Expanding and Course Name: Developing Family and Community
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WCU NURS 216L Expanding and Developing Family and Community Official West Coast University Course Syllabus Revision Date: Page 1 August 27, 2012 Section A: Instructor’s Name Multiple instructors for each section I. Instructor’s Contact Information, Course Pre and Co-Requisites Phone Number: TBA in class/clinical rotation E-mail: TBA in class/clinical rotation Office location: TBA in class/clinical rotation Office hours: TBA in class/clinical rotation Course Prerequisites NURS 120 and 121L Course Co-requisites NURS 206 II. Mission and Outcomes University Mission: At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world. Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society. Program Philosophy: The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual's lifetime. Nurses are lifelong learners and critical thinkers. Program Learning Outcomes: 1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences. 2. Plan preventative and population focused interventions with attention to effectiveness, efficiency, cost, and equity. 3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence based practice. Course Name: Expanding and Developing Family and Community Practicum Course Number: NURS 216L Campus: Los Angeles
Expanding and Course Name: Developing Family and Community
WEST COAST UNIVERSITYWCU NURS 216L Expanding and Developing Family
and Community
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
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Section A:
I. Instructor’s Contact Information, Course Pre and
Co-Requisites
Phone Number: TBA in class/clinical rotation
E-mail: TBA in class/clinical rotation
Office location: TBA in class/clinical rotation
Office hours: TBA in class/clinical rotation
Course Prerequisites NURS 120 and 121L Course Co-requisites NURS
206
II. Mission and Outcomes
University Mission: At West Coast University, we embrace a
student-centric learning partnership that leads to professional
success. We deliver transformational education within a culture of
integrity and personal accountability. We design market-responsive
programs through collaboration between faculty and industry
professionals. We continuously pursue more effective and innovative
ways through which students develop the competencies and confidence
required in a complex and changing world.
Program Mission: The mission of the College of Nursing is to
provide evidence-based and innovative nursing education to
culturally diverse learners; preparing nurses to provide quality
and compassionate care that is responsive to the needs of the
community and the global society.
Program Philosophy: The philosophy of the College of Nursing is
that education is a continuous process occurring in phases
throughout an individual's lifetime. Nurses are lifelong learners
and critical thinkers.
Program Learning Outcomes: 1. Support professional nursing practice
decisions with concepts and theories from the biological, physical,
and social sciences.
2. Plan preventative and population focused interventions with
attention to effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and
families in a variety of healthcare and community settings using
evidence based practice.
Course Name: Expanding and Developing Family and Community
Practicum
Course Number: NURS 216L Campus: Los Angeles
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4. Apply nursing process and critical thinking when providing
holistic, patient centered nursing care to diverse
populations.
5. Design health care education for individuals, families, and
communities.
6. Comply with the professional standards of moral, ethical, and
legal conduct in practice.
7. Develop an effective communication style to interact with
patients, families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care;
coordinating the healthcare team; and when tasked with oversight
and accountability for care delivery.
9. Use patient care technology and information systems when
providing nursing care in a variety of settings.
III. Course Information
Term: Term 12
Class Meeting Dates: August 27th to October 29th, 2012
Class Meeting Times: Varies per clinical course: TBA in
class/clinical rotation
Class Meeting Location: Varies per clinical course: TBA in
class/clinical rotation
Class Credit Hours: 3 semester credits/15 contact hours per week
/135 hours per term 4.5 weeks in Pediatrics and 4.5 weeks in
Maternity. 15 hours experience in the Community setting. 7.5 hours
for maternity
related and 7.5 hours for pediatric related community experience.
Study Hours: For every 1 hour in a skills lab or clinical class, it
is expected that students
complete 1 hour of study in preparation for class. For this course;
it is expected that 15 hours of study, outside of class, is
completed each week.
Class Credit Length: 9 weeks
Class Required Texts, Learning Resources:
Previously Purchased Required Texts that will be used in this
class
Ward, S. & Hisley, S. (2009) Maternal-Child Nursing Care
Optimizing Outcomes for Mothers, Children, and Families.
Philadephica, PA: F.A. Davis
Class Recommended Texts, Learning Resources:
Assessment Technology Institute Inc. Content Mastery Series:
Maternal Newborn Nursing Review Module. Overland Park KS
Houghton, P., Houghton, T. (2007) APA, the Easy Way. Point Huron,
MI:
Baker College.
Course Catalog Description:
This course focuses on nursing concepts in the therapeutic care of
women, mothers, infants, children, adolescents and their families.
Included are Gordon’s conceptual framework, major health promotion
and disease prevention, nursing process, therapeutic communication,
evidenced based
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practice, teaching/learning principles and role development in the
area of women, infants and children, and families.
Course Learning Outcomes:
Course outcomes are comprised of the knowledge, skills, values
and/or behaviors that students should be able to demonstrate upon
completion of the course.
Course outcomes map to the Program Learning Outcomes
Must be assessed in the course to determine if learning outcomes
are met
1. Demonstrate a specialized knowledge in health assessment and
wellness promotion for women and children using Gordon’s conceptual
framework.
2. Integrate nursing process and therapeutic communication skills
in obtaining health history and nursing assessment of the health
status of newborn infants and female clients.
3. Establish appropriate nursing diagnoses utilizing the nursing
process. 4. Utilize the nursing process in conjunction with
Gordon’s Functional
Health Patterns in applying therapeutic care to obstetrical and
pediatric clients.
5. Evaluate a teaching plan based on Gordon’s conceptual framework
for clients and their families.
6. Implement evidenced based practice using pharmacological,
physiological and behavioral sciences in evaluating therapeutic
care to clients and families in a variety of settings.
7. Provide advocacy for women and children in the
leadership/management role.
8. Evaluate one’s own practice in relation to established standards
of care.
9. Evaluate the resources in the community that enhance maintenance
of health and prevention of illness for childbearing women and
children.
Teaching and Learning Strategies Updated per course
reflecting the instructional strategies appropriate to the subject
area.
Supervised practice in acute, inpatient settings, pre and post
conferences and seminars with the use of learning exercises, group
discussions, debates, and sharing of experiences and an emphasis on
case study applications. Community practicum experience related to
obstetrics or pediatrics is also a part of this course.
IV. Evaluation Methods, Grading Formative Assessment of Student
Learning:
Examples -- practice tests, weekly quizzes, lab assignments,
homework, group exercises, presentations, case studies, some types
of written assignments
Summative Assessment of Student Learning: Examples – in class
quizzes, proctored exams, competency validations, simulation
scores, clinical evaluations,
Assignment/Assessments Due Date Points
Formative Assessment: OB Peds
Teaching Plan Project TBA in class 5
Patient Teaching TBA in class 4
Med. Math Exam (pass with 85%) TBA in class 5
Care Plan TBA in class 5
Community Experience TBA in class 5
Summative Assessment:
Clinical Performance Week 9 30
50% of the grade is for the Pediatric Experience and Performance
and 50% for the Maternity Experience.
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and term paper, term project
West Coast University Grading Scale (reflective of final course
grade. See associated policy in Catalog)
Grade Points WCU Grading Scale
A 4 93-100
A- 3.7 90-92
B+ 3.3 87-89
B 3.0 83-86
B- 2.7 80-82
*C+ 2.3 76-79
C 2.0 73-75
C- 1.7 70-72
D+ 1.3 66-69
D 1.0 63-65
D- 0.7 60-62
TC N/A Transfer Credit
W N/A Withdrawal
I N/A Incomplete
CR N/A Credit
Additional Information: * Each student must attain a cumulative
score of at least a 76% on critical assignments to pass the course.
Critical assignments include in class quizzes, proctored exams,
competency validations, simulation scores, clinical evaluations,
and significant written reports. Critical assignments exclude
practice tests and exercises done as homework, group exercises,
presentations, some types of written assignments, etc. As an
example; If the total number of points given for critical
assignments is 80, the student must earn at least 61 of the 80
points (76%) to pass the course. If the student earns the minimum
76%, then the remaining noncritical assignments will be added to
calculate the final course grade. Please note that a student can
attain 76% on the combined critical and noncritical assignments and
still fail the course if not attaining 76% on the critical
assignments alone. ATI Assignments: The student must take the post
tests for ATI homework assignments and score 90% or above to earn
the designated points. Assignments are due at the start of class on
the day assigned to be considered for grading.
V. Policies and Procedures
Attendance Policy West Coast University has a clear requirement for
students to attend courses. Students should review the Attendance
Policy in the “Academic Policies and Procedures” section of the
University Catalog.
Academic Integrity Policy
Students are expected to approach their academic endeavors with the
highest academic integrity. They must cite sources, and submit
original work. Academic
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honesty is central to the institution/student partnership towards
student success. Any assignment submitted for credit in one course
cannot be submitted for any other course. Students are accountable
for adhering to the Academic Integrity and Academic Dishonesty
policies in the “Academic Policies and Procedures” section of the
University Catalog.
Academic Dishonesty
Students should review the Academic Dishonesty Policy in the
“Academic Policies and Procedures” section of the University
Catalog.
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations
to students who have a defined need and who follow the appropriate
steps towards seeking the accommodation. The Reasonable
Accommodations Policy is found in the “Academic Policies and
Procedures” section of the University Catalog.
West Coast University Make-up Work Policy
In order to meet course objectives, students may be required to
make up all assignments and work missed as a result of absences.
The faculty may assign additional make-up work to be completed for
each absence.
Students are required to be present when an examination is given.
If unexpectedly absent for a documented emergency situation (i.e.
death in the immediate family), it is the student’s responsibility
to arrange for a make-up date by contacting the faculty member
within 48 hours of the original assessment date. The make-up work
must be completed within five (5) school days of the originally
assigned date. Students who do not take the exam on the scheduled
make-up date or who do not contact the instructor within 48 hours
will receive a zero score for that assessment activity. The highest
score possible on a nursing or dental hygiene make-up examination
is passing grade (e.g., if a student obtained a perfect score
(100%) in the make-up examination, the grade will still be recorded
as a passing grade).
West Coast University Late Work Policy
Written assignments must be turned in when due. Assignments turned
in after the due date will be penalized at 10% per day.
o As an example, a paper turned in 4 days late will have 40% of the
points earned deducted.
No late work will be accepted that is more than 3 calendar days
late, unless
pre-approval from faculty has been obtained within 24 hours. Note
due dates and times in syllabus or posted by faculty.
Proof of submission includes collection by faculty in class, date
noted by staff
or faculty on assignment when submitted after class, FAX (ensure
date and time are correct), or email submission as an
attachment.
Threaded Discussions and Online Exams must be completed during the
Week
in which they are assigned. They cannot be made up after the end of
the online Week (Monday-Sunday). Participation points will be
assessed
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according to the Threaded Discussion Grading Rubric in this
syllabus, and late postings, if accepted, will be graded
down.
**Be sure to contact the faculty if you believe you must turn in an
assignment after the due date.
Classroom Policies Students are expected to dress professionally
during class time.
No children are allowed in classes or to be unattended on
campus.
Use of cell phones, Blackberries or any other electronic devises in
the classroom during class time is strictly prohibited.
Unauthorized use may lead to faculty member confiscation of the
device for the remainder of the class.
Behavior that persistently or grossly interferes with classroom
activities is considered disruptive behavior and may be subject to
disciplinary action. A student responsible for disruptive behavior
may be required to leave the class.
Testing and Examination Policy
The university testing policy stipulates that no phones or other
electronic devices, food or drink, papers or backpacks can be taken
into the examination area. In specific courses the faculty may have
additional requirements. Talking during testing or sharing of
information regarding the test questions is not allowed.
Once the exam results are available, students may schedule reviews
of their
exams with their instructors. Once the exam results are available,
the instructor may review the test with students. This review is
intended to help students learn, and is not intended for further
distribution to other students.
Additional Program or Accreditation Requirements
Course Completion Requirements:
Students are expected to participate in class. Participation
includes being present in the class, participation in discussions,
and active engagement in the lecture/learning activities.
Students must achieve a passing grade of C+ or better, submit all
required assignments, complete all required quizzes and
examinations, and meet the standards of the University attendance
policy.
Unscheduled quizzes may be given periodically throughout the term.
The quizzes may include previously covered content and/or content
to be covered during the current day’s class session. Unless
designated as a group project by the instructor, all student papers
and assignments must be completed by the individual student and
represent the student’s own original work. Group projects are
designated as such so that all other assignments are individual
assignments and are to be completed by the student and NOT as a
group assignment.
Each student is responsible for his or her own learning which
includes all aspects of the work required for a class. In order to
maintain security and confidentiality, student assignments must be
submitted directly to the instructor via the method(s) approved by
the instructor. Do not fax papers to the campus. Do not e-mail
papers to instructors without written permission from the
instructor.
AACN Essentials for Baccalaureate Education for Professional
Nursing Practice
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The purpose of this section of the syllabus is to guide the student
in understanding how the AACN 9 Essentials are incorporated into
their education and to provide guidance to them in developing their
individual portfolios. The Essentials that are met in NURS 216L
Expanding and Developing Family and Community Practicum include the
following: Essential III, Scholarship for Evidence-based
Practice
Outcome 2 – Demonstrate an understanding of the basic elements of
the research process and models for applying evidence to clinical
practice. o Case study – patient teaching.
Essential VII, Clinical Prevention and Population Health
Outcome 12 – Advocate for social justice, including a commitment to
the health of vulnerable populations and the elimination of health
disparities. o Provide advocacy for women and children
Essential IX, Baccalaureate Generalist Nursing Practice
Outcome 7 – Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient
preferences, and health literacy considerations to foster patient
engagement in their care. o Clinical practicum – nursing process,
therapeutic communication,
teaching / learning principles and role development. o Teaching
project report.
CLINICAL EVALUATION: Clinical performance will be evaluated at week
4-6 and at the end of the term using the clinical evaluation tool.
Please complete your self-evaluation at the end of each day and
consult with instructor with any questions or concerns you may have
regarding your performance or clinical opportunities. The clinical
evaluation is kept as a permanent record in the student file. The
total time spent by the student in achieving the clinical course
objectives is included in the clinical evaluation. CLINICAL
PREPARATION: Preparation for your clinical assignment is required
for all clinical days. Because each clinical setting has different
requirements and options for acute care, outpatient and community
experiences, clinical faculty will direct the student’s assignment
to different clinical or community experiences. CLINICAL
ATTENDANCE: The student is accountable for demonstrating all
behavioral objectives of the course. Clinical evaluation is based
on demonstrated ability to achieve all course objectives no later
than the last day of classes in the current semester. Course
expectations include attendance and experiential learning.
Tardiness is counted towards the total minutes required for class
attendance. A maximum of 20% of total class minutes of absence is
permitted. All absences can potentially affect a student's ability
to successfully complete the course
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objectives and consequently their grades and ability to pass the
course. If absences due to illness are ongoing, and the student is
therefore unable to complete the clinical objectives, the student
will be advised to withdraw from the course. CLINICAL COURSE
COMPLETION: Based on California Board of Registered Nursing
requirements each clinical nursing practicum class must be taken
simultaneously with each theory class of that subject. Clinical
practicum classes are important in order to learn how to apply
nursing theory learned to the actual practice of nursing. The
student’s ability to apply that knowledge is evaluated by using the
clinical evaluation tool designed to meet the conceptual needs of
the curriculum and the syllabus for that class. The tool is graded
by the clinical instructor on a day-by-day basis. Faculty will
provide feedback, if not daily, than at least three times during
the term of the class at about week 4, 7 and 9. In addition, each
time a nursing skill is learned it must be performed in the skills
lab under supervision first and when performed for the first time
on a patient, it must be observed by the instructor who will
determine if the student has performed it safely. If the
performance is satisfactory, the instructor will initial in the
section of the skills booklet. This booklet is to be carried by the
student each day she/he is at clinical or in skills lab to insure
all skills are signed off prior to moving on to another class.
Students should keep a copy of this booklet in a safe place. The
information in this booklet is part of the grading for the class
and without this booklet; there is no verification that a skill has
been successfully completed. Therefore, it is crucial the student
keep this booklet safe throughout the entire nursing program, as it
is a record of skills achieved and a required reference by the
Board of Registered Nursing that skills were obtained first in the
skills lab and later in the clinical practicum. The final grade is
cumulative and includes clinical performance, medication tests, pre
or post conference presentations, concept mapping of nursing care,
nursing care plans, and quizzes. All students must pass with a 76%
and evaluated by the clinical instructor to be a safe practitioner,
to be eligible to move forward in the nursing curriculum. Case
Studies will be assigned by the instructor throughout the course.
MEDICATION EXAMINATION: The medication math examination will be
given in each of the clinical classes throughout the nursing
program. In each class, it is required that the students pass the
medication math test for that practicum before they can pass
medications. The purpose of the medication math examination if for
nursing students to demonstrate knowledge and safety with
medications, dosages, and calculation. Students must pass with an
85% or higher in order to administer medications in the clinical
site.
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If the student does not achieve the required 85% on the first
attempt they may not pass medications. A second or third attempt
will be offered but the grade on the first exam is what is used in
the grade calculation. Failure to pass the math examination
prevents the student from meeting the clinical objectives resulting
in not passing course. If the student does not pass this medication
examination, they are considered unsafe and therefore fail the
clinical class and must drop it and the corresponding theory class.
Because the body of nursing knowledge builds from one class to the
next and the practicum is based on knowing the corresponding
theory, the student must successfully pass this class before they
can move on to the next nursing course. The Board of Registered
Nursing requires that the practicum be taken at the same time as
the corresponding theory class, i.e. during the same term, as the
theory course is given. If the student fails any course, they are
given one opportunity to retake it and if they fail the second
time, they are dropped from the program. UNIFORMS: Students are
expected to wear a clean pressed school uniform, clean white shoes,
a watch with a second hand, their school ID badge and whatever
other identification the hospital requires. In community experience
they wear the community oxford shirt with their blue blazer and the
blue pants. Do not wear sandals, backless or high-heeled shoes. Do
not wear jewelry, dangling earrings or necklaces. Do not wear heavy
perfumes or cologne. Do not wear scarves, ties, thick necklaces or
lanyards. Due to infection control, do not eat in patient care
areas.
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Teaching-Learning Project Outline
1. A TYPED PLAN & IMPLEMENTATION are to be submitted to the
clinical instructor during the teaching experience.
2. PLAN
a) Develop nursing diagnosis (NANDA) b) Develop two (2) learning
objectives c) State methodology (teaching methods) d) Provide and
utilize teaching aids e) State needed resources
3. IMPLEMENTATION: Outline (step by step) 4. EVALUATION OF CLIENT
LEARNING
Evaluate your project describing the effectiveness of teaching
methods and aids, learner’s response, ability to meet objectives,
and self-evaluation including what the student learned and what the
student would do differently in the future. A copy of the entire
teaching plan with the evaluation of client learning is to be
submitted to your clinical instructor during the teaching
presentation. This write-up should be 2-3 pages.
SUGGESTED TOPICS FOR TEACHING PLAN Danger signs during the
antepartum period Relaxation and pushing techniques in L&D Care
of circumcised infants Risk of substance abuse during pregnancy
Mother’s with infants who have hyperbilirubinemia Maternal and
neonatal infection Care of the Mother and Infant with Substance
Abuse Problems Immunization schedule for the newborn Your clinical
instructor must approve the topic.
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COMMUNITY EXPERIENCE REPORT Due as per clinical instructor
Paper is to be typewritten, double spaced, and written using
American Psychological Association (APA) manual guidelines.
Spelling and grammar Content must include the following:
Name of the organization Purpose of the organization Population
served (type of patient and disease(s) served)
Geographical/environmental issues (describe the facility, physical
layout, accessibility, transportation issues if any) Professional
services available in this setting Social issues in the lives of
the population How does the organization communicate internally and
with the larger community Your CER/CEP is incomplete without the
Community Experience Documentation Form!
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Community Experience Documentation
Student Name
Please Print
Location of
Signature of Instructor
_______________________________________________________________
Please submit this original attached to the Course Roster for the
Date listed above.
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NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
Based on Gordon’s Functional Health Plan Model
College of Nursing
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STUDENT: FINAL GRADE:
Grade Points Obtained
Patient Teaching x.04
Care Plan X .05
Community Experience X. 05
PEDS-1 OBSERVED ASSESSMENT P/F
th (5
Student’s Signature:
_____________________________________________________________________
Comments:
___________________________________________________________________________________
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Final Evaluation Done By: ___________________ Student’s Signature:
__________________ Comments:
_______________________________________________________________________________________________
BEHAVIORAL OBJECTIVES 4TH Week 7TH Week
STRENGTHS AREAS FOR IMPROVEMENT
1. Demonstrates professional responsibility and accountability in
caring for clients in various health care settings.
1 2 3 4 5
1A. Demonstrates skill in using the nursing process according to
Gordon’s 11 patterns of human functioning for the client, their
family and their community.
1 2 3 4 5
A. Assesses care based on Gordon’s 11 patterns.
1 2 3 4 5
B. Diagnosis client’s based on Gordon’s 11 patterns.
1 2 3 4 5
C. Plans care based on Gordon’s 11 patterns.
1 2 3 4 5
D. Implements care based on Gordon’s 11 patterns.
1 2 3 4 5
E. Evaluates care based on Gordon’s 11 patterns.
1 2 3 4 5
1B. The student will be accountable to agency and college
protocols.
A. Demonstrates professional behavior including on time for
clinical, post- conference, and being prepared for clinical.
1 2 3 4 5
B. Follows agency policies and procedures and accepted standards of
care.
1 2 3 4 5
1C. The student will be accountable for ensuring the client and
their families well being will be met with attention to safety,
ethical, legal and organizational standards of care.
A. Recognizes hazards to client safety and takes appropriate action
to maintain a safe environment.
1 2 3 4 5
B. Maintains confidentiality of client information.
1 2 3 4 5
2. The student will be accountable for self development toward
professional role behaviors.
A. Seeks and participates in creative and innovative learning
experiences to enhance own learning.
1 2 3 4 5
B. Demonstrates self-initiative by identifying own learning needs
and communicating personal expectations to instructor.
1 2 3 4 5
C. Implements changes in practice based upon instructor's/agency
mentor's feedback.
1 2 3 4 5
D. Recognizes how own values and values of others influence care of
the client.
1 2 3 4 5
E. Accepts responsibility for own nursing actions.
1 2 3 4 5
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BEHAVIORAL OBJECTIVES 4TH Week 7TH Week
STRENGTHS AREAS FOR IMPROVEMENT
FINAL GRADE RATING SCALE (CIRCLE ONE)
3. Uses research methods, such as evidenced-base practice to obtain
data for determining the best nursing care available
A. Uses various sources to obtain nursing clinical data
1 2 3 4 5
B. Incorporates evidenced based information in the plan of nursing
care
1 2 3 4 5
C. Presents data that can be utilized in designing nursing care
plans
1 2 3 4 5
D. Uses APA format in presenting written sources of clinical
data
1 2 3 4 5
4. Demonstrates skills in using the nursing process as a framework
for development of a nursing plan of care for a client
A. Demonstrates comprehensive nursing assessment skills.
1 2 3 4 5
B. Develops a multidisciplinary plan of care based on assessment
data
1 2 3 4 5
C. Implements plans as appropriate to client situation
1 2 3 4 5
D. Evaluates goal achievement and nursing interventions
1 2 3 4 5
5. Identifies areas of instruction needed by the client that will
aid in development of health promotion and health maintenance of
self-care activities
A. Is able to assess and provide for the educational needs of the
client
1 2 3 4 5
B. Collaborates with the family to design, provide and evaluate an
educational plan for the client and family
1 2 3 4 5
C. Designs educational sessions appropriate to the learning
abilities of the client and family
1 2 3 4 5
D. Demonstrates the effectiveness of knowledge acquisition of the
client, family or community
1 2 3 4 5
6. Uses effective written, verbal and nonverbal therapeutic
communication skills.
A. Demonstrates written communication skills. 1 2 3 4 5
B. Demonstrates verbal communications skills. 1 2 3 4 5
C. Demonstrate non-verbal communication skills. 1 2 3 4 5
D. Speaks and writes in a professional manner 1 2 3 4 5
7. Demonstrates beginning management and leadership roles.
A. Demonstrates an accountability to agency and college
protocols
1 2 3 4 5
B. Demonstrates an accountability for client/ family well
being
1 2 3 4 5
C. Demonstrates and understanding of being accountable for ones own
professional and self development
1 2 3 4 5
D. Shows proper leadership styles depending on the nursing care or
professional situation
1 2 3 4 5
TOTAL RATING SCALE:
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FINAL GRADE CALCULATIONS: Second Year Level I Third Year Level
II
Fourth Year Level III
1-Rating for objective: 1 (11-55) _____ + 2 (5-25) _____ = X 0.45 X
0. 30 X 0. 15
3-Rating for objective: (4-20) = X 0.11 X 0. 20 X 0..20
4-Rating for objective: (4-20) = X 0.11 X 0. 15 X 0. 15
5-Rating for objective: 4 (4-20) = X 0.11 X 0. 15 X 0. 20
6-Rating for objective: 5 (4-20) = X 0.11 X 0. 10 X 0. 10
7- Rating for objective: 6 (4-20) = X 0.11 X 0. 10 X 0. 20
20-180 TOTAL 100% 100% 100%
Note: Any rating below "3" in the final evaluation constitutes a
failure in this course.
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INSTRUCTIONS FOR USE STUDENT INSTRUCTIONS FOR EVALUATION 1. Use the
key to rate each of the behavioral objectives on the tool during
weeks 2, 3, 4, 5, 6, 7, 8 of the term. 2. Enter the numerical
rating that most accurately describes the perception of your
performance. 3. Provide examples of your performance in the
strengths/areas of improvement section (use the back of
the sheet). INSTRUCTOR INSTRUCTIONS FOR EVALUATION 1. Review the
ratings with the student weekly and if there is a discrepancy
document in red ink with
clarification in the comments section. 2. On the 4th, 7th and 9th
week evaluate the student’s clinical performance using the final
grade rating scale. 3. Circle numerical rating that most accurately
describes your perception of the student's performance
along with the student’s strengths and areas for improvement.
RATING SCALE KEY
Rating Behavior
5 Consistently demonstrates knowledge and behaviors in a manner
which reflects a superior level of competence. Performance is
independent, accurate and complete. (Creativity, initiative,
systematic, resourceful, knowledge in depth)
4 Consistently demonstrates knowledge and behaviors in a manner
which reflects an above average level of competence. Performance
requires minimal assistance from instructor. (Efficient, organized,
goal director)
3 Consistently demonstrates knowledge and behaviors in a manner
which reflects an average level of competence. Performance requires
moderate assistance from instructor; it is acceptable but needs
strengthening. (Basic knowledge, but without breadth and depth
beyond assigned content)
2 Inconsistently demonstrates knowledge which reflects below
average level of competence. Performance requires step by step
assistance from instructor or staff nurse. (Inaccurate, incomplete,
unable to reflect basic knowledge)
1 Consistently demonstrates knowledge of behavior which reflects
dangerous level of incompetence. Tasks are not completed and
performance is unsafe. Cannot identify areas of need and does not
benefit from special guidance. (Does not have basic knowledge,
below level of safety, unaware).
Definition of terms in scale:
Knowledge/ Behaviors:
Competence: Judgment, safety, prediction, anticipation
Consistency: Regular, routine pattern of behavior observable over a
period of time.
Inconsistency: Erratic unpredictable patterns of behavior.
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Clinical Week
2 3 4 5 6 7 8
1A. DEMONATRATES SKILL IN USING THE NURSING PROCESS ACCORDING TO
GORDON’S 11 PATTERNS OF HUMAN FUNCTIONING FOR THE PEDIATRIC CLIENT,
THEIR FAMILY, AND THEIR COMMUNITY.
1. Health perception and health management patterns
2. Nutritional and Metabolism patterns
3. Elimination patterns
7. Self perception and self concept
8. Roles and relationship patterns
9. Sexuality and reproduction patterns
10. Coping and stress tolerance patterns
11. Values and beliefs patterns
1B. THE STUDENT WILL BE ACCOUNTABLE TO AGENCY AND COLLEGE
PROTOCOLS. Examples of the behavior include, but are not limited
to:
1. Demonstrates professional attire at all times according to
school policies as written in student handbook.
2. Arrives to clinical unit on time or contacts appropriate
personnel when unable to meet time commitments.
3. Arrives to clinical conference on time or contacts instructor
when unable to meet this commitment. This includes scheduled
seminars.
4. Complies with attendance in clinical setting according to school
policies as written in the student handbook and provided in course
syllabus.
5. Follows agency policies and procedures and accepted standards of
care.
6. Hands in clinical assignments on time in compliance with school
policies as written in student handbook and provided in course
syllabus.
7. Prepares for clinical as evidenced by preparation of all
clinical forms, knowledge of medications, and prioritizing of
nursing care needs.
1C. THE STUDENT WILL BE ACCOUNTABLE FOR ENSURING CLIENT/FAMILY WELL
BEING WITH ATTENTION TO SAFETY, ETHICAL, LEGAL AND ORGANIZATIONAL
STANDARDS OF CARE FOR A PEDIATRIC. Examples of the behavior
include, but are not limited to:
1. Provides care regardless of client consideration: social,
economic, ethnic, cultural health status.
2. Recognizes hazards to client safety and takes appropriate action
to maintain a safe environment.
a. Puts side rails up and bed down and call bell within reach when
the client is in bed, has been medicated, or received
anesthesia.
b. Restrains client safely when indicated with appropriate
documentation per Hospital Policy.
c. Checks client identification before administering medications or
performing medical/nursing procedures.
d. Administers medication safely and accurately with prevailing
ethico-legal standards of care.
e. Alerts client to hazards in the immediate environment.
3. Maintains confidentiality of client information.
a. Shares client information only with appropriate health team
members, instructor, and in group clinical post conferences.
b. Adheres to HIPAA guidelines – Completed HIPAA training with
documentation.
4. Identifies advocacy roles and situations that require ethical
decisions.
Strengths/Areas of Improvement
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Clinical Week
Clinical Week
3. USES RESEARCH METHODS, SUCH AS EVIDENCED BASED PRACTICE, TO
OBTAIN DATA FOR DETERMINING THE BEST NURSING CARE AVAILABLE.
Examples of the behavior include, but are not limited to: 2 3 4 5 6
7 8
1. Uses various sources to obtain nursing clinical data
2. Incorporates evidenced based information in the plan of nursing
care
3. Presents data that can be utilized in designing nursing care
plans
4. Uses APA format in presenting written sources of clinical data.
Cites sources as appropriate.
Strengths/Areas of Improvement
2. THE STUDENT WILL BE ACCOUNTABLE FOR SELF DEVELOPMENT TOWARDS
PROFESSIONAL ROLE BEHAVIORS. Examples of the behavior include, but
are not limited to:
2 3 4 5 6 7 8
1. Seeks and participates in creative and innovative learning
experiences to enhance own learning.
2. Demonstrates self-initiative by identifying own learning needs
and communicating personal expectations to instructor.
3. Elicits feed back from instructor/agency mentor to enhance own
learning.
4. Implements changes in practice based upon instructor's/agency
mentor's feedback.
5. Participates in constructive evaluation of self, faculty, and
clinical site.
6. Recognizes how own values and values of others influence care of
the client.
7. Accepts values of others that differ from student's own value
system.
8. Accepts responsibility for own nursing actions.
Strengths/Areas of Improvement
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Clinical Week
4. DEMONSTRATES SKILL IN USE OF THE NURSING PROCESS AS A FRAMEWORK
FOR DEVELOPMENT OF A NURSING PLAN OF CARE 2 3 4 5 6 7 8
4A. DEMONSTRATES CORRECT ASSESSMENT SKILLS. Examples of the
behavior include, but are not limited to:
1. Collects and analyzes subjective and objective assessment data,
pertinent to the pediatric client and appropriately document
assessment findings.
2. Utilizes appropriate interviewing techniques for obtaining
historical information from the pediatric client and the parent.
Perform a complete Admission Assessment on a pediatric
client.
3. Utilizes a systematic approach to collect biological,
psychosocial, cultural, spiritual, and growth & developmental
data to use as a basis for assessment. Able to document in Clinical
Record appropriately and thoroughly.
4. Utilizes appropriate age appropriate physical assessment
techniques to assess integumentary, musculoskeletal, neurological,
cardiovascular, respiratory, GI, renal, and HEENT systems with
proper and complete documentation.
5. Distinguishes between normal and abnormal findings in both
subjective and objective data as appropriate for the pediatric
client.
6. Distinguishes normal physiological changes and
growth/developmental aspects of the pediatric client.
7. Assesses the ability of both the pediatric client and family to
engage in self-care, as client experiences transitions in current
health status to the continuum of care.
8. Performs a focused assessment individualized to the pediatric
client's medical diagnoses, changing condition, and nursing care
needs and documents in client’s medical record.
9. Assesses and documents the pediatric client’s nutritional,
environmental, pharmacotherapeutic and health screening needs.
Communicates pertinent data, consults to staff nurse or physician,
when indicated.
10. Assesses use of mechanical devices used in relation to the
pediatric client’s needs and physician’s orders such as using a
intravenous volume control (Buretrol) apparatus, med-infusion pump
and using weight scales appropriately.
11. Analyzes and interprets laboratory reports and various other
forms of medical information and assesses client’s response to
diagnosis and therapy provided.
12. Analyzes radiologic reports such as chest x-ray, MRI, CT scan
and other diagnostic tests in relation to client’s disease
processes.
4B. DEVELOPS A MULTIDISCIPLINARY PLAN OF CARE BASED ON ASSESSMENT
DATA. Examples of the behavior include, but are not limited
to:
1. Develops complete and appropriate nursing diagnoses adapted to
individual needs of the pediatric client and their family.
2. Determines a prioritized nursing list of nursing diagnoses for
each client, based on subjective and objective data.
3. Develops a client care plan utilizing prioritized nursing
diagnoses adapted to individual client needs.
4. Identifies realistic, client focused, and measurable (time
oriented) goals.
5. Involves both client and family whenever possible, in the
development of short and long term goals.
6. Plans nursing interventions appropriate to meet client's
goals.
a. States scientific rationale for nursing interventions.
b. Utilizes research findings to provide a basis for development of
nursing interventions.
7. Integrates appropriate data from critical pathways into
individualized care plan.
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Clinical Week
4C. IMPLEMENTS PLANS AS APPROPRIATE TO CLIENT SITUATION. Examples
of the behavior include, but are not limited to:
2 3 4 5 6 7 8
1. Demonstrates competence in selected psychomotor skills.
A. Administers oral, parenteral, and topical medications
safely.
a. States classification, action, reason for use, and adverse
effects for each medication before administering.
b. Calculates drug dosages and flow rates accurately according to
the weight of the client.
c. Determines the 5 rights and accurately checking client
identification. Use 2 patient identifiers in accordance to
individual hospital policy per current Joint Commission National
Patient Safety Goal.
d. Identifies factors related to the pediatric client’s weight,
age, diagnosis, and current status that may change in response to
administered medication.
e Identifies and implements assessment parameters to monitor
client's response to medications.
f. Charts client response to medications within 30 minutes of med
administration to evaluate patient’s response.
B. Administers parenteral fluid therapy safely.
a. Monitors IV infusions via volume controlled (Buretrol) tubing,
peripheral and central venous access.
b. Identifies and implements precautions in the administration of
blood products. Able to define the safety process and double checks
of blood administration.
c. Recognizes complications associated with I.V. administration and
reporting to appropriate staff.
d. States scientific rationale for individual client fluid
replacement.
2. Uses clinical indicators to determine opportunities of
administering prescribed drugs and treatments (e.g. weight, pulse
rate, blood glucose level, pain rating, emotional stress)
3. Articulates and applies relevant research to nursing care with
appropriate reference.
4. Implements nursing interventions required for selected
diagnostic and therapeutic procedures.
A. Investigates unfamiliar medications, diagnostic and therapeutic
procedures.
B. Performs all client care in accordance with established policies
and procedures and standards of care in a timely manner.
C. Prepares client for all nursing interventions by explaining
procedure and allaying anxiety.
5. Implements use of Standard Precautions, and technique as
appropriate to the client situation.
6. Draws on resources in community with appropriate referrals as
necessary.
4D. EVALUATES GOAL ACHIEVEMENT AND NURSING INTERVENTIONS. Examples
of the behavior include, but are not limited to:
l. Evaluates the pediatric client's response to nursing
interventions.
2. Evaluates client goal achievement in an on going manner as a
basis for adapting nursing care.
3. Updates client care plan based on evaluation as appropriate to
clinical setting and at least once a shift.
4. Identifies variances in critical pathways.
4E. Based on evaluation of plans, alters them as needed to address
client needs.
1. Evaluates outcome/goal whether it is met/partially met/not
met.
2. Based on the outcome reassess the client as needed.
3. Updates client care plan according to client needs.
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Strengths/Areas of Improvement
Clinical Week
5. IDENTIFIES AREAS OF INSTRUCTION NEEDED BY THE CLIENT THAT WILL
AID HEALTH PROMOTION AND HEALTH MAINTENANCE OF SELF-CARE
ACTIVITIES. Examples of the behavior include, but are not limited
to: 2 3 4 5 6 7 8
1. Demonstrates skill in providing culturally appropriate health
promotion and health maintenance education to the pediatric client
and families in diverse populations, when appropriate.
2. Develops and implements selected teaching plans appropriate to
the pediatric client's situation related to value systems,
psychosociocultural and educational background,
growth/developmental age and health status.
3. Involves client and/or family in identification of learning
needs during transitions in health status.
4. Uses learner strategies appropriate to age, educational level,
and cultural background.
5. Teaches correct principles, procedures, and techniques of health
promotion and health maintenance according to pediatric clients
needs.
6. Informs pediatric client and parent about health care status
when appropriate.
7. Teaches client and family stress reduction techniques (e.g.
guided imagery, relaxation breathing and diversion).
8. Uses resources appropriately during the planning and
implementation of the teaching plan.
9. Evaluates client and/or family response to learning of provided
education.
10. Documents teaching intervention and client's response to
education.
Strengths/Areas of Improvement
6. USES EFFECTIVE WRITTEN, VERBAL AND NON VERBAL COMMUNICATION
SKILLS. Clinical Week
6A. DEMONSTRATES WRITTEN COMMUNICATION SKILLS. Examples of the
behavior include, but are not limited to: 2 3 4 5 6 7 8
1. Records pertinent subjective and objective information
accurately, promptly, legibly, and concisely in a format that is
grammatically correct and conforms to agency policy.
2. Utilizes correct medical/nursing terminology.
3. Demonstrates application of the nursing process in written
charting.
4. Demonstrates application of the nursing process, according to
hospital plan of care for individual nursing units.
5. Demonstrates ability to retrieve and make appropriate entries if
indicated, into automated data systems
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Clinical Week
6B. DEMONSTRATES VERBAL COMMUNICATION SKILLS. Examples of the
behavior include, but are not limited to:
2 3 4 5 6 7 8
1. Develops an effective relationship with individual clients as
evidenced by:
a. Communicates facts, ideas, and feelings clearly.
b. Listens receptively, focuses on client's feelings during
interactions.
c. Conveys an attitude of acceptance and empathy. Remains aware of
how personal body language can effect each client.
d. Displays a non judgmental attitude during the nurse client
interaction.
e. Uses appropriate non verbal communication techniques (gestures,
facial expressions)
f. Communicates to client on the level of the learner using
appropriate terminology.
g. Gives age appropriate explanation and verbal reassurance when
needed.
2. Provides support for clients and support/family members of
clients.
3. Demonstrates assertive skill in management of professional
duties.
4. Presents report on client in an organized, concise, and accurate
manner.
6C. DEMONSTRATES NON VERBAL COMMUNICATION SKILLS. Examples of the
behavior include, but are not limited to:
1. Represnets professional role by dress, body language and other
nonverbal cues.
2. Uses touch appropriately in application of nursing
interventions.
3. Uses appropriate verbal communication techniques that is
appropriate with the Older Adult Client.
6D. SPEAKS AND WRITES IN A PROFESSIONAL MANNER. Examples of the
behavior include, but are not limited to:
1. Speaks clearly, respectfully and professionally when
communicating client information with multidisciplinary health care
team.
2. Clearly communicates client information in a concise manner
whether in writing, verbally, nonverbally, or using electronic
means.
Strengths/Areas of Improvement
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7. DEMONSTRATES BEGINNING MANAGEMENT AND LEADERSHIP SKILLS.
Examples of the behavior include, but are not limited to: 2 3 4 5 6
7 8
1. Organizes work priorities to conserve energies of 1-2 pediatric
clients and self and completes assignment efficiently and in a
timely manner.
2. Assists in admission, discharge and transfer of clients
according to hospital policy and procedure.
3. Stays with assigned clients or knows where and how they
are:
A. Visits all assigned clients to ascertain their condition before
beginning tasks of the day.
B. Knows where clients are, reasons for their being off the ward or
away from the bedside, and
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when they are expected to return.
C. Knows current condition, as well as changes in past 24 hours, of
all assigned clients, and can report plan for care of each.
4. Maintains flexibility and changes organizational strategies in
response to changing client needs of 1-2 pediatric clients.
5. Demonstrates clinical decision making skills, while caring for
the client and/or family experiencing transitions in health
status.
6. Consults with instructor/staff in providing care to 1-2
pediatric clients.
7. Notifies instructor or appropriate staff member of changes in
the client condition.
8. Collaborates with the health care team or staff members who
support the organization of clinical activities.
9. Identifies critical behaviors utilized by the professional
nurse, to effect positive change in the environment and managing of
client activities.
10. Works effectively with the professional nurse to develop
management skills and knowledge specific to the delegation and
supervision of unlicensed assistive personnel.
11. Demonstrates effective clinical decision making skills.
12. Notifies faculty, peers, clients, staff and/or families when
unforeseen events inhibit or preclude completion of
responsibilities.
13. Verbally contributes to clinical conferences and/or group
discussions through sharing of appropriate experiences and
ideas.
14. Assists group to evaluate work accomplished and plan continued
work.
15. Demonstrates respect to all members of the healthcare team and
interacts effectively to accomplish client's goals.
16. Works collaboratively with individual peers, and in peer group
work by contributing ideas, knowledge and assistance.
Strengths /Areas of Improvement
College of Nursing
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Nursing Care Plan
Student Course Date
Allergies
Unit Room#
Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood
Pressure Pain Scale 1-10
History of Present Illness including Admission Diagnosis&
Relevant Physical Assessment Findings (normal & abnormal)
Relevant Diagnostic Procedures/Results & Surgeries (include
dates, if not found state so)
Past Medical & Surgical History, Pathophysiology of medical
diagnoses
(with APA citations)
Pertinent Lab tests/ Values (with normal ranges), with dates and
rationales
Erikson’s Developmental Stage with Rationale (APA citation)
Socioeconomic/Cultural/Spiritual Orientation & Psychosocial
Considerations
(with APA citations)
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Prioritized Gordon’s
Planning (outcome/goal)
(at least 1 per Nursing diagnosis)
Prioritized Independent and collaborative nursing
interventions; include further assessment,
Rationale (use APA citations)
& Explanation
why?
client
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NURSING CARE PLAN RUBRIC
HPI explained in detail with accurate and in-depth understanding of
chief complaint and presenting signs/symptoms supported by physical
assessment; Identifies 5-6 key assessments parameters relevant to
medical diagnoses with APA references.
HPI explained in some detail with moderate understanding of chief
complaint and presenting signs/symptoms somewhat supported by
physical assessment; Identifies 3-4 key assessments parameters
relevant to medical diagnosis with references.
HPI explained in limited detail with marginal understanding of
chief complaint and presenting signs/symptoms vaguely supported by
physical assessment; Identifies 1-2 key assessments parameters
relevant to medical diagnosis, no references cited.
HPI details limited with poor understanding of chief complaint and
presenting signs/symptoms does not support medical diagnosis,
Identifies assessments parameters not relevant to medical
diagnoses, no references cited.
Past Medical & Surgical History, Pathophysiology
Past medical history detailed with full explanation of
Pathophysiology for each diagnosis & accurate details with
specific detail related to the client’s history and symptoms.
Past medical history given with partial explanation of identified
preexisting medical diagnoses& explanation accurate with some
detail related to the client’s history and symptoms.
Past medical history given with minimal explanation of identified
preexisting medical diagnoses & few details related to the
client’s history and symptoms without references.
No past medical history given without explanation; no preexisting
medical diagnosis identified or explanations inaccurate and not
related to the client’s history and symptoms without
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Criteria 4
APA references cited. References cited references. 3. Erikson’s
Developmental Stages & Socioeconomic/ Psychosocial
Assessment
Identifies and defines correct stage with examples of meeting/not
meeting tasks with APA references. Describes socioeconomic and
cultural background in complete detail. Identifies 3 psychosocial
concerns
Identifies and defines correct stage with examples of meeting/not
meeting tasks with references. Describes Socioeconomic and cultural
background in some detail. Identifies 2 psychosocial concerns
Identifies correct stage without adequate definition or example of
meeting/not meeting tasks without references. Describes
Socioeconomic and cultural background in vague detail without
references Identifies 1 psychosocial concerns.
Identifies incorrect stage without definition or inappropriate
examples given, no references. Describes socioeconomic and cultural
background with no detail without references Identifies no
psychosocial concerns
Interprofessional
Lists 2 appropriate collaborative issues/concerns Rationale
demonstrates satisfactory understanding of interventions
Lists 1 appropriate collaborative issue/concern Rationale
demonstrates vague understanding of interventions
Lists inappropriate collaborative issues/concerns Rationale
demonstrates unsatisfactory understanding of interventions
Potential Health Deviations
Identifies TWO prioritized risk factors according to NANDA
format& identifies 3 signs and symptoms associated with the “at
risk” diagnosis. Writes 3 independent nursing interventions
Identifies 1 prioritized risk factor according to NANDA format&
identifies 2 signs and symptoms associated with the “at risk”
diagnosis Writes 2 independent nursing interventions
Identifies 2 prioritized risk factors but not NANDA format&
identifies 1 sign or symptom associated with the “at risk”
diagnosis Writes 1 independent pertinent intervention
Does not identify prioritized risk factors or signs & symptoms
not identified or not related to “at risk” diagnosis Writes 1
independent intervention not pertinent
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Criteria 4
Identifies 2 appropriate health care patterns
Identifies 1 appropriate health care patterns
Identifies 2 inappropriate health care patterns
Identify 1 inappropriate health care patterns
Priority NANDA Nursing Diagnosis
TWO diagnoses written correctly per NANDA format with proper
etiology &sufficient data to support diagnosis
Written correctly without sufficient data to support
diagnosis
Written incorrectly with sufficient data to support diagnosis
Written incorrectly without sufficient data to support
diagnosis
Planning/Goals& Evaluation
Goal is measureable, realistic, related to the problem; Data
supports if goal is met, not met with appropriate revisions
Goal is not measureable, realistic, related to the problem; Data
somewhat supports if goal is met, not met with appropriate
revisions
Goal is not measureable, not realistic, related to the problem;
Data vaguely supports if goal is met, not met with inappropriate
revisions
Goal is not measureable, not realistic, not related to the problem;
Data does not support if goal is met, not met with inappropriate
revisions
Implementation and Rationale
Medications
Lists all MAR medications with relevant side effects and nursing
considerations specific to patient and reasons why patient is
receiving drug.
Lists all MAR medications but does not include relevant side
effects and nursing considerations specific to patient and why
patient is receiving drug.
Lists most of the MAR medications with relevant side effects and
nursing considerations specific to patient and why patient is
receiving drug.
Lists some MAR medications but does not include relevant side
effects and nursing considerations specific to patient.
NURS 216L Expanding and Developing Family and Community Practicum
Clinical Evaluation Tool
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s
Revision Date: Page 33 Aug 27, 2012
Criteria 4
Accurate APA format, Appropriate citations & references, No
spelling or grammar errors
1-2 APA format errors, Some citations, references are appropriate,
Minimal spelling or grammar errors
Many APA format errors, Inappropriate citations or references, Many
spelling or grammar errors
No APA formatting, No citations or references included, Many
spelling or grammar errors
Overall Scoring: 88 – 72 71 – 55 54 – 38 37 - 22 COMMENTS:
______________________ ______________________
______________________________________________________________________________________________________________________
STUDENT SIGNATURE: ____ DATE: INSTRUCTOR SIGNATURE: ___ DATE:
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 34 August 27, 2012
COMMUNITY EXPERIENCE RUBRIC
Name, address and purpose of organization
Provides the name and address of the organization with a detail and
clear description of the purpose of the organization.
Provides the name of the organization with more than two sentences
to describe the purpose of the organization.
Provides the name of organization and no more than two sentences
describing the purpose of the organization.
Did not identify the name, address and/or purpose of the
organization.
Population served a. Type of clients served b. Type of health care
concerns
Shows an excellent understanding of the population served at this
organization.
Presents a satisfactory understanding of the population served at
this organization.
Presents an unclear understanding of the population served at this
organization.
Did not discuss the population served.
Professional services
Identifies more than three professional services available in this
setting
Identifies two to three of the professional services available at
this setting.
Identifies one professional service available at this
setting.
Did not identify any professional services.
Geographical/ environmental issues a. Facility b. Physical layout
c. Accessibility d. Transportation issues
Detail and complete analysis of more than four geographical and
environmental issues of the organization.
Brief explanation of four geographical and environmental issues of
the organization.
Brief explanation of two or three issues included in the
geographical and environmental issues.
Did not address the geographical and environmental issues.
Social issues of the population
Insightful and detail discussion of more than four social issues of
the population.
Brief discussion of four social issues of the population.
Brief discussion of two or three social issues of the
population.
Did not discuss the social issues of the population.
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 35 August 27, 2012
CRITERIA 4
(Exceeds Expectations)
3 (Meets
Discussion includes more than four ways the organization
communicates internally and with the community.
Discussion includes four ways the organization communicates
internally and with the community.
Discussion includes two ways the organization communicates
internally and with the community.
Did not discuss how the organization communicates.
Activities during the community experience
Discussion includes more than four activities during the community
experience.
Discussion includes four activities during the community
experience.
Discussion includes two activities during the community
experience.
Did not discuss the activities completed during the community
experience.
Programs or changes to better serve the community
Discussion includes more than four program changes to better serve
the community.
Discussion includes four program changes to better serve the
community.
Discussion includes two program changes to better serve the
community.
Did not discuss any program changes.
APA format Follows the APA format with one or no APA violation,
grammar and spelling errors.
Follows the APA format with less than three APA violation, grammar
and spelling errors.
Follows the APA format with less than five APA violation, grammar
and spelling errors.
Did not follow the APA format.
Overall Scoring 36 – 30 29 – 23 22 – 16 15 - 9
COMMENTS: STUDENT SIGNATURE: DATE: INSTRUCTOR SIGNATURE:
DATE:
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 36 August 27, 2012
INDIVIDUALIZED CLIENT TEACHING RUBRIC
Criteria 4
(Exceeds Expectations)
Expectations) Weight
Comprehensive Assessment
Clear and concise discussion of client’s admission diagnosis,
demographic data, and anticipated learning needs Clear and
comprehensive client assessment data to support a deficient
knowledge nursing diagnosis.
Vague and incomplete discussion of client’s admission diagnosis,
demographic data, and anticipated learning needs. Vague and
incomplete client assessment data to support deficient knowledge
nursing diagnosis.
Vague and incomplete discussion of client’s admission diagnosis,
demographic data, and anticipated learning needs.
No discussion of client’s admission diagnosis, demographic data and
anticipated learning needs. No comprehensive client assessment data
to support deficient knowledge.
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 37 August 27, 2012
Criteria 4
(Exceeds Expectations)
Client Learning Needs Assessment
Clear and complete assessment of learner (client /family), teaching
needs, and special learning needs, if present. Clear identification
of client’s strengths and weaknesses relevant to learning
needs.
Incomplete assessment of learner (client and/or family), teaching
needs, and special learning needs, if present. Incomplete
identification of client’s strengths and weaknesses relevant to
learning needs.
Incomplete assessment of learner (client and/or family), teaching
needs, and special learning needs, if present. .
No assessment of learner (client and/or family), teaching needs,
and special learning needs, if present. No discussion of client’s
strengths and weaknesses relevant to learning needs
Mechanics
Organization/ Evidence-based Information
Open and closing remarks that capture client’s attention. Clear and
correct statement of 2 teaching objectives. Clear and organized
presentation of evidence-based client teaching.
Open or closing remarks
Open or closing remarks
displayed. Vague/incorrect teaching objectives
No open or closing remarks displayed. No teaching objective stated.
Poor or disorganized presentation of teaching from inappropriate
sources.
Body Language Direct eye contact and appropriate gestures/movements
during teaching. Relax, self-confident nature and no mistake during
teaching.
Minimal eye contact and little movement or descriptive gesture
during teaching. Mild tension, lack of self- confidence and
difficulty recovering from mistakes.
Minimal eye contact and little movement or descriptive gesture
during teaching.
No eye contact and inappropriate gestures during teaching. Tension
and nervousness obvious, trouble recovering from mistakes.
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 38 August 27, 2012
Criteria 4
(Exceeds Expectations)
Expectations) Weight
Voice Use of clear speech and inflection, maintains the interest of
the learner.
Some level of inflection and clarity during delivery.
Monotone voice with some inflection of delivery
Monotone voice consistently.
Teaching/ Learning Evaluation
Vague/inappropriate evaluation of client’s response and
effectiveness/ineffectivene ss of teaching. Vague reflective
analysis of teaching including discussion of strengths and
weaknesses.
Vague/inappropriate evaluation of client’s response and
effectiveness/ineffectivene ss of teaching.
Vague/inappropriate evaluation of client’s response and
effectiveness/ineffectiven ess of teaching. Vague reflective
analysis of teaching including discussion of strengths and
weaknesses. Absent reflective analysis of teaching.
Overall Score Range
COMMENTS: STUDENT SIGNATURE: ____ DATE: INSTRUCTOR SIGNATURE: ___
DATE:
College of Nursing
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 39 August 27, 2012
References
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 40 August 27, 2012
Section B: Course Outline
Activities Student Assignments
CLO# 1, 2, 3, 5
To have an overview of the course requirements, clinical
expectations, and assignments.
To have an overview of the hospitals set-up, policy and procedures,
physical set-up, and student requirements.
To describe perinatal care nursing roles.
To identify and discuss specific legal issues and safety issues in
the perinatal practice.
To describe the care of mother and newborn during labor, and after
delivery.
Introduction Required first day orientation
topics
Clinical objectives and syllabus. Watch Stages of Labor video Watch
breastfeeding video Watch Newborn assessment videos Simulation
lab:
o fundal height measurements, o Leopold’s maneuver o fundal
massage, o vaginal examination
Simulation lab: o newborn assessment o newborn gestational
age
assessment o newborn care
Client/family education on breastfeeding, pericare and circumcision
care
Clarification and explanation: clinical absence - in the event that
a student should miss a scheduled clinical rotation (for whatever
reasons- excused or not), the student will write a research paper
on a topic assigned by the teacher. The research paper will be in
APA format with a minimum of 5 pages in length - not including the
title and reference pages and a maximum of 10 pages in content. The
paper is due one week after the missed clinical day. Other
requirements may be added by each teacher in each course.
Ward & Hisley Chapter 1, 2, 6, 7, 8 Maternal Tasks and Role
Transition (pg 208: Table 8-5) Paternal Adaptation to Pregnancy
(pg. 209)
Week 2
To observe and provide nursing care to hospitalized antepartum
patients.
To assess antepartum clients and
Antepartum testing clinic Prenatal visits and OB
Triage/observation.
Hospitalized antepartum clients
Limit 2000 Characters Ward & Hisley Chapter 9, 10, 11 ATI
Video
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 41 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
identify deviations from normal.
To examine the role of nursing in providing physical, psychosocial
and spiritual support to women with compromised pregnancies.
for PTL, Preeclampsia, Eclampsia, PROM, etc. systems and
needs.
Provide teachings to clients experiencing complications of
pregnancy.
To observe and provide nursing care to pregnant women during
prenatal visits in a variety of settings.
Recognize common complications in pregnancy.
Document relevant information and pathophysiology related to
client’s condition.
Ward & Hisley: Prenatal Videos Other Student Resources Include:
ATI Videos/DVD
Week 3 CLO#
1, 2, 4, 5, 6, 7, 8
To observe and provide nursing care for a client during labor
and/or delivery.
To observe, through various monitoring techniques, fetal response
to labor.
To observe and/or provide nursing care for the newborn in the
immediate postnatal period.
To analyze the nursing role in providing care for a client during
labor and delivery.
To examine interrelationships between behavioral and physical
responses to labor.
Recognize basic fetal heart rate patterns and distinguish between
normal and abnormal findings.
Care of client after admission, and follow patient through L&D
experience, recovery room and transfer to postpartum.
Utilize the Labor & Delivery assessment sheet.
a. Base-line data entries on data sheet at
b. least every hour (depending upon hospital protocol) and as often
as necessary as labor progresses
c. Behavioral responses and descriptions: facial, verbal.
Physiological responses: vital signs, cervical dilatation, fetal
heart tones and uterine contractions.
Nursing care for client in labor for
Limit 2000 Characters Ward & Hisely: Chapter 12, 13, 14 ATI
Content Masters Series Maternal- Newborn Nursing Other Student
Resources Include: 1. ATI Videos 2. Ward & Hisley
Intrapartum Videos
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 42 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
To compare and contrast the differences seen in various ethnic
groups experiencing the birth process.
pain: supportive-verbalization of encouragement or comfort, back-
rub, positioning, counter-pressure, bathing, touching or holding
hand, medications, and assisting epidural and spinal anesthesia
placement
Assess high-risk clients in the antepartum and intrapartum
settings.
To develop a nursing care plan for a woman of childbearing
age
Assisting/performing procedures: fetal monitoring, perineal prep,
catheterization, IV administration, internal monitor insertion,
vaginal examination
Care plan for client in labor
Week 4 CLO#
1, 2, 4, 5, 6, 7, 8, 9
To learn how to provide nursing care to women in the postpartum
period.
To perform standard assessments on postpartum women such as:
complete physical, fundal, lochia, perineum, and breast
assessments, assessments of perineal and abdominal incisions, and
pain assessments.
To assess parent/child interactions. Perform patient teaching
and
instruct in perineal hygiene, physiologic changes of postpartum,
breastfeeding, post-op care, discharge instructions, infant
care.
Administer medications (supervised).
Routine post-partum care
Client/family teachings: breastfeeding, infant care, and
self-care
Physical assessment of post- partum clients
Post-partum care of clients from various ethnic groups
Nursing care during post-partum complications
Newborn care after delivery Physical assessments on newborn
infants in the nursery or post- partum area.
Calculate dosage and give newborn medications.
Assisting procedures such as
Limit 2000 Characters Ward & Hisley -Postpartum Videos -Newborn
Videos Chapter 15, 16, 17, 18, 19 Recommended references: ATI
Content Masters Series
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 43 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
To assess psychosocial needs of women in postpartum period.
To learn how to provide physical care to the normal newborn infant
experiencing transitioning to extrauterine life
circumcision, newborn screening test, hearing test, and septic
work- up.
Glucose monitoring for hypoglycemic and LGA newborns.
Care of newborn on Bili light therapy
To observe and recognize normal variations in the newborn.
To perform a physical assessment on a newborn.
To recognize and utilize teaching opportunities for the parents of
infants in the assigned nursery
To recognize signs and symptoms of deviations from normal. (If
applicable).
Students in selected sites will visit the neonatal intensive care
nursery and assist with the care of a compromised neonate
Community project for 7.5 Hours
Other Student Resources Include:
To orient to the pediatric clinical setting and documentation
system
To demonstrate age-appropriate approaches to the nursing
assessments of infants, children, and adolescents with acute and
chronic health problems.
To formulate nursing diagnoses of infants, children, and
adolescents with acute and chronic health problems from case
scenarios
Nursing care of acute and chronic pediatric patients
Common problems of pediatric patients
Pharmacotherapeutics and the pediatric patient
Nutritional therapies in pediatrics
Concepts of family centered care
Clarification and explanation: clinical absence - in the event that
a student should miss a scheduled clinical rotation (for whatever
reasons- excused or not), the student will write a research paper
on a topic assigned by the
Review medication /math calculations. Review assessment skills
(head to toe) on a pediatric patient. Review pediatric nursing
skills on ATI website Resources for Ward &
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 44 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
teacher. The research paper will be in APA format with a minimum of
5 pages in length - not including the title and reference pages and
a maximum of 10 pages in content. The paper is due one week after
the missed clinical day. Other requirements may be added by each
teacher in each course.imit 2000 Characters
Hisley: Pediatric Nursing Skills & Pediatric Drug Dosage
Calculations
Care plan due: Week 7
Week 6 CLO #
2, 3, 4, 5, 6, 7, 9
To identify what is safe nursing care to infants, children, and
adolescents and their families; nursing care that is holistic and
supportive of the goals of health promotion, health maintenance,
and illness prevention.
To apply the nursing process in conjunction with Gordon’s 11
Functional Health Patterns in the care of infants, children, and
adolescents and their families
To identify expected outcomes and interventions for infants,
children, and adolescents and their families.
To implement nursing care of infants, children, and
adolescents
Nursing care of acute and chronic pediatric patients
Common problems of pediatric inpatients
Pharmacotherapeutics for pediatric patients related to age and
weight or BSA
Intravenous therapy and IV medications administration
Importance of proper hydration and electrolyte balance in the
pediatric patient
Nutritional therapies to meet pediatric patient needs
Limit 2000 Characters Review the pediatric variations of nursing
interventions. Resources for Ward & Hisley: Pediatric Nursing
Skills & Pediatric Drug Dosage Calculations
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 45 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
and their families in both in-patient and community care
settings.
Week 7 CLO#
1, 2, 3, 4, 5, 6, 7, 8, 9
Participate with faculty, peers, and the nursing team in the
evaluation of nursing care.
Analyze therapeutic, nutrition, and drug regimens for
appropriateness and effectiveness in infants, children, and
adolescents/
Identify important aspects of community support for the nursing
care of well and ill infants, children, and adolescents and their
families.
Evaluate resources in the community that will enhance maintenance
of health and prevention of illness for infants, children, and
adolescents and their families.
Nursing care of acute and chronic pediatric patients
Common problems of pediatric inpatients
Pharmacotherapeutics for pediatric patients related to age and
weight or BSA
Intravenous therapy and IV medications administration
Importance of proper hydration and electrolyte balance in the
pediatric patient
Nutritional therapies to meet pediatric patient needs
Application of family centered care concepts
Limit 2000 Characters Review the pediatric variations of nursing
interventions. Ward & Hisley: Review pediatric nursing skills
on Pediatric Drug Dosage Calculations
Week 8 CLO #
1, 2, 3, 4, 5, 6, 7, 8, 9
Participate with faculty, peers, and the nursing team in the
evaluation of nursing care.
Analyze therapeutic, nutrition, and drug regimens for
appropriateness and effectiveness in infants, children, and
adolescents
Identify important aspects of community support for the nursing
care of well and ill infants, children, and adolescents and their
families.
Evaluate resources in the community that will enhance
Nursing care of acute and chronic pediatric patients
Common problems of pediatric inpatients
Pharmacotherapeutics for pediatric patients related to age and
weight or BSA
Intravenous therapy and IV medications administration
Importance of proper hydration and electrolyte balance in the
pediatric patient
Nutritional therapies to meet
Limit 2000 Characters Ward & Hisley: Review the case studies
and critical thinking exercises Review pediatric nursing skills on
ATI website Resources for Ward & Hisley: Pediatric
Nursing
WCU NURS 216L Expanding and Developing Family and Community
Practicum
O f f i c i a l W e s t C o a s t U n i v e r s i t y C o u r s e S
y l l a b u s Revision Date:
Page 46 August 27, 2012
Week/Date Class Objectives Content Outline Specific Course
Activities Student Assignments
maintenance of health and prevention of illness for infants,
children, and adolescents and their families.
pediatric patient needs Application of family centered
care concepts
Week 9 CLO #
1, 2, 3, 4, 5, 6, 7, 8, 9
To introduce concepts and basic skills of neonatal
resuscitation
To introduce the concepts of team work in the process of neonatal
stabilization
To prioritorize the emergency assessment--the A-B-C’s--of a
pediatric patient.
To introduce concepts of fluid resuscitation for the dehydrated,
hypovolemic pediatric patient
To introduce the concepts of securing and maintaining an airway
using oral/nasal airways and bag- mask-valve ventilation.
Changes in physiology that occurs when a baby is born
Assessment of the newborn to determine the extent of resuscitation
needs
Identify risk factors that can help predict which babies will
require resuscitation
Equipment and personnel needed to resuscitate a newborn
Demonstrate competency in neonate and child CPR
Discuss differences in resuscitating newborn and a child
Clarification and explanation: clinical absence - in the event that
a student should miss a scheduled clinical rotation (for whatever
reasons- excused or not), the student will write a research paper
on a topic assigned by the teacher. The research paper will be in
APA format with a minimum of 5 pages in length - not including the
title and reference pages and a maximum of 10 pages in content. The
paper is due one week after the missed clinical day. Other
requirements may be added by each teacher