NURS 3365: Consolidated Practice Experience II Sec 001-002 ...€¦ · Consolidated Practice Experience, ... The learner is required to complete a self-evaluation using the PAF

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NURS 3365: Consolidated Practice Experience II Sec 001-002 Summer Section 1 & 2 Section 1 Andree Bamforth, RN, MSN Office: C316a Telephone: 605.323.5109 Email: [email protected] Office hours: Thursdays 0830- 1230

[201020]

mailto:[email protected]�

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Compassion~Fairness~Honesty~Respect~Responsibility

©Langara College & [Andree Bamforth & Term 8 Team], May _201010. Revised, 201020 Material adapted from course syllabi, A. Endrizzi, S. Keys, M. Maloney, D. Yochim 200330

Table of Contents NURS 3365: Consolidated Practice Experience II Sec 001-002 Summer ........................ 1

COURSE OUTLINE ............................................................................................ 3 PROCESS ........................................................................................................ 3 CLINICAL PRACTICE CANCELLATION ................................................................... 4 LEARNING OUTCOMES ...................................................................................... 4 OVERVIEW OF CONCEPTS ................................................................................. 5 REQUIRED TEXTS ............................................................................................. 5 RESOURCES .................................................................................................... 6 Nurse Educators ............................................................................................... 6 EVALUATION ................................................................................................... 7 ASSIGNMENTS ................................................................................................. 7 PROFESSIONAL RESPONSIBILITIES .................................................................... 8 SCHEDULE ...................................................................................................... 9 Appendix A: Nursing 3365 Group Assignment .................................................... 10

Evidenced Informed Presentation Guidelines ................................................... 13 APPENDIX B: Nursing 3365, Client Case Presentation Assignment ........................... 14

Assignment: Client Case Presentation ............................................................... 14 APPENDIX C: Journal Assignments ...................................................................... 17

Assignment: Journals ................................................................................... 17 Appendix D: Term 8, Cover Page ..................................................................... 18

NURSING PRACTICE DATA COVER PAGETerm 8 ............................................... 18 Domains of Nursing Practice, Competencies, and Quality Indicators ................... 19

Health and Healing Domain - Quality Indicators .................................................... 19

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COURSE OUTLINE This final consolidated practice experience is designed to provide opportunities for participants to integrate learning from previous semesters, and to advance their professional nursing practice. In a variety of settings, students have opportunities to consolidate learning and advance their decision making for nursing practice skills. PROCESS In this practice experience, learners engage with faculty, practitioners, and clients to facilitate learning of safe*, professional nursing practice. Learning is enhanced through participating in experiences that may include role modeling, mentoring, practice simulations (e.g., lab, computer, etc.), case studies, seminar discussions, dialogue, and personal reflection. These activities may occur in health care agencies, in the homes of clients, and in the community. Prior to this Consolidated Practice Experience, the learner is to reflect upon the PAF Domains of Practice and the Quality Indicators and identify learning goals and strategies to meet these goals. Journaling is essential to the reflective process and promotes praxis. Therefore, in addition to the required practice hours, learners will be required to maintain a journal. Nursing 3365 is a weekly 24-hour nursing practice course. It is delivered in a mixed-mode format; consisting of 24 hours for supervised practice with an 8:1 ratio. There will be one instructor on-site at all times, responsible for the supervision of 8 students. The course will be supplemented with an online component using Blackboard CE6 learning management system. The on-line supplements may consist of a variety of methods including but not limited to short lectures, presentations, discussions, individual work, and small and large group work. Guest speakers may be invited to some seminars. The teaching learning process is interactive between learner and facilitator and occurs in the Nursing Education Resource Center (N.E.R.C.), seminars and varied practice contexts. The learner and facilitator collaboratively identify learner needs and seek opportunities to promote professional growth. The facilitator works with the learner to foster: effective communication, theory to practice integration, critical thinking, problem-solving and decision making skills. Emphasis will be placed on the learner's ability to provide nursing care that is appropriate, safe and respectful of the culture and context of practice.

The teaching learning process involves:

• fostering continued development of professional growth and praxis • collaborating to identify individualized learning needs and suggested

strategies for addressing those needs

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• promoting consolidation and integration of previous learning with new learning

• promoting development of skills related to communication, and decision-making

• developing recognition and understanding of differing values and belief systems impacting client and nurse decisions in varied practice contexts

• developing organizational ability and psychomotor skill dexterity • applying theory to practice during client interactions and the provision of

hands on care • promoting self-awareness and self-directed learning through constructive

verbal and written feedback

CLINICAL PRACTICE CANCELLATION The nursing department makes every effort to replace a nurse educator when he or she is unable to attend clinical practice. If a nurse educator needs to cancel a clinical practice day, for whatever the reason, information regarding the class cancellation will be posted on Blackboard CE 6, and the individual nurse educator will inform his or her students of how cancellation will be conveyed during orientation week. It is important then to log on to Blackboard the day of clinical practice. LEARNING OUTCOMES In this course, opportunities are created for participants to integrate, consolidate and expand concepts from previous learning. Participants develop caring relationships with individuals, families, groups, and/or communities focussing on people=s experiences of health, healing, and health promotion. Participants also increase their understanding of the role of the professional nurse as a member of a multi-disciplinary and inter-sectoral team. Practice advancement, within the context of consolidated experience, focuses on enhancing learner knowledge, competence and confidence in the domains of nursing practice. The intention in this course is to prepare the students for autonomous practice leading toward meeting the requirements of the new graduate. Learners will work with increasing levels of client and contextual complexity and require decreasing levels of supervision. A caring ethic will be predominantly in the foreground and there will be demonstrated integration in performance. In this consolidated practice experience, opportunities are provided to develop caring relationships with individuals and families experiencing increasingly complex episodic health challenges. Participants have opportunities to consolidate learning from the first, second and third year of the program in a variety of settings.

Within the context of varied practice environments: Learners will engage in professional caring relationships with clients experiencing health challenges

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impacting optimal health. Learners will use The Decision Making for Nursing Practice Framework to assess, plan, provide and evaluate care that is client centered and culturally sensitive. Learners will provide safe care that adheres to the Standards of Nursing Practice in British Columbia and complies with the Nursing Department's Student Policies and Procedures. Learners will experience growth and confidence in their abilities to integrate theory to practice. Abilities to think critically, make appropriate decisions, organize and prioritize care as members of an interdisciplinary team and or community are enhanced.

OVERVIEW OF CONCEPTS In this course, opportunities are created for participants to integrate, consolidate and expand upon concepts studied in Health, Healing, Nursing Practice, Professional Growth, Health Sciences, and elective courses. Participants develop caring relationships with individuals and families, focussing on people's experiences of health, healing and health promotion within the context of complex health challenges. They increase their understanding of the role of the professional nurse as a member of the health care team. Practice advancement, within the context of this consolidated experience, focuses on enhancing learner knowledge, competence and confidence in the Domains of Practice. Include list of concepts from concept map

The organization of this course is around the philosophical foundations of the curriculum and reflects the following concepts:

vunerability resilience empowerment

suffering, marginalization transitions

selfconcept, spirituality

REQUIRED TEXTS Textbooks from previous terms with emphasis on:

1. Abrams, A. C., Barnett Lammon, C. & Smith Pennington, S. (2003 or 2007). Clinical drug therapy: Rationales for nursing practice ( 8th ed.). Philadelphia: Lippincott

2. Brophy, K.M., Scarlett-Ferguson, H. & Webber, K. S. (2008). Clinical Drug Therapy for Canadian Practice (1st ed.). Toronto: Elsevier Mosby.

3. Canadian Nurses Association. (2008). Code of ethics. Ottawa: Author. 4. College of Registered Nurses of British Columbia. (2008). Professional practice

requirements. Vancouver, BC: Author. 5. College of Registered Nurses of British Columbia. (2006). Competencies in the Context

of Entry-level Registered Nurse Practice in British Columbia. Vancouver, BC: Author

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6. Deglin, J.H. & Vallerand, A.H. (2007). Davis’s Drug Guide (9th ed.). Philadelphia: F.A. Davis.

7. Langara College Nursing Department. (2010). BSN handbook. Vancouver, BC: Author. 8. Langara College Nursing Department, (2008), Proficiency tracking tool. Vancouver, BC:

Author. 9. Langara College Nursing Department. (2008). Term 8, Nursing 3365. Performance

Appraisal Form. Vancouver, BC: Author. 10. Lewis, S.M., Heitkemper, M. & Dirksen, S. (2006). Medical-surgical nursing in Canada:

Assessment and management of clinical problems (1st Canadian ed.). Toronto: Elsevier Mosby.

11. Pagana, K., & Pagana T. (2007). Mosby’s diagnostic & laboratory test reference (8th ed.). St Louis: Mosby.

12. Potter, P., Perry, A., Ross-Kerr, J., Wood, M. (2006). Canadian Fundamentals of Nursing (3rd ed.) Toronto: Elsevier Mosby.

13. Weber, J. & Kelly, J. (2007). Health Assessment in Nursing (3rd ed.) Philadelphia: Lippincott.

14. The Writing Centre, located on the second floor of the Langara College Library. RESOURCES • Experiences from other course work and nursing practice experiences • All previous course materials, texts, etc. • Learning partners: other students, nurse educators, nursing staff, clients, etc. • Relevant School handbooks/manuals • Agency policy, procedure, and other relevant manuals/materials • Nursing practice settings • Nursing laboratory • Selected community resources • Selected clients (individuals, families, communities) Nurse Educators Andree Bamforth (Team Contact) C316a 604-323-5109 [email protected] Pager: 604-891-4529

Simer Bassi B010b 604-323-2011 [email protected]

Barney Hickey C316a 778-232-4540 (Cell) 604-323-5110 (Office) [email protected]

Shelli Keys B029m 604-323-55755 [email protected]

Tara Lum B153i 604-323-5811 604-961-8025 (Cell) [email protected]

Paula Maisonville C317a 604-323-5117 [email protected]

Maureen Maloney C317c 604-323-5071 [email protected]

Pauline Sumel B153a 604-323-5803 [email protected]

Patricia Yuet

[email protected]





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EVALUATION Nursing 3365 is a nursing practice course. The overall grade for the course is either Satisfactory (S) or Unsatisfactory (U). Learners will be evaluated according to The Domains of Nursing Practice and competencies as outlined in the Practice Appraisal Form( PAF Term 8.doc). A satisfactory standing in Term 8 requires acceptable completion of all assignments and satisfactory performance in the practice setting. Expectations for assignments and practice performance are included in orientation. The final grade of S or U will be made by the facilitator in collaboration with the learner. Progress evaluations are held at the midterm and final point of the term, and may be held more frequently if necessary. The learner is required to complete a self-evaluation using the PAF Term 8.doc at mid-term and at the end of the term. The learner should write weekly examples of their progress relating to the competencies. In the midterm evaluation, 3 WRITTEN practice goals must be included. These are reviewed with the facilitator for appropriateness and adjustments are made as needed. At the end of term, the learner and facilitator meet to discuss the student's progress. A summary sheet on progress accomplishments for each domain is completed by both the learner and facilitator at the end of term and included in the final evaluation. Any additional documents are also submitted along with the final evaluation (i.e. learning contracts, situation reflection, physician's notes). In order to receive a grade of “Satisfactory: in Nursing 3365, students must complete and submit all assignments and clinical practice hours. As per College policy, a failing grade will be given if a student does not complete all of the course requirements. Satisfactory standing is required in all the domains of practice within the Performance Appraisal Form. The dates for submission of assignments are pre-established and outlined in all course syllabi. Completion and submission of all assignments is an expectation of Langara College. Failure to complete or submit an assignment will result in a mark of ‘0’ for the given course. There is a late penalty of 5 % (of the total mark for the assignment) per day including weekends and holidays. If the submission of an assignment is on the due date and after the specified time, it is considered one day late. A request for extension must be discussed with the appropriate nurse educator at least one week in advance of the due date, or the request will not receive consideration. Subject to the nurse educator’s agreement to grant an extension, the amended due date and time will be documented, either by letter or email, and forwarded to the student during regular business hours, within three (3) days of the agreement. Anticipate a 1-2 week turn around response period from your nurse educator in order to adequately reflect and provide you with feedback to encourage movement in your understanding of the course’s concepts and/or scholarly writing. ASSIGNMENTS Evaluation of the Learning Outcomes of Nursing 3365 include:

http://pacman.langara.bc.ca/webct/urw/lc217361293001.tp217361321001/RelativeResourceManager/217361321001/PAF%20Term%208.doc�




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Clinical Practice Assignments Weight Due Date

1. Evidence Informed Assignment Satisfactory Week 8 & 9 2. Client Case Presentation Satisfactory as assigned 3. Journal # 1 Satisfactory Week 5 4. Journal # 2 Satisfactory Week 9

• Additional details for these course requirements can be found in the Assignment Section of NURS 3365,Blackboard CE6.

Please note that midterm and final evaluation meetings between student and nurse educator occur at Langara College. These are usually scheduled in the 7th and 14th week of the semester. PROFESSIONAL RESPONSIBILITIES “Langara College requires all members of the College community (students and nurse educators) to conduct themselves in a manner that promotes a learning and working environment characterized by encouragement, free inquiry, integrity, mutual respect, professionalism, recognition of achievement, and social responsibility. The College community respects diversity, is civil, and provides for individual safety” (http://www.langara.bc.ca/about-langara/policies/student.html, ¶ 1). Every practicing nurse in British Columbia, from the beginning student to the expert nurse, is required to assume full responsibility for knowing and adhering to the professional standards of practice. These standards serve primarily to ensure an acceptable level of professionalism (CRNBC, 2008). One of the College of Registered Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge and adhere to the policies of Langara College and those outlined in the Langara College Nursing Department Student Handbook. In particular, the following policies will be reviewed during Week 1 of the semester.

1. ATTENDANCE AND PARTICIPATION 2. PROFESSIONALISM & ACADEMIC HONESTY 3. ASSIGNMENTS 4. WEB NETIQUETTE

Students are also required to use appropriate language and APA style for all assignments. Questions relative to the methods of evaluation should be directed to the nurse educator teaching the course section in which students are registered. Any time during the term in clinical practice, a student whose clinical judgment or conduct constitutes a threat to client safety or non-adherence to the CRNBC’s professional practice standards, he or she will not be permitted to continue practice in the clinical area and may receive and Unsatisfactory (U) grade.

http://www.langara.bc.ca/about-langara/policies/student.html�

http://www.langara.bc.ca/about-langara/policies/student.html�

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SCHEDULE

Course Schedule Summer 2010

Weeks

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Dates

May 10

May11-12

May 17-18 -19

May 24

May 25-26

May 31

June 1-2

June 7to9

June 14-16

June 21-23

June 28

June 29-30

July 5

July 6-7

July 12-14

July 19-21

Concepts & Contents

Orientation at the College C509 – groups assigned, review of syllabus & research tools L108

Site orientation & buddy shift

Clinical shifts - Decisions to be made on 8 medications to be studied & respond to pharmacology quizzes (8 in all; do 2/week)

Victoria Day (off)

Clinical shifts – May 25th to start with 2hrs research of assigned client. Decisions to be made on topic of group presentation – Begin pharmacology quizzes

Clinical shifts - Work on presentation topic - continue pharmacology quizzes

Clinical shifts - 1st Journal due? Refine group presentation

Clinical shifts - Mid-term self-evaluations & learning goals to be sent to educator – Send presentations to educator for review & to reserve tools needed for presentation in C509

No clinical - Mid term evaluations from educator at the College – Groups in Community placement are in clinical

1st Student group presentations at the College C509 – 0830-1230 – ½ of the students present while other half evaluate presentations

Clinical shifts – June 29th starts with 2hrs research on assigned clients.

2nd Student group presentations at the College C509 – 0830-1230– Half of the students present while other half evaluate presentations

Clinical shifts – July 6th starts with 2hrs research on assigned

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July 26-28

August 2

August 3-4

August 9-11

clients.

Clinical shifts - Prepare/begin individual case study & medication presentations – Continue pharmacology quizzes

Clinical shifts – Continue individual presentations & pharmacology quizzes

Clinical shifts – 2nd journal due - Continue individual presentations & pharmacology quizzes

BC day – no clinical

Clinical shifts –August 3rd may start with 2hrs research on assigned clients.

Last presentations of case study, medications & pharmacology quizzes – Send end-term self-evaluations to educator

End-term evaluation from educator at the College - Groups in community placement have terminated term earlier

Appendix A: Nursing 3365 Group Assignment

Evidence Informed Practice Assignment Nursing, as an art and science, is a practice profession that is concerned with health and healing. Nurses have a unique perspective towards client care working within a multidisciplinary health care context. In this assignment you will select a nursing practice issue or professional practice incident that you have encountered in the clinical setting. Your choice of incident should reflect the significance of the relationship between theory and practice. Nursing practice issues may involve but are not exclusive to such things as pre-pouring of medications, inadequate resources, communication policies/practices and continuity of care. Professional practice incidents may involve but are not exclusive to advocacy, empowerment, identification of individual health issues and healing initiatives, continuity of care and support. The outcome of these practice incidents may be positive or negative. Once you have selected a topic, discuss it with your nurse educator for approval, submit an outline which includes a discussion of how each member plans to work collaboratively with the group and provide your nurse educator with the name of your team leader. Prior to your presentation date, submit a copy of your presentation (power point, video, script etc.), presentation outline, references (include hard copy of your journal articles) to your nurse educator. If you are requesting feedback from your nurse educator prior to your presentation date,

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please provide for adequate time and consult with your nurse educator. Inform your nurse educator of any resources or materials needed (duplication of materials, audio visual bookings, etc.) a minimum of 1 week prior to the presentation date. This assignment will be in the form of an oral presentation at Langara College. Building on your previous experience with teaching and learning, you will use of a variety of innovative instructional methods to deliver your presentation to the class. These group presentations, made to the entire Term 8 class, will occur at the College. The assignment should include:

• Introduction of topic • Discussion of your experience including rationale for choosing the topic • Presentation of hypothesis • Evidence of current literature search which involves your theory • Presentation of research either supporting or opposing your hypothesis • Conclusion, providing implications for future practice

Information on conducting literature search for this assignment: Conducting a literature search, which must include most relevant articles with recent evidence, is essential for teaching and learning and for informing clinical decision-making. Most successful literature searches should begin with a clear and short statement/hypothesis/question. Primary information should be sourced from peer reviewed journals and electronic databases such as Cumulative Index to Nursing and Allied Health Literature (CINAHL), EMBASE, MEDLINE, PsycINFO and the Cochrane Collaboration which are credible resources and must be used to conduct literature search for your evidence based assignment. Information from freely available databases and non-peer reviewed sources may be unreliable (for example: Google Scholar) and therefore are not ideal as primary search engines for this assignment. The information in the presentation must be validated as credible by citing journal articles, and references to literature must be made in your presentation to substantiate your claims about the chosen topic/question/hypothesis. Brief information on various databases:

• CINAHL retrieves data from international journal, books and theses relating to nursing and allied health.

• EMBASE focuses on biomedicine, pharmacology, public health, occupational health, environmental health, drugs and alcohol, and psychiatry in international journals.

• MEDLINE targets biological and physical sciences, humanities and information science as they relate to medicine and health in international journals.

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• PsycINFO covers psychology and related disciplines and includes chapters and books, as well as articles from international journals.

• Finally, Cochrane database is part of Ovid’s evidence based medicine reviews collection and contains more than 300,000 references to controlled trials in health care and these controlled trials were identified by contributors to the database as an unbiased source for systematic reviews.

Each group will have a total of 30 minutes to present. There will be 10 minutes between each presentation to allow the “evaluating groups” to complete an evaluation of the previous presentation and to allow for the next presenting group to prepare to present the next presentation.

The presentations will be evaluated using the Evidenced Informed Presentation Guidelines. Please be professional, constructive and honest in your feedback. These evaluation sheets are contained in the Learning Modules section on Blackboard CE 6. Each practice group that is not presenting (evaluating groups) that day will complete one Evidenced Informed Presentation Guidelines form as a group and the practice nurse educator, who is supervising the presenting group, will complete a Evidenced Informed Presentation Guidelines form (e.g.. there will be a total of 4-5 Presentation Guideline Sheets completed for each group's evaluation: One from each practice group that is not presenting on that day and one from the nurse educator who is responsible for supervising those students in the practice setting). There will be a laptop & DVP available in the room. Each group is responsible for obtaining any additional equipment that they may need. If any photocopying or transparencies are required, these requests must be submitted to your practice nurse educator one week prior to the presentation date. After presenting your topic, please post your presentation on the N3365, CPE II Blackboard site in the "Presentations" section, so your colleagues may view your presentation.

Here is the information regarding the presentations including the order of presentation: Location: Langara College.Time: _____________Rooms: ___________

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Evidenced Informed Presentation Guidelines Students Name(s): __________________/___________ ____ __ __________________/___________ ____ __ __________________/___________ ____ __ __________________/___________ ____ __

Topic: _ Start: . End :

Overall Presentation · Material presented in a creative way · Method of presentation suitable to the topic · Active & equal participation from peers · Able to critically answer questions · Applied principles of teaching/learning

S / U

Use of Visual Aids · Appropriate use of media and contributed to quality of presentation

S / U

Organization and Structure · Introduction, Body, Summary visible · Goals/statement/hypothesis clearly presented · Appropriate flow to presentation · Points well developed and clear · Engaged the audience · Acknowledged peers personal experiences · Integration of evidence-informed material evident throughout presentation · Well paced

S / U

Content · Criteria from outline matched presentation · Criteria of assignment met · Research articles reviewed were current (i.e: within the last 3-5 years) · Databases reviewed were credible · Summary of research articles reviewed clearly presented in presentation · Terminology was clear and accurate · Comprehensive in nature, depth of topic demonstrated · Critical thinking and term concepts were demonstrated throughout presentation

S / U

OVERALL GRADE / COMMENTS

S / U

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APPENDIX B: Nursing 3365, Client Case Presentation Assignment

Assignment: Client Case Presentation

Students are required to complete client case presentations during the term. In the public health setting, your client case presentation may be a population group. These presentations will involve an in-depth look at a clients health status. Using the Decision Making Nursing Practice Framework, the learner comes to know the client by using a variety of methods and techniques i.e. story- telling, observation, data collection, chart review and consultation.

In your presentation, use a holistic, client centered, caring approach which also illustrates how the decision making for nursing practice framework influenced the process of care in the context of practice. The application of knowledge to support nursing decisions, to plan and provide nursing care, to support health and healing will also be described.

The presentations take place in your practice settings at a time determined by your nurse educator. Professional presentation and clear communication are required. You will be expected to utilize appropriate teaching and learning principles to present your Client Case Presentation. Also, creative use of visual aids, resource sharing and interaction with your peers should be incorporated in your presentation. Discussion related to your clients' health issues, healing initiatives, effectiveness and continuity of care and continuity of care will be discussed. Also, implications for future practice will also be addressed. It is the students responsibility to select a suitable client/population group and obtain approval from their nurse educator one week before beginning their assignment. If permission is not obtained beforehand, the student may be required to repeat this assignment at a later date.

At least one week prior to your presentation, submit a copy of your Client Case Presentation, including your references and resources, to your nurse educator for review.

The practice case presentation must include the following:

• Clients demographic data

• Growth and developmental stage of client

• Environmental data

• Health challenge(s) experienced by the client

• Reason for seeking healthcare at current time

• Diagnostic tests, including results and significance

• Practice impressions

• Identified strengths and health challenges

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• Healing initiatives (include all treatments: medications, surgeries, psychotherapy, complementary therapies) and rationale

• Discuss and review 1 of the drug classes as they pertain to your client.

• Interdisciplinary / community collaboration, plans for ongoing care

• Evaluation of client care and learning outcomes

• Explanation of concepts of this course as they apply to the client

*Criteria and due dates for the presentation will be discussed and determined in your practice group. Each presentation will be evaluated using the Client Case Presentation Guidelines tool. Please be professional, constructive and honest in your feedback. These evaluation sheets are contained in the Learning Modules section on Blackboard CE 6.

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Client Case Presentation Guidelines

Student Name: . Topic: .

Start Time: . StopTime: .

Content

• Client’s demographic data • Health challenge(s) experienced by

the client • Reason for seeking healthcare at

current time • Diagnostic tests, including results

and significance • Clinical impressions • Identified strengths and health

challenges • Healing initiatives and rationale • Pharmacology classification

incorporated • Interdisciplinary/community

collaboration, plans for ongoing care

• Evaluation of client care and learning outcomes

• Explanation of concepts of this course as they apply to the client

Evaluation

Overall Comments: Final Grade

Satisfactory / Unsatisfactory

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APPENDIX C: Journal Assignments

Assignment: Journals

To assist in self awareness and improving practice, journal writing is used throughout the curriculum to critically reflect on one’s practice, thoughts and feelings and continues to be an integral component of CPE II. A minimum of 2 practice journals are required. Journal submissions and due dates are affected by the context of practice and will be discussed separately in each practice group. Journals will be graded as Satisfactory or Unsatisfactory.

Journal

Due Date

1.

2.

Other Journals (as required) 1.

2.

3.

4.

5.

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Appendix D: Term 8, Cover Page

NURSING PRACTICE DATA COVER PAGETerm 8

Student Name & Number:

___________________________________________________________

Semester & Date:

______________________________________________________________

Practice Agency: ______________________________________________________________ Client Population(s)

______________________________________________________________

Type of Ward: ______________________________________________________________ Nurse Educator: ______________________________________________________________

TOTAL Practice Hours ABSENT (i.e. –10):

_________________________________

Midterm Grade:

Progressing Not Progressing ________________________________ Satisfactorily Satisfactorily Student Signature ________________________________ Facilitator Signature

Final Grade:

Completed Not Completed ________________________________ Satisfactorily Satisfactorily Student Signature ________________________________ Facilitator Signature

CPR Date of Issue: __________________________________________

Copy of Midterm Summary received by student

_________________________ _________________

Signature Date Copy of Final Summary received _________________________ _________________

IIMMPPOORRTTAANNTT:: IInncclluuddee ssttuuddeenntt nnuummbbeerr;; nnoo ssttaapplleess,, nnoo ccoolloouurreedd ppeenn oorr ppaappeerr

TYPE of Alternate Experience(s) (if applicable):

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by student Signature Date

Term 8(CPE II)

Domains of Nursing Practice, Competencies, and Quality Indicators

Client(s) in this term refer(s) to individuals, families, groups, and communities. The scale below will be used to indicate the levels of practice performance for each competency. Satisfactory performance requires that all competencies be at a minimum Level 3.

1. - Unsatisfactory Performance, unsafe 2. -Unsatisfactory Below Average Performance, safe but requires considerable support 3. - Satisfactory Average Performance 4. - Satisfactory Above Average Performance

The nurse-educator and student need to substantiate the midterm and final PAFs (evaluation) with narrative comments.

Health and Healing Domain - Quality Indicators These indicators are examples that may be used to provide evidence that the competencies have been met and may include: • commits to the promotion of health and healing for people experiencing complex episodic

health challenges • continues to evolve an understanding of own caring practices, which includes open caring

relationships • creates opportunities for effective communication with and between, the nurse, the client,

and the family • demonstrates caring practices • encourages clients to express their understanding of their complex health challenges in

order to assist in their care • engages with clients, not in isolation, but as a member of a family • enhances and maintains client dignity • facilitates therapeutic communication and initiates, maintains and terminates a caring

relationship • facilitates transitions for clients by mobilizing resources • identifies barriers and facilitates access to holistic health care • identifies community resources/capacity for comprehensive client care • identifies preventative measures for effective client care

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• implements comfort measures including pharmacological and non-pharmacological strategies, as well as other health and healing initiatives.

• is sensitive and self-reflective of own communication patterns • recognizes the significance of and creates opportunities for clients to guide their own care • responds to the needs of clients, including their emotional and developmental needs • understands factors necessary to maintain the wholeness and uniqueness of persons

experiencing increasingly complex health challenges. This understanding includes a sensitivity to personal meaning, ways of knowing, cultural/context, and time/transitions

• uses judgement in facilitating clients' needs for involvement in determining and providing care

T = Teacher Rating S = Student Rating

Competencies 1 2 3 4

1.1 Creating a climate for, and establishing a commitment to, health and healing

1.2 Providing comfort measures

1.3. Preserving personhood

1.4 Presencing: being with the client

1.5 Maximizing the client's participation and control

1.6 Facilitating understanding through communication

1.7 Guiding and supporting clients through transition

1.8 Providing emotional support

COMMENTS: Teaching/Learning Domain - Quality Indicators These indicators are examples that may be used to provide evidence that the competencies have been met and may include: • actively pursues opportunities and recognizes the reciprocal nature of teaching/learning

with clients/colleagues/peers to broaden and deepen own knowledge and skills • acts on client cues indicating readiness to learn • adapts teaching/learning process within the context of clients' experiences • evaluates and identifies the effectiveness of the teaching/learning process • facilitates clients' understanding of their health and healing experiences by becoming

available to provide information at the client’s request • identifies learning needs for clients experiencing complex health challenges

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• identifies specific factors and contextual patterns that influence a client's ability to learn • is self-reflective of own learning • is sensitive to cues that show a client's readiness to learn • offers accurate and appropriate explanations of health and healing initiatives • offers relevant information for clients to make informed decisions • recognizes the significance of personal and professional growth and of life-long learning. • shares knowledge and takes an active role as co-learner of health and healing initiatives

with clients, colleagues and peers T= Teacher Rating S = Student Rating


2.1 Timing: capturing the client's readiness to learn

2.2 Participating with clients to integrate health and healing processes into their lives

2.3 Eliciting and understanding client's interpretation of health and healing experiences

2.4 Providing clients with interpretation of their health issues

2.5 Providing relevant information for clients to make informed decisions

2.6 Facilitating client directed change

2.7 Evaluating learning outcomes

COMMENTS: Decision Making for Nursing Practice Domain - Quality Indicators These indicators are examples that may be used to provide evidence that the competencies have been met and may include:

• applies principles of safety in all nursing actions • assesses and analyzes patterns and factors related to clients' personal meaning of their

experiences of increasingly complex health challenges • assist client to mobilize resources • bases care on the understanding of the impact of health challenges on clients' lived

experiences • becomes increasingly more insightful into the impact of increasingly complex episodic health

challenges on clients' experiences of health and healing. • demonstrates abilities to critically analyse and to discriminate important information as it

relates to the health status of clients • demonstrates ability to adapt to change

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• demonstrates the ability to critically reflect on practice judgements/decisions and makes changes to own nursing practice based on this reflection

• identifies significant data for assessment • in collaboration with clients, is able to independently make practice decisions for routine or

simple problems • in consultation/collaboration with members of the health care team, makes decisions based

on different ways of knowing (e.g. clients experiences, knowledge from nursing and other health related disciplines etc) as they relate to holistic client care

• increasingly able to determine and perform appropriate and skilled nursing actions to promote health and healing

• increasingly able to organize nursing care and to set priorities • initiates appropriate and timely actions in response to change in a client's condition • integrates nursing knowledge with other disciplines (biology, pharmacology, social sciences,

etc.) in relation to clients experiencing increasingly complex health challenges • maintains client records and clearly reports significant information • performs thorough health assessment and identifies atypical patterns of response • practises from a health promotion perspective • quickly recognizes signs and symptoms that signal an emergency and seeks assistance to

initiate appropriate action • recognizes changes in a client's condition and reports changes in a clear and timely manner • seeks guidance for complex practice decisions from an appropriate resource • utilizes appropriate nursing principles in the performance of psychomotor skills • with assistance, evaluates the client's response to healing initiatives

T= Teacher Rating S = Student Rating

1 2 3 4

3.1 Assessing the client's potential for health and healing

3.2 Making clinical decisions in relation to the client's experience & understanding of health

3.3 Detecting, reporting and documenting changes in client's health and healing experiences

3.4 Anticipating health and healing issues

3.5 Anticipating change prior to confirming signs

3.6 Recognizing patterns of client response to similar situations

3.7 Assessing the client's response to various health and healing initiatives

3.8 Adapting practice to reflect an understanding of the client's experience of health & healing

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3.9 Performing skilfully in situations that are changing

3.10 Setting priorities to meet multiple client needs and requests

3.11 Systematically monitoring client health status.

3.12 Evaluating decision making for nursing practice.

COMMENTS: Professional Responsibility Domain - Quality Indicators These indicators are examples that may be used to provide evidence that the competencies have been met and may include:

• accepts responsibility for being current with nursing knowledge and skills, including caring for people experiencing increasingly complex episodic health challenges

• analyzes quality of care and reports unsafe practices • applies principles of safety at all times for self and others ion relation to holistic care • critically analyses and examines aspects of nursing practice • demonstrates caring as the moral imperative to act ethically and justly • demonstrates honesty, integrity, and confidentiality • engages in activities that advance the nursing profession. • functions in accordance with agency, college, university-college, and university policies,

procedures, and guidelines • identifies legal and ethical implications of practice • identifies when clients' rights are not being met and acts accordingly • is accountable for own actions • practises according to the CNA Nursing Code of Ethics and the RNABC Standards of

Nursing Practice • recognizes own limitations and seeks guidance from appropriate resources • reflects upon and critically analyzes aspects of own nursing care • responds constructively to instructions and suggestions from experienced staff, faculty,

clients, and colleagues • recognizes the significance of seeking and providing professional mentorship • when appropriate, acts as a client advocate T= Teacher Rating S = Student Rating


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4.1 Monitoring and ensuring the quality of health care practice

4.2 Performing responsibly and in congruence with knowing the client as a person with his/her own context

4.3 Critically examines the quality of own caring practices

4.4 Critically examines ones overall standards of practice

4.5 Monitoring health care environment for physical and psychological safety

4.6 Advocating for client regarding safe health/healing practices

4.7 Practising according to CNA’s Nursing Code of Ethics and CRNBC’s Standards of Nursing Practice

4.8 Practising within the legal requirements for nursing

4.9 Practice reflects continuing currency in nursing

4.10 Participating in the evolution of the nursing profession

COMMENTS:

Collaborative Leadership Domain - Quality Indicators These indicators are examples that may be used to provide evidence that the competencies have been met and may include:

• begins to participate in the resolution of inter-group conflict • begins to take a leadership role in organizing client care • challenges the taken-for-granted practices in health care • continues to participate on a multi-disciplinary team • critically questions health and healing practices from a health promotion perspective in

relation to clients experiencing increasingly complex episodic health challenges • critically questions the status quo in current health care and nursing practices • examines the interrelationship of members on the multi-disciplinary team and identifies

nurses' roles in leadership • further develops leadership skills by consulting and coordinating with members of the health

care team • in collaboration with peers, begins to take action on relevant nursing issues • participates as a colleague in peer groups. • recognizes influences of change on the nursing profession T= Teacher Rating S = Student Rating

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5.1 Taking a leadership role in health and healing practices

5.2 Coordination of, and involvement in multi disciplinary teams

5.3 Perceiving the hegemony and creating a vision for change

5.4 Engaging in the political process to facilitate the counter-hegemony

COMMENTS:

Documents

NURS 3365: Consolidated Practice Experience II Sec 001-002 ...€¦ · Consolidated Practice Experience, ... The learner is required to complete a self-evaluation using the PAF