la pulsera.

19. Explica al paciente el objetivo de la


Provee privacidad cierre la puerta y la cortina.

Si hay visitantes en el cuarto pídale

gentilmente que esperen en el exterior

de la habitación. Solo exponga la

parte del cuerpo a utilizar.

Se lava las manos y coloca guantes

limpios.

21. Sube la cama, baja la baranda y


Updated 06/29/2012

acomode al cliente.

22. Escoge la zona de punción apropiada.

Palpa y observa la zona en busca de

edema y dolor. Evita las zonas donde

hay cicatriz, hematomas, abrasiones, o

infección y amputación.

23. Cuando administra heparina

subcutánea usa las zonas de punción

abdominales.

24. En caso de inyecciones de insulina

diarias repetida, no utiliza la misma

zona de punción. Rota dentro de una

región anatómica y cambia luego la

zona anatómica. No volve a utilizar la

misma zona en un período de tres (3)

semanas.

25. Ayuda al paciente a colocarse en una

postura cómoda dependiendo de la

zona escogida.

a. Abdomen - el paciente

sentado en decúbito

supino.

b. Pierna - el paciente sentado

en la cama o silla.

26. Pide al paciente que relaje el brazo o

pierna, dependiendo la zona elegida.

Háblele de algún tema de interés.

Vuelve a situar las zonas utilizando las

prominencias anatómicas.

28. Limpia la zona con alcohol al 70%.

Coloque el “swabs” de alcohol en el

centro de la zona y realice

movimientos rotativos hacia afuera


Updated 06/29/2012

durante unos segundos. Coloca un “alcohol wipes” limpio entre el

tercer y cuarto dedo de la mano no

dominante.

29. Retira la cubierta de la aguja de la

jeringuilla tirando de este.

29. Sujeta la jeringuilla entre el dedo

pulgar y el dedo índice de su mano

dominante (como si fuera un dardo).

32. Aplica la inyección:

a. Para un paciente promedio con la

mano no dominante puede estirar

la piel de la zona de inyección o

coger un pellizco.

b. Para el paciente obeso, coja un

pellizco en la zona de punción e

inyecta la aguja debajo del

pliegue de tejido.

c. Introduzca rápidamente y con

firmeza la aguja en un ángulo e

45 grados. (Si coge un pellizco

suéltelo).

Una vez que la aguja penetre en la zona, coja

con la mano no dominante el extremo

inferior del cilindro de la jeringuilla.

Lleve la mano dominante al final del

embozo. Evite mover la jeringuilla.

32. Tire lentamente del embolo hacia

atrás para aspirar. En caso de

aparecer sangre en la jeringuilla, retire

la aguja, deseche la jeringuilla y

vuelva a preparar el medicamento. Si

no aparece sangre inyecte lentamente

el medicamento.


Updated 06/29/2012

32. Retira rápidamente la aguja a la vez

que coloca el “swabs” de alcohol

encima de la zona de punción.

33. Aplica masaje en la zona sino está

contraindicado..

34. Ayuda al paciente a colocarse en una

posición cómoda.

35. Desecha el material en el recipiente

adecuadamente rotulado. Deja el área

limpia.

36. Se quita los guantes y se lava las

manos.

37. Anota en el kardex de medicamento o

en la hoja correspondiente la

administración del medicamento.

38. Documenta en el expediente clínico

del paciente la dosis y horario en que

fue administrado el medicamento.

39. Si se omitió el medicamento, etc.

documéntelo en el expediente y

notifíquelo al médico.

40. Realiza un estimado de la reacción del

paciente a la terapia de medicamentos,

tanto en efectos adversos como los

deseados. Regresa a la habitación

para evaluar la respuesta del cliente de

15 a 30 minutos después de la

medicación.

41. Si hubo alguna reacción o algún error,

notifíquelo al médico y llene las

formas pertinentes y documéntelo en

el record del paciente.


Updated 06/29/2012


a. Fecha

b. Hora

c. Medicamento

d. Ruta o vía

e. Reacción

f. Firma

44. Administra el medicamento en un

tiempo razonable.

Preparado por Prof. Carmen L. Martínez RN MSN

Marzo 2011.


Updated 06/29/2012

APPENDIX D

CATHETERAZATION


Updated 06/29/2012



Programa Sub-Graduado en Enfermería

Nombre__________________ Fecha______________

Puntuación

EVALUACIÓN TO DE CATETERISMO DE VEJIGA

URINARIA FEMENINO Y MASCULINO

Procedimiento si no comentarios 1. Verifica orden médica.

2. Reúne todo el equipo y lo lleva a la

unidad del cliente.

3. Identifique al paciente correctamente.

4. Orienta sobre el procedimiento y

propósito al paciente y de le tiempo de

hacer preguntas.


6. Provee privacidad.

7. Coloca al paciente en posición

apropiada.

A. Mujer: litotomía o dorsal

B. Varón: supina

8. Cubre al paciente adecuadamente.

9. Se asegura que tiene buena iluminación.

10. Se coloca guantes limpios de ser

necesario (según estimado de salud del


Updated 06/29/2012

cliente).

11. Lava la zona perineal y genital con agua

y jabón si es necesario.

12. Coloca el equipo cerca del área perineal

y prepárelo utilizando técnicas estériles.

13. Toma la toalla absorbente por las puntas

y la coloca debajo de los glúteos si es

mujer. Si es varón sobre los muslos,

evitando contaminarlo.

14. Se coloca los guantes estériles. Arregle

y prepare material de forma que no se

contamine.

15. Coloca la toalla fenestrada sobre el

área del periné del paciente,

evitando contaminarlo.

16. Crea un campo estéril, prepara y maneja

el resto del material sin contaminarlo.

17. Lubrica la punta del catéter:

A. Mujer: 1 1/2 pulgada (3.7 cm.)

B. Varón: 4-5 pulgadas (7.5 -10

cm). 18. Mujer: Con su mano no dominante

coloca el dedo pulgar e índice entre los labios

menores, isualice el meatus. Mantenga los

dedos es esa posición hasta que haya insertado

el catéter a la vejiga.

Varón: Con su mano no dominante

sujeta el pene en un ángulo de 900,

retraiga el prepucio (si no hay

circunsición) y visualice el meatus.


Updated 06/29/2012

Conserva su mano en esta posición hasta

que haya insertado el catéter a la vejiga.

19. Mujer: Con su mano dominante coge

la pinza y con ésta un algodón y limpiar

de arriba hacia abajo y descartar. Para

cada limpieza coger un algodón nuevo.

Varón: Con la mano dominante coge

una pinza y con ésta un algodón y

limpiar el pene utilizando movimientos

circulares desde el meatus hacia la base

del glande. 19. Levanta el catéter cuidando no

contaminarlo, coloque el extremo distal

en el envase para recoger la orina.

20. Inserta el catéter en el meatus hasta que

la orina empiece a salir.

Mujer: introduce entre 5 a 7.5

cm. (2-3 pulgadas).

Varón: Introduce entre 17.5 a 22

cm (6-10 pulgadas).

21. Recoje la muestra de orina según

indicada. Llena el frasco o vaso de la

muestra hasta el nivel deseado (20-30

ml.) Sujetando el final de la sonda con la

mano dominante sobre el envase. Luego

de colectar la orina deseada, deje que la

orina restante en la vejiga caiga dentro

de la bandeja.

22. Cuando la orina comienza a disminuir,

retira el catéter suavemente, hasta que

deje de salir la orina.

23. Limpia y descarta el material utilizado.

Coloque al paciente en una posición


Updated 06/29/2012

cómoda.

24. Identifica la muestra tomada. La coloca

en una bolsa y la envia al laboratorio

clínico con la bolsa indicada.

25. Se lava bien las manos.


(Resultados del procedimiento

incluyendo tamaño de la sonda, cantidad

y características de la orina y tolerancia

del paciente, etc.).


Updated 06/29/2012

APPENDIX E

BLOOD SAMPLING AND IV INFUSIONS


Updated 06/29/2012


ESCUELA DE CIENCIAS DE LA SALUD

PROGRAMA DE ENFERMERIA

EVALUACIÓN PROCEDIMIENTO DE UNA INFUSIÓN INTRAVENOSA

Nombre___________________________ Fecha_________________

Prof. __________________ NURS 204


SI N

O

COMENTARIOS

1-Toma la orden médica y la pasa al Kardex.

2. Revisa los 6 correcto: nombre del cliente,

medicamento, dosis, vía, hora de administración y

dosificación.

3-Consulta con el P.D.R. o con el farmacéutico sobre el

medicamento a ser administrado.

4-Verifica el diagnóstico médico del cliente, edad, sexo,

peso, nivel de conciencia, antecedentes de alergias,

historial farmacológico e historial dietético.

5-Reúne todo el equipo a utilizar.

*6- Se lava las manos.

7-Obtiene acceso al almacén de medicamentos, carrito de

medicamentos, “stock de medicamento” etc, si es

narcótico.

8-Prepare un medicamento a la vez.

9-Coteja el medicamento tres (3) veces:

al tomarlo

al verificarlo con la tarjeta

al servirlo

10-Evalúa la fecha de expiración del medicamento.


Updated 06/29/2012

11. Calcula dosis correcta.

12. Prepara la dosis correcta del medicamento (de

acuerdo al procedimiento), ya sea extrayéndolo de una

ampolleta o de un vial. Inserta el medicamento en la bolsa

según compatibilidad del medicamento. En todo

momento se debe mantener la esterilidad del

procedimiento.

a- Abre el “set” de infusión (el empaque de la línea

primaria) manteniendo la esterilidad de ambos tubos (el

principio y final de la línea).

b- Sitúa el regulador (el “clamp”) de 2 a 4cm sobre la

cámara de goteo y colocar el rolo del regulador en “off”

(cerrar la línea

c-Retira la cubierta protectora de la bolsa o la botella

manteniendo esterilidad

d-Inserta el “set” de infusión a la bolsa o botella evitará

tocar los bordes de la línea

e- Rotula la bolsa de la solución: Nombre del paciente, la

fecha, la hora en que se preparó y frecuencia

f- Coloca el contenedor de la solución en el “stand” o pie

de suero. Ajustar el “stand” de forma que la bolsa quede

suspendida aproximadamente un metro por encima de la

cabeza del cliente

g- Llena parcialmente la cámara de goteo. Presionar la

cámara de goteo suavemente hasta que esté medio llena de

solución

h- Abre la línea y dejar que el fluido discurra a través del

tubo hasta que se eliminen todas las burbujas de aire

13- Organiza todo el equipo y llevarlo cerca del paciente.

14- Identifica al paciente y presentarse

15- Explica el procedimiento al cliente y a los padres. Si

el pte. es un menor o incapacitado Utilizar un muñeco

para hacer una demostración a niños y para explicar el

procedimiento a los padres.

16- Proporciona cualquier cuidado necesario antes de

establecer la infusión para minimizar el movimiento de la

extremidad afectada durante el procedimiento.

17- Se lava las manos y se coloca guantes limpios

18- Prepara el equipo.


Updated 06/29/2012

19-Selecciona y prepara el punto de punción venosa.

Comenzando por el extremo distal de la vena, seleccionar

un punto de ésta mediante palpación. En niño es

importante colocar la aguja en la mano, no dominante y en

la que no se chupe del dedo

20- En caso de necesidad, afeita la piel donde se va a

aplicar la cinta adhesiva (aproximadamente una zona de

5cm alrededor del punto elegido). Comprobar el

protocolo del centro.

21- Dilata vena. Coloca la extremidad en una posición

dependiente (más baja que el corazón del cliente

22- Aplica un torniquete firme de 15 a 20 cm por encima

del punto de punción. En niños, explicar que el torniquete

se sentirá como algo tenso.

23-Si la vena no está suficientemente dilatada.

a. Aplica masaje o presión sobre la vena,

distalmente al punto y en la dirección del

flujo venoso hacia el corazón.

b. Solicita al paciente que abra y cierre la

mano rápidamente.

Percute ligeramente la vena con la yema de los dedos

24- Ponernos guantes y limpiar el punto de punción

venosa.

c. Limpia la piel del punto de punción con

un antiséptico tópico, Ej. Alcohol y

después con una solución de Iodo

Povidona (Betadine).

d. Aplica un movimiento circular desde el

centro hacia afuera, varias pulgadas.

25- Inserta la aguja o el angio catéter e iniciar la infusión.

e. Utiliza un pulgar para tensar la piel bajo

el punto de entrada.

26-Introduce la aguja.

f. Para una aguja de mariposa, sujetar la

aguja con la punta en la dirección del

flujo sanguíneo, con un ángulo de 15


Updated 06/29/2012

grados, con el lumen hacia arriba y

punzar la piel sobre la vena

aproximadamente 1cm por debajo del

punto donde pretendemos punzar la

vena.

Para un angio catéter. Inserta el catéter por el método

directo o indirecto. El método directo es preferible para

venas grandes y el indirecto para venas pequeñas. Para

método directo sujetar el catéter con el lumen hacia arriba,

con ángulo de 15 grados e insertar a través de la piel.

Para el método indirecto, primero punzar la piel, después

reducir el ángulo y avanzar el catéter hasta que penetre en

la vena

27- En el momento que entra sangre en la aguja o el

catéter o experimentamos la falta de resistencia bajar el

catéter de forma que quede paralelo a la piel y después

terminarlo de entrar.

28- Soltar el torniquete.

29-Quitar la tapa protectora del extremo distal del tubo y

sujetarlo de forma que esté listo para unirlo al catéter,

manteniendo la esterilidad del extremo. Si es la aguja del

angio catéter, obstruir la vena donde está la punción y

retirar la aguja de metal

30- Unir la línea al angio catéter

31- Fija la aguja o catéter con cinta adhesiva.

g. Fija la aguja de mariposa colocando una

cinta adhesiva a lo largo de las alas, otro

pedazo de cinta adhesiva en forma de

corbata.

h. Hace un arco con el tubo y fijarlo al

apósito con cinta adhesiva.

Si es un niño coloca una tablilla en la mano para asegurar

el área de punción y cubrir con el esparadrapo necesario.

32- Cubree identifica el ärea de punción según el

protocolo del centro.

33- Coloca una etiqueta a la línea de la solución con la

fecha y hora en que se colocó y la fecha y la hora en que

se debe cambiar.

34- Regula el flujo de la solución. Si hay disponibles

colocar un “IV Pump”


Updated 06/29/2012

35- Recoge la unidad y descarta todo el material usado.


37- Reporta en el expediente los datos relevantes,

incluyendo valoraciones.

i. Incluye fecha y hora de la punción

venosa.

j. Cantidad y tipo de solución utilizada.

k. Velocidad de la instilación

l. El número de la aguja o catéter.

m. Área corporal donde se administra la

infusión endovenosa .

Respuestas generales del cliente.

Preparado por: Prof. Carmen L. Martínez RN MSN

Marzo 2011.

NURS 204 TECHNICAL SKILLS 106

Updated 06/29/2012




Name: __________________ Date: ______________

Starting an Intravenous Infusion YES NO

1. Verify IV order against the physician order. Clarify any

inconsistencies. Check the patient’s chart for allergies. Check for color,

clarity, expiration date, etc.

2. Know techniques for IV insertion, precautions, purpose of the IV

administration, and medications if ordered.

3. Gather all equipment and bring to bedside.

4. Identify the patient. Ask the patient if allergic to any medication,

iodine, or tape, as appropriate. If considering using an anesthetic

(numbing) cream or 1% lidocaine injection, check for allergies for these

substances as well.

5. Explain the need for the IV and procedure to patient.

6. Perform hand hygiene. If using an anesthetic cream, apply the

anesthetic cream to a few potential insertion sites.

7. Prepare IV solution and tubing:

a. Maintain strict aseptic technique when opening sterile packages

and IV solution. Remove administration set from package.

b. Clamp IV tubing, uncap spike on administration set, and insert into

entry site on IV bag or bottle as manufacturer directs.

c. Squeeze drip chamber and allow it to fill at least halfway.


Updated 06/29/2012

d. Remove cap at end of the IV tubing and while maintaining its

sterility, open the IV tubing clamp, and allow fluid to move through

tubing. Allow fluid to flow until all air bubbles have disappeared and

the entire length of the tubing is primed (filled) with IV solution. Close

clamp and recap end of tubing, maintaining sterility of the setup.

e. If an electronic device is to be used, follow manufacturer’s

instructions for inserting tubing and setting infusion rate.

f. Apply label if medication was added to container (pharmacy may

have added medication and applied label). Label tubing with date and

time that tubing was hung.

g. Place time-tape on container and hang IV on pole.

8. Place patient in low Fowler’s position in bed. Place protective towel

or pad under patient’s arm. Close the door to the room or pull the

bedside curtain.

9. Provide emotional support as needed.

10. Select and palpate for an appropriate vein. Avoid an arm that

has been compromised such as with presence of arteriovenous

fistula.

11. If the site is hairy and agency policy permits, clip a 2″ area around

the intended site of entry.

12. Apply a tourniquet 3” to 4” above the venipuncture site to obstruct

venous blood flow and distend the vein. Direct the ends of the

tourniquet away from the site of entry. Make sure the radial pulse is still


Updated 06/29/2012

present.

13. Instruct the patient to hold the arm lower than the heart.

14. Ask patient to open and close fist. Observe and palpate for a suitable

vein. Try the following techniques if a vein cannot be felt:

a. Massage the patient’s arm from proximal to distal end and gently tap

over intended vein.

b. Remove tourniquet and place warm, moist compresses over intended

vein for 10 to 15 minutes.

15. Put on clean gloves.

16. If using intradermal lidocaine, cleanse insertion site with alcohol

using a circular motion. Inject a small amount (0.2–0.3 mL) of lidocaine

into the area. If numbing cream was used, wipe cream off insertion site.

Cleanse site with an antiseptic solution such as chlorhexidine or

according to agency policy. Use a circular motion to move from the

center outward for several inches.

17. Use the non-dominant hand, placed about 1″ or 2″ below entry site,

to hold the skin taut against the vein. Avoid touching the prepared

site. Ask the patient to remain still while performing the venipuncture.

18. Enter the skin gently, holding the catheter by the hub in your

dominant hand, bevel side up, at a 10- to 15-degree angle. Catheter may

be inserted from directly over the vein or the side of the vein. While

following the course of the vein, advance the needle or catheter into the

vein. A sensation of “give” can be felt when the needle enters the vein.


Updated 06/29/2012

19. When blood returns through the lumen of the needle or the

flashback chamber of the catheter, advance either device 1/8″ to 1/4″

farther into the vein. A catheter needs to be advanced until the hub is at

the venipuncture site, but the exact technique depends on the type of

device used.

20. Release the tourniquet as soon as possible. Quickly remove the

protective cap from the IV tubing and attach the tubing to the catheter or

needle. Stabilize the catheter or needle with your nondominant hand.

21. Start the flow of solution promptly by releasing the clamp on the

tubing. Examine the tissue around the entry site for signs of infiltration.

22. Secure the catheter with narrow non-allergenic tape (1/2″), placed

sticky side up under the hub and crossed over the top of the hub.

23. Place sterile dressing over venipuncture site. Agency policy may

direct nurse to use gauze dressing or transparent dressing. Apply tape to

dressing if necessary. Loop the tubing near the site of entry, and anchor

to dressing.

24. Label the IV dressing with the date, time, site, and type and size of

catheter used for the infusion on the tape anchoring the tubing.

25. Remove all equipment and dispose of properly. Remove gloves and

perform hand hygiene.

26. Anchor arm to an arm board for support if necessary, or apply a site

protector or tube-shaped mesh netting over the insertion site. Explain to

patient the purpose of the arm board and the importance of safeguarding


Updated 06/29/2012

the site when using the extremity.

27. Adjust the rate of solution flow according to the amount prescribed,

or follow manufacturer’s directions for adjusting flow rate on infusion

pump.

28. Document procedure and patient’s response. Chart time, site, device

used, and solution.

29. Return to check flow rate and observe IV site for infiltration 30

minutes after starting infusion. Ask the patient if experiencing any pain

or discomfort related to the IV infusion.


Updated 06/29/2012




Name: __________________ Date: ______________

Using Venipuncture to Collect a Venous Blood Sample for Routine Testing S N/I

1. Gather the necessary supplies. Check product expiration dates. Identify

ordered tests and select the appropriate blood-collection tubes.

2. Identify the patient. Explain the procedure. Allow the patient time to ask

questions and verbalize concerns about the venipuncture procedure.

3. Close curtains around bed and close door to room if possible.

4. Provide for good light. Artificial light is recommended. Place a trash

receptacle within easy reach.

5. Assist the patient to a comfortable position, either sitting or lying. If the

patient is lying in bed, raise the bed to a comfortable working height. Expose

the arm, supporting it in an extended position on a firm surface, such as a table

top.


7. Determine the patient’s preferred site for the procedure based on his or her

previous experience. Apply a tourniquet to the upper arm on the chosen side

approximately 3” to 4” above the potential puncture site. Apply enough

pressure to impede venous circulation but not arterial blood flow.

8. Assess the veins to determine the best puncture site. Observe the skin for the

vein’s blue color, or palpate the vein for a firm rebound sensation.


Updated 06/29/2012

9. Release the tourniquet. Check that the vein has decompressed.

10. Attach the needle to the Vacutainer device. Place first blood-collection tube

into the Vacutainer, but not engaged in the puncture device in the Vacutainer.

11. Put on non-sterile gloves. Clean the patient’s skin at the selected puncture

site with the antimicrobial swab. If using chlorhexidine, use a back-and-forth

motion, applying friction for 30 seconds to site, or procedure recommended by

the manufacturer. If using alcohol, wipe in a circular motion spiraling outward.

Allow the skin to dry before performing the venipuncture.

12. Reapply the tourniquet approximately 3” to 4” above the identified puncture

site. Apply enough pressure to impede venous circulation but not arterial blood

flow.

13. Hold the patient’s arm in a downward position with your nondominant

hand. Align the needle and Vacutainer device with the chosen vein, holding the

Vacutainer and needle in your dominant hand. Use the thumb or first finger of

non-dominant hand to apply pressure and traction to the skin just below the

identified puncture site.

14. Inform the patient that he or she is going to feel a pinch. With the bevel of

the needle up, insert the needle into the vein at a 15-degree angle to the skin.

15. Grasp the Vacutainer securely to stabilize it in the vein with your

nondominant hand, and push the first collection tube into the puncture device in

the Vacutainer, until the rubber stopper on the collection tube is punctured. You

will feel the tube push into place on the puncture device. Blood will flow into

the tube automatically.


Updated 06/29/2012

16. Remove the tourniquet as soon as blood flows adequately into the tube.

17. Continue to hold Vacutainer in place in the vein and continue to fill the

required tubes, removing one and inserting another. Gently rotate each tube as

you remove it.

18. After you have drawn all required blood samples, remove the last

collection tube from the Vacutainer. Place a gauze pad over the puncture

site and slowly and gently remove the needle from the vein. Engage needle

guard. Do not apply pressure to site until the needle has been fully removed.

19. Apply gentle pressure to the puncture site for 2 to 3 minutes or until

bleeding stops.

20. After bleeding stops, apply an adhesive bandage.

21. Check specimen labels with patient identification bracelet. Label should

include patient’s name and identification number, time specimen was collected,

route of collection, identification for person obtaining sample, and any other

information required by agency policy. Place label on the tubes per facility

policy. Place tubes in plastic sealable biohazard bag. Immediately transport to

laboratory.

22. Check the venipuncture site to see if a hematoma has developed.

23. Discard Vacutainer and needle in sharps container. Remove gloves and

perform hand hygiene.

24. Assist the patient to a comfortable position. If patient’s bed was raised,

place the bed in the lowest position.


Updated 06/29/2012

APPENDIX F

ORAL PRESENTATION


Updated 06/29/2012


ESCUELA DE CIENCIAS DE LA SALUD

PROGRAMA SUB-GRADUADO EN ENFERMERIA

Nombre ______________________ Fecha_______________

Profesor_______________________ Tópico______________

NURS________________________ Puntuación___________

Criterios de Evaluación para Informe Oral

Criterios 4 3 2 1 0 n/a Comentarios

1- Introduce el tema con claridad.

2-Menciona los objetivos del informe y

se guía por ellos.

3-Utiliza literatura profesional.

4- Promueve la participación del grupo.

5-Utiliza lenguaje profesional.

6-Demuestra dominio del tema.

7-Discute la implicaciones para

enfermería.

8- Se presenta el día y la hora asignada.

9-Utiliza tecnología informática en la

preparación y /o presentación del tema.

10- Hace un resumen al finalizar la

presentación

11- Evalúa el cumplimiento de los

objetivos.

Escala:

4 = Excelente- Cumple totalmente con los criterios.

3 = Bueno-Cumple los criterios con algunas limitaciones.

2 = Satisfactorio-Cumple con los criterios parcialmente.

1 = Deficiente- No cumple con la mayoría de los criterios

0 = No cumple con ninguno de los criterios

sistema universitario ana g. méndez, inc. school for

Documents